Unit Plan
Overview
Subject:
Science
Topic:
Introduction to Matter
Unit overview:
This unit is designed to introduce students of grade 5 to the matters, the students will be able to know that the world is made up of matters and they will also learn more about matters and their properties.
Grade:
5
Unit duration:
3-4 weeks
Stage 1 – Desired Results
Big Ideas
Atoms are the building blocks of everything, or matter is formed from atoms.
Universe is made up of matters.
Core Competency
Questioning and Investigating
Communication
Thinking
Personal Social
· Connect and share with others.
· Explain and reflect on experiences
Critical thinking:
· Questions and investigate
· Analyze and critique
Creative Thinking:
· Generating ideas
· Developing ideas
Personal Awareness and responsibility:
· Self determination
· Self-regulation
Social responsibility:
· Contributing to community and caring for the environment
· Building relationships
· Solving problems in peaceful ways
· Valuing diversity
Concepts
Unit Understanding
Transfer Goal
Essential Question
Matter
States of matter
Properties of matter
Uses of matter
Students will understand that…
· Matter has properties
· Matter is made up of atoms and particles.
· Matter has 3 phases
1. Solid
2. Liquid
3. Gas
Students will be able to independently use their learning to…
· Use understanding of properties to address real-life properties
Students will keep considering…
· How are properties used to solve problems?
· What are matters?
· Different phases of matters.
· How matters are used in daily life?
· What are different states of matter?
First Peoples Principles
Learning is holistic, reflexive, reflective, experiential, and relational.
Curricular Competencies
Content
Students will be skilled at…
· Questioning and predicting – make predictions about findings.
· Use reasoning and logic to explore, analyze and apply science of matters.
· Connect concepts of matters to each other and other areas of personal interest.
· Explain and justify the science of matter and decisions.
· Communicate the critical thinking used in science in many ways.
Students will know that…
· reviewing matter and what it is
· states of matter
· Basic concept of matter
Stage 2 – Evidence: Assessing for Understanding
Assess: Understanding
Summative:
Culminating Performance Task(s) at the end of the unit to show understanding
Formative:
Checkpoints for understanding during the unit
· A subjective test should be taken to analyze student’s understanding of concepts
· GRASPS- A skill testing question
Goal: To show your understanding of matters
Role: You are a scientist. You are given a mystery substance by your senior who has mixed up all the labels.
Audience: Your senior scientist (teacher).
Situation: Solve the mystery by performing an experiment to classify the mystery substance as solid, liquid or gas. Focus on identifying properties of matter using senses.
Product: You will submit your lab re ...
This document provides a detailed lesson plan for teaching Grade 1 students about the three phases of matter - solid, liquid, and gas. The lesson plan outlines objectives, materials, procedures, and evaluation. Students will learn to identify, describe, and apply their understanding of the three phases of matter through group activities, discussions, and an assignment pasting pictures into their notebooks. The procedures take students through observing examples, discussing characteristics of each phase, and an activity to demonstrate their understanding of sorting objects by phase of matter.
Constructivism is a theory of learning that suggests humans construct knowledge and meaning from their experiences. Key theorists like Piaget and Dewey influenced the development of constructivism and progressive education. Constructivist teaching approaches encourage active learning through exploration, hands-on activities, social interaction and reflection on experiences. This allows students to build new understandings based on what they already know. Teachers act as guides to challenge students and create meaningful lessons.
Constructivism is a theory of learning that suggests humans construct knowledge and meaning from their experiences. Key theorists like Piaget and Dewey influenced the development of constructivism and progressive education. Constructivist teaching approaches encourage students to take an active role in building understanding from their prior knowledge and experiences through techniques like group work and reflection. Teachers act as guides to challenge students to expand their knowledge. The 5E model provides a framework for constructivist lesson planning, including engaging students, allowing exploration, explaining concepts, extending understanding, and evaluating learning.
Constructivism is a theory of learning that suggests humans construct knowledge and meaning from their experiences. Key theorists like Piaget and Dewey influenced the development of constructivism and progressive education. Constructivist teaching approaches encourage active learning through exploration, hands-on activities, and social interaction. Teachers act as guides for students to build on prior knowledge and challenge understandings. Lessons are designed for students to make connections and reflect on learning experiences.
Constructivism is a theory of learning that suggests humans construct knowledge and meaning from their experiences. Key theorists like Piaget and Dewey influenced the development of constructivism and progressive education. Constructivism posits that learning is an active process where learners build on prior knowledge through experiences. For teachers, this implies facilitating learning through meaningful lessons and encouraging collaboration. The 5Es model - engage, explore, explain, elaborate, evaluate - provides a framework for lesson planning based on constructivist principles.
Light passes through transparent materials like clear glass, water, and plastic sheets. Several activities were performed to demonstrate this. In one activity, words could still be read on a book covered with a transparent plastic sheet since light passed through the sheet. In another, light was observed to pass through a clear glass blade without forming shadows, since the glass is transparent. Transparent materials like clear water and glass allow light to pass through easily.
This Daily Lesson Log or DLL shows the updated template for Teachers 3 years up of service. The DLL is designed for 1 week of class. This type of DLL uses the 7 E. This DLL is very useful especially to those teachers with overloading work and are also assigned to ancillary works. All you have to do is to edit the name of the teacher, school, date, name of the principal and now ready to print. You can also change or add something which you think are useful and meaningful during your classroom instruction.
This four-lesson unit introduces first grade students to the states of matter through hands-on activities. In Lesson 1, students will identify solids, liquids, and gases and observe water changing states. Lesson 2 focuses on observing liquid rock candy forming a solid over days. Lesson 3 stations explore the properties of gases, including their ability to spread and be imperceptible. The unit aims to develop students' understanding of the three states of matter and their distinguishing properties through observation and measurement.
This document provides a detailed lesson plan for teaching Grade 1 students about the three phases of matter - solid, liquid, and gas. The lesson plan outlines objectives, materials, procedures, and evaluation. Students will learn to identify, describe, and apply their understanding of the three phases of matter through group activities, discussions, and an assignment pasting pictures into their notebooks. The procedures take students through observing examples, discussing characteristics of each phase, and an activity to demonstrate their understanding of sorting objects by phase of matter.
Constructivism is a theory of learning that suggests humans construct knowledge and meaning from their experiences. Key theorists like Piaget and Dewey influenced the development of constructivism and progressive education. Constructivist teaching approaches encourage active learning through exploration, hands-on activities, social interaction and reflection on experiences. This allows students to build new understandings based on what they already know. Teachers act as guides to challenge students and create meaningful lessons.
Constructivism is a theory of learning that suggests humans construct knowledge and meaning from their experiences. Key theorists like Piaget and Dewey influenced the development of constructivism and progressive education. Constructivist teaching approaches encourage students to take an active role in building understanding from their prior knowledge and experiences through techniques like group work and reflection. Teachers act as guides to challenge students to expand their knowledge. The 5E model provides a framework for constructivist lesson planning, including engaging students, allowing exploration, explaining concepts, extending understanding, and evaluating learning.
Constructivism is a theory of learning that suggests humans construct knowledge and meaning from their experiences. Key theorists like Piaget and Dewey influenced the development of constructivism and progressive education. Constructivist teaching approaches encourage active learning through exploration, hands-on activities, and social interaction. Teachers act as guides for students to build on prior knowledge and challenge understandings. Lessons are designed for students to make connections and reflect on learning experiences.
Constructivism is a theory of learning that suggests humans construct knowledge and meaning from their experiences. Key theorists like Piaget and Dewey influenced the development of constructivism and progressive education. Constructivism posits that learning is an active process where learners build on prior knowledge through experiences. For teachers, this implies facilitating learning through meaningful lessons and encouraging collaboration. The 5Es model - engage, explore, explain, elaborate, evaluate - provides a framework for lesson planning based on constructivist principles.
Light passes through transparent materials like clear glass, water, and plastic sheets. Several activities were performed to demonstrate this. In one activity, words could still be read on a book covered with a transparent plastic sheet since light passed through the sheet. In another, light was observed to pass through a clear glass blade without forming shadows, since the glass is transparent. Transparent materials like clear water and glass allow light to pass through easily.
This Daily Lesson Log or DLL shows the updated template for Teachers 3 years up of service. The DLL is designed for 1 week of class. This type of DLL uses the 7 E. This DLL is very useful especially to those teachers with overloading work and are also assigned to ancillary works. All you have to do is to edit the name of the teacher, school, date, name of the principal and now ready to print. You can also change or add something which you think are useful and meaningful during your classroom instruction.
This four-lesson unit introduces first grade students to the states of matter through hands-on activities. In Lesson 1, students will identify solids, liquids, and gases and observe water changing states. Lesson 2 focuses on observing liquid rock candy forming a solid over days. Lesson 3 stations explore the properties of gases, including their ability to spread and be imperceptible. The unit aims to develop students' understanding of the three states of matter and their distinguishing properties through observation and measurement.
The document discusses various hands-on activities teachers can use to engage students in learning science. It describes activities that encourage curiosity, allow skills development through manipulation, foster cooperation, help develop scientific concepts, and relate lessons to everyday life. Examples include observing the effect of smoking on cotton in a bottle, classifying devices that overcome human limitations, recreating the solar system with students representing planets, investigating how plant shoots respond to light, and determining which materials conduct heat well. The conclusion emphasizes that learning science is most meaningful when done through hands-on activities led by a facilitative teacher to enhance understanding and long-term memory.
This lesson plan aims to teach 4th grade students about mixtures and solutions through an inquiry-based experiment mixing substances like sugar, raisins, and candy corn in water. Students will make predictions, record observations, and discuss their findings. The teacher will assess student understanding through observation and graded recording sheets. While the lesson was generally effective, the teacher reflects that planning questions more intentionally and improving time management would enhance student learning.
1) Students will investigate how to design an invention to keep a balloon in the air using provided materials and resist the force of gravity. They will work collaboratively in groups, test their designs, and record how long each balloon stays aloft.
2) After testing their inventions, students will analyze the data by creating bar graphs of balloon flight times. They will discuss which designs were most successful and why.
3) To conclude, students will complete a KWL chart on gravity and discuss what they have learned about gravity and its effects on objects. They will also reflect on additional questions that could be investigated.
The document summarizes a science lesson for third grade students on using thermometers to measure and compare temperatures. It describes three main activities: 1) Students work in groups to measure the temperature of ice cubes and water, observing that ice is 0°C while water is higher; 2) Students similarly take temperature readings of room temperature water; 3) A discussion prompts students to explain how particle motion relates to temperature readings on the thermometer. The goal is for students to understand how thermometers work and define temperature and its metric unit.
This document provides a detailed lesson plan for a Grade 3 science class on the three phases of matter: solid, liquid, and gas. The lesson plan outlines the teacher's activities in instructing the students and the students' participation. It includes introducing the key concepts of each phase, providing examples, having students identify examples, and an activity worksheet for students to determine if examples are solid, liquid, or gas. The overall goal is for students to understand and be able to identify the characteristics of the three phases of matter.
In a chemistry classroom, the teacher has 35 students working independently on student-designed laboratory investigations. Students are moving purposefully around the room gathering materials from designated areas and carrying out different experiments at their lab stations. Though it initially appears chaotic, there is organized safety and coordination as students work independently on investigations they have designed related to concepts recently covered in class like factors affecting burning candles and drops on a penny. The teacher facilitates by answering questions and ensuring procedures are followed safely.
Grade 8, Quarter 3.pdf lesson plan thirdgmail227828
This document contains a science lesson plan for an 8th grade class on the topic of matter. The lesson plan spans one week and covers key objectives such as explaining the particle nature of matter, distinguishing matter from non-matter, and explaining the properties of solids, liquids, and gases. The daily lessons include activities such as classifying pictures as matter or non-matter, exploring the composition of matter through experiments, and investigating physical changes like evaporation. The plan outlines learning objectives, resources, tasks, assessments, and reflections for each day's lesson.
The document describes a project conducted by students at Academia Nacional de Sistemas in Florencia Caquetá, Colombia to teach them about the importance of recycling and the paper recycling process. The project involved students making paper from recycled paper over 4-5 classes. It provided details on the objectives, materials used, steps taken in each class, and conclusions. The overall goal was to cultivate environmental awareness while teaching English language skills.
This document contains a daily lesson log for a 6th grade science class covering mixtures. Over the course of a week, students will learn about the three states of matter and different types of mixtures. They will conduct experiments to observe homogeneous and heterogeneous mixtures. Assessment activities include a KWL chart, presentation of experimental results, and a poster showing examples of mixtures. The teacher will evaluate student understanding and identify any requiring additional support.
This lesson plan aims to teach students about organ and organ systems. It outlines the following:
1. The class will last 1 hour and 10 minutes, with 5 minutes for introduction/management, 15 minutes for the main activity, 10 minutes for teacher-student contact, and 10 minutes for assessment.
2. The objectives are for students to develop interest in science, understand concepts, and learn how science applies to daily life. Specifically, students will learn about plant and human organs, how organ systems are formed, and identify organs in the digestive and respiratory systems.
3. Activities include the teacher asking questions to assess prior knowledge, introducing the topic using a flower chart and digestive system chart, summarizing at
The document discusses several approaches to curriculum development in science education:
1. The spiral approach organizes curriculum in an ascending manner, building on prior knowledge gradually over time.
2. The concentric plan spreads topics over multiple years, with each year building on the previous years' knowledge and filling in gaps.
3. The type study approach classifies content into representative types that increase in complexity.
4. The historical approach emphasizes the evolution of science through important discoveries and figures.
5. Nature study and nature rambling focus on students directly observing and experiencing the natural world around them.
6. The topic method groups lessons into interesting topics relevant to students' lives and environments across different science disciplines.
Students will build on their understanding of erosion by classifying soil samples, conducting an absorbency experiment in groups, and reflecting on how water impacts different materials. The lesson aims to engage students through an agree/disagree activity, hands-on experimentation, and assessment of their evolving ideas about erosion. Differentiation is provided through grouping strategies and assigning roles to support students at various ability levels.
1. The document describes activities carried out with Year 3 students to determine their understanding of floating and sinking. Activities included questionnaires, predictions, observations, and explanations of experiments.
2. The students were familiar with concepts of floating and sinking from prior experiences. During an experiment, one student correctly explained that an apple floats because it contains air, unlike a grape.
3. Planning effective lessons with varied activities like multimedia, worksheets, and pictures helped improve students' knowledge of concepts like buoyancy. Care was taken to make lessons interesting and ensure equal interaction among students from different classes.
The document outlines a lesson plan to teach pupils how to measure and compare the volume of liquids. The lesson will have pupils work in groups to observe different water containers, make guesses about which holds the most volume, then measure the containers to determine the actual volume and order from greatest to least. By the end of the lesson, pupils will understand volume is not just based on height and be able to measure and compare the volumes of liquids.
1) The document outlines lesson plans for a unit on habitats for a third grade social studies class.
2) The lessons involve identifying environmental factors that support life in habitats, discussing human impacts on habitats like deforestation and pollution, and explaining how adaptations help organisms survive in their environments.
3) Activities include videos, discussions, worksheets, projects and presentations to engage students and assess their understanding of key concepts.
This lesson plan template outlines a 45-minute science lesson for grade 5 students on force and motion. The lesson includes 4 hands-on activities where students will explore concepts like gravity, inertia, and force through experiments with pencils, books, water, coins and cards. The teacher will review key concepts at the beginning, monitor students as they work through the different activity stations in groups, and have one student from each group report back at the end. The teacher aims to focus on classroom management and engaging students during the lesson.
Daily Lesson Log science quarter one week oneAllyzaFaeDavid1
This document contains a daily lesson log for a 6th grade science class taught by Ms. Allyza Fae S. David. The lesson covers mixtures and their characteristics. The objectives are for students to understand different types of mixtures and be able to prepare mixtures like drinks and herbal medicines. The activities include analyzing pictures of solids, liquids and gases, performing experiments to observe mixtures, and presenting the results. Students create concept maps and story wheels to summarize their learning about states of matter and mixtures. Formative assessments include a KWL chart and laboratory sheets.
This document outlines the goals and procedures for laboratory work in education. It discusses:
- The major goals of laboratory work are to teach observational and manual skills, improve understanding of scientific inquiry, and develop problem-solving abilities.
- Laboratory methods include experimental and demonstration approaches to promote discovery, problem-solving, and mastery of concepts and skills.
- Key steps in the laboratory method are preparation, work periods where students conduct experiments or activities, and culminating activities where results are discussed.
- Benefits are that students learn by doing and develop observation, reasoning, and scientific thinking, while disadvantages include time and cost ineffectiveness.
This document provides information about a teacher education course called "All About You!" which focuses on life science topics over 6 days. The course covers fundamentals of life science, structure and function of cells, DNA and genetics, variation in life, evidence of evolution, evolution in our lives, and the nature of science. Examples are given of how scientific ideas are subject to change and how students and teachers can think like scientists through inquiry-based learning and modifying theories based on new evidence.
Written AssignmentPlease provide a comprehensive answer to the fol.docxouldparis
Written Assignment
Please provide a comprehensive answer to the following two questions:
1) Which were the main causes of the Great Depression?
2) Why did the Great Depression last so long?
Indications:
• To answer these questions, please start with our textbook information and then use at least one more reputable source for your research.
• Please use the bibliographic information recommended by the Modern Language Association (MLA).
• When typing your report use Font 12, Double Space, and Normal Margins
• Length: at least five pages.
• The day of the final exam.
.
Writing Piece AnalysisWhat do you think are some steps this writ.docxouldparis
Writing Piece Analysis
What do you think are some steps this writer took to create this piece besides the writing steps we reviewed?
Identify:
The topic:
The thesis statement:
Provide 4 pieces of evidence that support the thesis statement:
How does the author conclude this piece? (What is the conclusion?)
Homework:
Find a non-fiction piece of writing and use the questions above to analyze it. Bring in article along with analysis next week.
.
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The document discusses various hands-on activities teachers can use to engage students in learning science. It describes activities that encourage curiosity, allow skills development through manipulation, foster cooperation, help develop scientific concepts, and relate lessons to everyday life. Examples include observing the effect of smoking on cotton in a bottle, classifying devices that overcome human limitations, recreating the solar system with students representing planets, investigating how plant shoots respond to light, and determining which materials conduct heat well. The conclusion emphasizes that learning science is most meaningful when done through hands-on activities led by a facilitative teacher to enhance understanding and long-term memory.
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2) After testing their inventions, students will analyze the data by creating bar graphs of balloon flight times. They will discuss which designs were most successful and why.
3) To conclude, students will complete a KWL chart on gravity and discuss what they have learned about gravity and its effects on objects. They will also reflect on additional questions that could be investigated.
The document summarizes a science lesson for third grade students on using thermometers to measure and compare temperatures. It describes three main activities: 1) Students work in groups to measure the temperature of ice cubes and water, observing that ice is 0°C while water is higher; 2) Students similarly take temperature readings of room temperature water; 3) A discussion prompts students to explain how particle motion relates to temperature readings on the thermometer. The goal is for students to understand how thermometers work and define temperature and its metric unit.
This document provides a detailed lesson plan for a Grade 3 science class on the three phases of matter: solid, liquid, and gas. The lesson plan outlines the teacher's activities in instructing the students and the students' participation. It includes introducing the key concepts of each phase, providing examples, having students identify examples, and an activity worksheet for students to determine if examples are solid, liquid, or gas. The overall goal is for students to understand and be able to identify the characteristics of the three phases of matter.
In a chemistry classroom, the teacher has 35 students working independently on student-designed laboratory investigations. Students are moving purposefully around the room gathering materials from designated areas and carrying out different experiments at their lab stations. Though it initially appears chaotic, there is organized safety and coordination as students work independently on investigations they have designed related to concepts recently covered in class like factors affecting burning candles and drops on a penny. The teacher facilitates by answering questions and ensuring procedures are followed safely.
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The document describes a project conducted by students at Academia Nacional de Sistemas in Florencia Caquetá, Colombia to teach them about the importance of recycling and the paper recycling process. The project involved students making paper from recycled paper over 4-5 classes. It provided details on the objectives, materials used, steps taken in each class, and conclusions. The overall goal was to cultivate environmental awareness while teaching English language skills.
This document contains a daily lesson log for a 6th grade science class covering mixtures. Over the course of a week, students will learn about the three states of matter and different types of mixtures. They will conduct experiments to observe homogeneous and heterogeneous mixtures. Assessment activities include a KWL chart, presentation of experimental results, and a poster showing examples of mixtures. The teacher will evaluate student understanding and identify any requiring additional support.
This lesson plan aims to teach students about organ and organ systems. It outlines the following:
1. The class will last 1 hour and 10 minutes, with 5 minutes for introduction/management, 15 minutes for the main activity, 10 minutes for teacher-student contact, and 10 minutes for assessment.
2. The objectives are for students to develop interest in science, understand concepts, and learn how science applies to daily life. Specifically, students will learn about plant and human organs, how organ systems are formed, and identify organs in the digestive and respiratory systems.
3. Activities include the teacher asking questions to assess prior knowledge, introducing the topic using a flower chart and digestive system chart, summarizing at
The document discusses several approaches to curriculum development in science education:
1. The spiral approach organizes curriculum in an ascending manner, building on prior knowledge gradually over time.
2. The concentric plan spreads topics over multiple years, with each year building on the previous years' knowledge and filling in gaps.
3. The type study approach classifies content into representative types that increase in complexity.
4. The historical approach emphasizes the evolution of science through important discoveries and figures.
5. Nature study and nature rambling focus on students directly observing and experiencing the natural world around them.
6. The topic method groups lessons into interesting topics relevant to students' lives and environments across different science disciplines.
Students will build on their understanding of erosion by classifying soil samples, conducting an absorbency experiment in groups, and reflecting on how water impacts different materials. The lesson aims to engage students through an agree/disagree activity, hands-on experimentation, and assessment of their evolving ideas about erosion. Differentiation is provided through grouping strategies and assigning roles to support students at various ability levels.
1. The document describes activities carried out with Year 3 students to determine their understanding of floating and sinking. Activities included questionnaires, predictions, observations, and explanations of experiments.
2. The students were familiar with concepts of floating and sinking from prior experiences. During an experiment, one student correctly explained that an apple floats because it contains air, unlike a grape.
3. Planning effective lessons with varied activities like multimedia, worksheets, and pictures helped improve students' knowledge of concepts like buoyancy. Care was taken to make lessons interesting and ensure equal interaction among students from different classes.
The document outlines a lesson plan to teach pupils how to measure and compare the volume of liquids. The lesson will have pupils work in groups to observe different water containers, make guesses about which holds the most volume, then measure the containers to determine the actual volume and order from greatest to least. By the end of the lesson, pupils will understand volume is not just based on height and be able to measure and compare the volumes of liquids.
1) The document outlines lesson plans for a unit on habitats for a third grade social studies class.
2) The lessons involve identifying environmental factors that support life in habitats, discussing human impacts on habitats like deforestation and pollution, and explaining how adaptations help organisms survive in their environments.
3) Activities include videos, discussions, worksheets, projects and presentations to engage students and assess their understanding of key concepts.
This lesson plan template outlines a 45-minute science lesson for grade 5 students on force and motion. The lesson includes 4 hands-on activities where students will explore concepts like gravity, inertia, and force through experiments with pencils, books, water, coins and cards. The teacher will review key concepts at the beginning, monitor students as they work through the different activity stations in groups, and have one student from each group report back at the end. The teacher aims to focus on classroom management and engaging students during the lesson.
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This document outlines the goals and procedures for laboratory work in education. It discusses:
- The major goals of laboratory work are to teach observational and manual skills, improve understanding of scientific inquiry, and develop problem-solving abilities.
- Laboratory methods include experimental and demonstration approaches to promote discovery, problem-solving, and mastery of concepts and skills.
- Key steps in the laboratory method are preparation, work periods where students conduct experiments or activities, and culminating activities where results are discussed.
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Written AssignmentPlease provide a comprehensive answer to the fol.docxouldparis
Written Assignment
Please provide a comprehensive answer to the following two questions:
1) Which were the main causes of the Great Depression?
2) Why did the Great Depression last so long?
Indications:
• To answer these questions, please start with our textbook information and then use at least one more reputable source for your research.
• Please use the bibliographic information recommended by the Modern Language Association (MLA).
• When typing your report use Font 12, Double Space, and Normal Margins
• Length: at least five pages.
• The day of the final exam.
.
Writing Piece AnalysisWhat do you think are some steps this writ.docxouldparis
Writing Piece Analysis
What do you think are some steps this writer took to create this piece besides the writing steps we reviewed?
Identify:
The topic:
The thesis statement:
Provide 4 pieces of evidence that support the thesis statement:
How does the author conclude this piece? (What is the conclusion?)
Homework:
Find a non-fiction piece of writing and use the questions above to analyze it. Bring in article along with analysis next week.
.
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W
ritten Assignment 1: Biology and Technology in the Real World
Background
:
This assignment will give you the opportunity to participate in ongoing scientific research. For the past several years, I have been involved in ecological research in old-growth forests in Wisconsin. In many areas the forest floor is dominated by a grasslike species, Pennsylvania sedge (
Carex pensylvanica
). The sedge may exclude other ground species by interspecific competition, which may decrease the number of species in an area, which is a main component of biodiversity. The Penn sedge "lawns" are probably caused by selective herbivory by an abundance of white-tailed deer. The deer do not like the sedge but consume most other ground plants. [Please read OLI Module 51 for information on interspecific competition & herbivory and Module 53 on biodiversity.]
Another problem in the forests is that dominant trees, such as white pine and sugar maple, do not show successful reproduction to replace the old pines and maples that die, which leads to the question - does Pennsylvania sedge decrease the establishment of tree seedlings? With support from a UMUC Faculty Research Grant to create this assignment, I collected data last summer that you can use to test three hypotheses-
Hypotheses
A. Pennsylvania sedge inhibits regeneration of white pine
B. Pennsylvania sedge inhibits regeneration of sugar maple
C. Pennsylvania sedge decreases biodiversity
Choice of Study Site - Practice with Google Earth:
Most, if not all, students are familiar with the use of GPS (Global Positioning System) to navigate. I assume that many of you are also familiar with Google Earth, an interactive aerial map of the globe. It is a very useful tool. When we lived in Okinawa, we chose a home to rent before our 2011 move to Rhode Island by investigating the property and its environs on Google Earth, and are very happy with our choice. Google Earth can be downloaded free at earth.google.com
I also make use of Google Earth in choosing study sites for my research, especially when I was searching for remaining old-growth white pine forests in Upper Michigan. For practice with this relatively-new technology, I have included an exercise involving Google Earth with this assignment (under "Report" below).
Methods of Data Collection
Data were collected during 2-4 August 2013 in a study plot within a forest dominated by trees of sugar maple, red oak, and red maple at Trout Lake Cathedral Point, Vilas County, Wisconsin (Figure 1). All ground species were identified in 2- x 2-meter quadrats that were positioned as a strip of adjacent quadrats in transects of adjacent across the plot. In ecology, a quadrat is defined as a sample area and a transect is a sample line. Figures 2 and 3 illustrate the method of transects of continuous quadrats. Within each of the sample quadrats, the percent cover of Penn sedge was estimated and all established tree seedlings (defined as > 20 cm in .
Writing question What are the sources of homophobia in South korea.docxouldparis
Writing question: What are the sources of homophobia in "South korean culture”?
"korean culture” is the culture korean were born into and brought up in. as well as the general culture around you.
Homophobia – hatred of gay people – is in all cultures, though it is receding very quickly in some of them. Where does in come from in Korean culture?
Further, is the attitude in your age group the same as that in that culture in general? Do you and your friends think the same way? Why or why no? And what do you expect for the future?
As always, make sure to discuss the role of the media in all of this.
No plagiarism.
Essays should be about two to three pages double-spaced, about 500-700 words.
.
Writing one pages for each of the topicPlease separate Plea.docxouldparis
Writing one pages for each
of the topic
Please
separate
Please on time
Topic 1-
The self in interpersonal communication.
Topic
2-
Impression Formation.
Topic 3- Culture,Gender, and Listening
Topic
4-
Listening Barriers.
Please focus about the grammar , MLA style and
simple words.
Each paper should be organized with a clear beginning, middle, and end. Be sure to give an overview of the paper's main ideas in the introduction and summarize these main ideas at the end of the paper.
Please no
Plagiarism
.
Writing one pages for each of the topicTopic 1- Why Study .docxouldparis
Writing one pages for each
of the topic
Topic 1- Why Study
Interpersonal Communication
Topic
2- The Nature of Interpersonal Communication
Topic 3- Culture
Topic
4-
Culture Differences
Please focus about the grammar , MLA style and simple words.
Each paper should be organized with a clear beginning, middle, and end. Be sure to give an overview of the paper's main ideas in the introduction and summarize these main ideas at the end of the paper.
Please no
Plagiarism
.
Writing assignment to be completed in APA format, double spaced, and.docxouldparis
Writing assignment to be completed in APA format, double spaced, and 1-2 pages in length. In your response, be certain
to answer all questions clearly and concisely.
Compare and contrast two events motivated by incentives, one where the self-interested behavior was good for society and the other where it was bad.
.
Writing Assignment (Part 1) Identifying the HypothesisDue in Week.docxouldparis
Writing Assignment (Part 1): Identifying the Hypothesis
Due in Week 3 and worth 50 points
Consider a social issue in which you are interested. It could be human freedom, sexuality, deviance, crime, social mobility, poverty, education, aging, or another similar issue. Select a specific hypothesis that you will evaluate against the available evidence from your library / Internet research.
The specific course learning outcomes associated with this assignment are:
Apply the sociological perspective to a variety of socioeconomic and political problems.
Use technology and information resources to research issues in sociology.
Write clearly and concisely about sociology using proper writing mechanics.
NOTE: I want to chose human freedom as a social issue for this paper. Only one or two pages at least.
Thanks
.
Write a draft of no more than 1,800 words of the strategic plan fo.docxouldparis
Write
a draft of no more than 1,800 words of the strategic plan for Macy's, including the following:
Implementation plan
Objectives
Functional tactics
Action items
Milestones and a deadline
Tasks and task ownership
Resource allocation
Any required organizational change management strategies that would enhance successful implementation
Key success factors, budget, and forecasted financials, including a break-even chart
Risk management plan, including contingency plans for identified risks
Format
your plan consistent with APA guidelines.
.
Writing a Rhetorical CritiqueAudience and PurposeWho is the .docxouldparis
Writing a Rhetorical Critique
Audience and Purpose
Who is the intended audience?
What is the writer’s purpose?
How well does the text suit the particular purpose?
Influence of Genre on the Shape of the Text
How has the genre affected the author’s style, structure, and use of evidence?
Author’s Style
How do the author’s language choices and sentence length and complexity contribute to the impact of the text?
Appeal to logos, the logic of the argument
How well has the author created a reasonable, logically structured argument?
Use of evidence
How reputable, relevant, current, sufficient, and representative is the evidence?
Appeal to ethos and the credibility of the author
How well does the author persuade readers that he/she is knowledgeable, reliable, credible, and trustworthy?
Appeal to pathos
How well does the author appeal to readers’ emotions, sympathies, and values?
Author’s angle of vision
How much does the author’s angle of vision or interpretive filter dominate the text, influencing what is emphasized or omitted?
.
Writing a First Draft General Organization of an Argument .docxouldparis
Writing a First Draft
General Organization of an Argument
|
General Organization of the Course Project
|
What to Include in the Introduction
|
Body Section I
|
Acknowledge the Opposing View
|
Using American Psychological Association (APA) Documentation Style
For the remainder of the course, we will focus on drafting and refining your paper; that effort begins with the draft you’ll write this week. By now you’ve conducted library and Internet research for information to support your topic. You’ve read a variety of sources of research. You’ve also written assignments over the past few weeks that contain material that you can incorporate into the draft. Now you will combine the components into the paragraphs and pages of your project. This week, you’ll plan your Course Project and write the first two sections.
How do you get there? It’s not as difficult as you might think.
General Organization of an Argument
Back to Top
If you’ve ever watched a courtroom scene, you’re familiar with the basic organization that is used to persuade an audience using an argument. One side introduces an issue, usually with background information. The opposing argument is stated and then taken apart point by point to create reasonable doubt. The audience is then presented with the main argument. The main argument is presented logically so that the audience can easily follow. This means that one section is presented at a time, each one supported by reasonable evidence from experts, witnesses, or personal testimony. The argument ends with a conclusion asserting the final persuasive points that are left to the audience to make a conclusion about.
Similarly the Course Project will have a recognizable structure.
General Organization of the Course Project
Back to Top
The Course Project consists of the following sections.
Introduction
Attention-getting hook
Topic, purpose, and thesis
Background
Relevance to reader
Body
Logically presented, point-by-point argument with evidence
(the number of sections may differ by paper, but you should plan to have at least two sections)
Section 1 (2–5 paragraphs)
Section 2 (2–5 paragraphs)
Section 3 (2–5 paragraphs)
Section 4 (2–5 paragraphs)
Section 5 (2–5 paragraphs)
Conclusion
Each section has a distinct focus.
Introduction and Background
Engages the audience; identifies the topic, purpose, and thesis, and previews for the reader how the papers will be organized.
Body
Divides into sections that logically present the point-by-point argument with evidence; developed with two to five major sections with two to five paragraphs each.
Conclusion
Summarizes without repeating information and includes a call for action that outlines how the reader might think or act differently.
The first draft, due this week, will provide the introduction and one section of the body of the paper.
What to Include in the Introduction
Back to Top
The introduction contains the following elements.
Attention-getting hook
Topic, purpos.
Writing a compare and contrast essay.Prompt Compare and cntr.docxouldparis
This document provides instructions for writing a compare and contrast essay between girl and boy students. It outlines that the essay should have 4 body paragraphs comparing the two subjects point by point on at least 4 different points. As an example, it shows an introductory paragraph with a thesis stating the subjects and 3 points of comparison between cats and dogs on food, hygiene, and attitude. The document then provides an outline for 3 body paragraphs each discussing one of the points in more detail and a conclusion paragraph.
Writing Assignment Discuss a LegalEthical IssueWrite a paper bas.docxouldparis
Writing Assignment: Discuss a Legal/Ethical Issue
Write a paper based on a real court case involving a newspaper. You
may not
use
Sullivan v. NYT,
but all other cases are approved. Select one of the following terms to focus on.
Libel
First Amendment
Freedom of Information Act
Invasion of privacy
Access/trespass
Copyright law
First serial rights
Simultaneous rights
Privacy Protection Act
Surreptitious reporting
Please find in a newspaper an actual documented court case or an article connected to one of the terms above. Use a search engine to find a plethora of this type of documented court case examples.
In your report, do the following.
Examine the term you selected.
Define the term and relate it to journalism and newspapers.
Using your court case example, explain how this issue became a legal matter for that newspaper.
Explore what could have been prevented, who won the case and why, and what this meant for future newspapers.
Your paper should clearly explore the term you selected and its implications through the actual court case you examine.
Your paper should be three pages long.
Your paper should follow APA formatting.
.
Writing Assignment #2 Supreme Court DecisionIn this assignment,.docxouldparis
Writing Assignment #2: Supreme Court Decision
In this assignment, you will be a Supreme Court Justice deciding on a Fourth Amendment case.
Carefully read about the case in question, the summaries of related Supreme Court decisions, and directions for the assignment.
The Case “Doe v. City of Intrusia”:
Trouble was brewing in the small, quiet city of Intrusia.
Someone was selling methamphetamine to the local teenagers and a popular football player died after an overdose.
The community was panicked and demanded that the police find the source of the meth and shut it down immediately.
The police suspected that 20 year old Joe Doe was selling the meth but they didn’t have much evidence.
The state prosecutor advised the police department to talk with the local cell phone carrier about “cloning” Mr. Doe’s phone.
The cell phone carrier created a “clone” phone which allowed the police to read text messages sent and received by Mr. Doe.
In no time the police had evidence implicating Mr. Doe as a dealer and the location of the meth lab.
Mr. Doe was convicted and the meth lab was closed.
Mr. Doe is appealing his conviction, claiming that the interception of text messages violated the unreasonable search and seizure protections of the Fourth Amendment.
Furthermore, all evidence from the text messages should have been excluded from his trial.
The City of Intrusia argues that there was no physical intrusion into Mr. Doe’s space and that police were acting quickly in order to uphold their duty to protect the community’s safety.
Background:
In Silverman v. United States the Supreme Court held that that the Fourth Amendment does not protect conversations, therefore wiretapping does not constitute a search and seizure.
The case was reversed in Katz v. United States, when Justice Harlan proposed a two pronged test of whether public actions should be considered private and therefore protected.
1)
Has the person exhibited an expectation of privacy?
and 2) is the expectation of privacy one that society is prepared to recognize as 'reasonable.'?
In more recent decisions, the Supreme Court has found that society is not prepared to extend privacy rights to bank customers regarding their bank statements and that society was not prepared to recognize a privacy right-to grow a backyard crop of marijuana.
The Questions:
·
Does the Fourth Amendment protect text messages sent over a cell phone?
·
Is there a “reasonable expectation of privacy” when texts are sent?
o
Did Mr. Doe exhibit an expectation of privacy when he sent the texts?
o
Is there a societal expectation of privacy in the process of text messaging?
Related Supreme Court Decisions (each case is linked to a short description on Oyez.com):
Court Case
Question
Olmstead v. United States (1928)
Did the use of evidence disclosed in wiretapped private telephone conversations; violate the recorded party’s Fourth and Fifth Amendments?
Katz v. United States (1967)
Does the Fourth Amendment protec.
Writing Assignment (Part 1) 3 pagesConsider a social issue in .docxouldparis
Writing Assignment (Part 1): 3 pages
Consider a social issue in which you are interested. It could be human freedom, sexuality, deviance, crime, social mobility, poverty, education, aging, or another similar issue. Select a specific hypothesis that you will evaluate against the available evidence from your library / Internet research.
The specific course learning outcomes associated with this assignment are:
Apply the sociological perspective to a variety of socioeconomic and political problems.
Use technology and information resources to research issues in sociology.
Write clearly and concisely about sociology using proper writing mechanics
.
writing a paragraph by answering the qustions on the file i alread.docxouldparis
writing a paragraph by answering the qustions on the file i already
uplaod. "Marketing Plan"
2. Place/Distribution
8
Should the firm try to deliver its offerings directly to customers, or can it better deliver
selected offerings by involving other organizations? What channel(s) should
be used in distributing product offerings?
8
What physical distribution facilities should be used? Where should they be located?
What should be their major characteristics?
8
Are members of the target market willing and able to travel some distance to buy
the product?
8
How good is access to facilities? Can access be improved? Which facilities need
priority attention in these areas?
8
How are facility locations chosen? Is the site accessible to the target markets? Is it
visible to the target markets?
8
What are the location and atmosphere of retail establishments? Do these retailers
satisfy customers?
8
When are products made available to users (season of year, day of week, time of
day)? Are these times most appropriate?
i uplaod some files about our project talking about "Chipotle"
.
Write an 1,050- to 1,400-word essay on technology and social chang.docxouldparis
Write
an 1,050- to 1,400-word essay on technology and social change, covering the following:
Provide an introduction that defines both technology and social change and discusses how they are related.
Discuss the impact of the personal computer, cellular phones, and the internet on society.
Using the three major sociological perspectives, describe the equilibrium model, the digital divide and cultural lag in relation to these technologies and social change.
Include how technology has influenced social epidemiology, health and the environment.
Explore a recent or emerging form of technology and discuss its potential benefits or consequences for society.
Provide a conclusion that summarizes key points.
Cite
at least three academic, peer-reviewed sources and two popular magazines.
Format
the paper consistent with APA guidelines.
.
Write a paper of no more than 700 words in which you do the follow.docxouldparis
Write
a paper of no more than 700 words in which you do the following:
Explain the role of ethics and social responsibility in developing a strategic plan, considering stakeholder needs.
Explain how your ethical perspective has evolved.
Format
your paper consistent with APA guidelines.
.
Write a paper of no more than 1,050 words that incorporates id.docxouldparis
Write
a paper of no more than 1,050 words that incorporates ideas from the attached document. The paper should do the following:
Summarize the issue.
Identify the problem.
Explain why this is the underlying problem.
Reflect on the group collaboration process in defining the problem.
Explain how a clearly defined problem could help you find the solutions.
*****Response must be consistent with APA guidelines complete with in-text citations as well as reference page. *****
.
Write a paper of no more than 1,050 words that incorporates idea.docxouldparis
Write
a paper of no more than 1,050 words that incorporates ideas from the attached documents. The paper should do the following:
Summarize the issue.
Identify the problem.
Explain why this is the underlying problem.
Reflect on the group collaboration process in defining the problem.
Explain how a clearly defined problem could help you find the solutions.
*****Response must be consistent with APA guidelines complete with in-text citations as well as reference page. *****
.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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Unit Plan OverviewSubjectScienceTopicIntroduction to.docx
1. Unit Plan
Overview
Subject:
Science
Topic:
Introduction to Matter
Unit overview:
This unit is designed to introduce students of grade 5 to the
matters, the students will be able to know that the world is made
up of matters and they will also learn more about matters and
their properties.
Grade:
5
Unit duration:
3-4 weeks
Stage 1 – Desired Results
Big Ideas
Atoms are the building blocks of everything, or matter is
formed from atoms.
Universe is made up of matters.
Core Competency
Questioning and Investigating
Communication
Thinking
Personal Social
· Connect and share with others.
· Explain and reflect on experiences
Critical thinking:
· Questions and investigate
2. · Analyze and critique
Creative Thinking:
· Generating ideas
· Developing ideas
Personal Awareness and responsibility:
· Self determination
· Self-regulation
Social responsibility:
· Contributing to community and caring for the environment
· Building relationships
· Solving problems in peaceful ways
· Valuing diversity
Concepts
Unit Understanding
Transfer Goal
Essential Question
Matter
States of matter
Properties of matter
Uses of matter
Students will understand that…
· Matter has properties
· Matter is made up of atoms and particles.
· Matter has 3 phases
3. 1. Solid
2. Liquid
3. Gas
Students will be able to independently use their learning to…
· Use understanding of properties to address real-life properties
Students will keep considering…
· How are properties used to solve problems?
· What are matters?
· Different phases of matters.
· How matters are used in daily life?
· What are different states of matter?
First Peoples Principles
Learning is holistic, reflexive, reflective, experiential, and
relational.
Curricular Competencies
Content
Students will be skilled at…
· Questioning and predicting – make predictions about findings.
· Use reasoning and logic to explore, analyze and apply science
of matters.
· Connect concepts of matters to each other and other areas of
personal interest.
· Explain and justify the science of matter and decisions.
· Communicate the critical thinking used in science in many
ways.
Students will know that…
· reviewing matter and what it is
· states of matter
· Basic concept of matter
4. Stage 2 – Evidence: Assessing for Understanding
Assess: Understanding
Summative:
Culminating Performance Task(s) at the end of the unit to show
understanding
Formative:
Checkpoints for understanding during the unit
· A subjective test should be taken to analyze student’s
understanding of concepts
· GRASPS- A skill testing question
Goal: To show your understanding of matters
Role: You are a scientist. You are given a mystery substance by
your senior who has mixed up all the labels.
Audience: Your senior scientist (teacher).
Situation: Solve the mystery by performing an experiment to
classify the mystery substance as solid, liquid or gas. Focus on
identifying properties of matter using senses.
Product: You will submit your lab report to your senior. It will
include the procedure you used to classify the state of your
mysterious substance. Please include the hypothesis and an
observation table to show how you performed your experiment.
Finally, make a conclusion to classify the state of mysterious
substance.
· Teacher observations
· Quizzes
· The air catcher activity
· Tray activity
· Balloon and the bag activity
5. Assess: Know & Do
Formative
Summative
· Tray activity
· The air catcher activity
· Quizzes
· Homework
· Teacher observations
· Higher order Thinking Quizzes
· Sample papers
· Unit tests
· Worksheet 1
· Worksheet 2
Stage 3 – Executing the Learning Plan
Week 1-
Introduction To matters.
Matter is defined as that has volume and occupies space. In 1st
week of this unit I will give a basic introduction of matter to my
students.
I believe that kids learn more by performing activities rather
than just reading the text in front of them. So, I performed a
tray activity in front of them to give the basic introduction of
matters.
Tray activity
The activity was with a simple tray with three sections. I
labeled the first section as “Solid” and put a stone inside. I
labeled the second section as “Liquid” and put a container of
water inside. I labelled the third section as “Gas” and put an
empty container inside.
In the beginning I introduced matters to my kids, I pulled out
this tray. I first defined matters that occupies space and has
6. volume. I then, explained that matter exists in three states:
Solids, Liquids and Gases. I then showed them the three
labelled things in the tray and asked them to identify the
different states of matter.
· During my next class I presented the Solids Tray. This tray
includes several solid objects. In sharing this tray with my kids,
I also explained them that solids have
· Definite shape.
· Definite volume
· Definite mass.
To demonstrate the properties of solids I allowed the students to
hold the various solid objects. The students holed them and
learned that they have a definite shape, volume and mass. I also
told them solids can change shape by applying some external
pressure on them. For example, I showed them a pipe cleaner
which can be bent and could change its shape.
In another class, I also gave example of clay and dough, that
could change their shape when some external force is applied on
them.
· During the next class, I presented the Liquids Tray. This tray
includes several containers filled with water. In sharing this
tray with my kids, I explained them that liquids:
· Do not have a definite shape, but take the shape of the
container they are placed in.
· Have a definite volume.
· Have a definite mass.
We talked about that how liquids change their shape when they
are shifted from one container to another. I allowed the students
to do it by their selves. So, they pour the water from one
container to another. We also poured some water on the table
and on the floor. I did this because I wanted to teach my
students if we do so then we need some towel to wipe up the
water, otherwise it would spread to vast region.
· During the next class, I presented the Gases Tray. This tray
includes a straw, bubbles and balloon. In sharing this tray with
7. my students, I demonstrated them that gases:
· Do not have definite shape
· Do not have definite volume
· Have definite mass
Of all the types of matter, gases are the most difficult to teach
about because it is the most abstract. For the most part, we
cannot see the gas. We rarely feel the gas. So, the purpose of
this tray was to give a concrete idea about the gas to the
students.
We used the straw to blow into. We can feel the air coming
from the other side of the straw. We blew the balloon and see
how the balloon gets bigger it was because of the air inside.
Lastly, we blew the bubbles and see how the bubbles were
formed by blowing air/gas.
By doing this tray activity in the 1st week of this unit I
successfully demonstrated the matters and its states to my
students.
Week 2-
I demonstrated different states of matters to my students. But
what I feel they were not fully satisfied with the gaseous state.
So in this week I performed some activities to clear their
doubts.
Activity1- The Air Catcher
Question: What and where is air?
Materials Needed:
1. A medium plastic bag.
2. One plastic sandwich bag per student
Procedure:
1. Take the medium size garbage bag, open its mouth and ask
students: “What’s in the bag?” (Anticipated answer: ‘nothing’).
2. Move the bag now with two hands back and forth (like
wanting to catch a bug in a bag), then quickly close the mouth
of the bag with a twisting motion.
3. Ask the students: “What do I have in the bag now?”
8. 4. Distribute sandwich bags to the students and let them try to
catch air in their own seats, without blowing into the bag.
Anticipated Results: The students will collect air that is
odorless and colorless. After they have collected their air, they
will twist the bag to trap it. They can then feel the firmness of
the bag, demonstrating that the bag is not empty.
Thought Questions for Class Discussion:
1. What was filling the bags?
2. Can we catch air under the bench or behind the door?
3. Is the air the same everywhere?
4. How else can we fill the bag?
5. Would the material in the bag be the same if we blew in it?
6. How can we keep the bag inflated?
7. What would happen if we hit the inflated small plastic bag
with the palm of the other hand?
Explanation: Air is found everywhere. The plastic bags may be
filled with air above the table, under the table, behind the door
or anywhere else. The bags can also be inflated by blowing in
them, but then the bags would contain exhaled air. This air is
different because it has a higher percentage of carbon dioxide
(CO2) and more water vapor.
Activity 2- The Bottle and the Bag
Question:
What is air pressure?
Materials Needed:
1. One or two plastic sandwich bags.
2. One or two large wide-mouthed glass jars (for example,
pickle jars).
3. Masking or transparent adhesive tape.
Procedure:
1. Place the materials on a table in front of the students. Ask
the class: “What’s inside the jar?
2. Invert a sandwich bag over the mouth of a jar and blow a
little air into the bag so that it stays inflated over the jar.
9. 3. Tape the bag air-tight against the jar.
4. Now ask one of the students to push the bag into the jar
(without tearing it). It won’t work!
5. Place another plastic bag inside another wide mouthed jar (if
necessary you can reuse the previous bag and jar). Let the
edge of the bag hang over the jar rim.
6. Tape it air-tight against the jar and let a student try and take
the bag out of the jar (without tearing it). It won’t work!
Anticipated Results:
With each part of the experiment, you and your students will
see that it is not possible to either push down on the plastic bag
or remove it from the jar.
Thought Questions for Class Discussion:
1. What is holding the bag out of the jar (when trying to push it
in)?
2. What is holding the bag inside the jar (when trying to take it
out)?
3. How could we get the bag inside the jar without making a
hole in it?
Explanation: It is the air occupying the space in the jar which
kept the bag from going inside after it had been taped air-tight
against the jar. In trying to push the bag in, the pressure
increased (became the volume decreased) and this held the bag
out. When trying to take the bag out of the jar, the air pressure
inside the jar decreased. This occurred because the volume
increased, and this is what kept the bag inside of the jar. We
encounter the first situation when we try to fold up a plastic air
mattress or an inflatable plastic toy (ex. beach ball).
Activity 3- States of matter Poster
I begin by passing out a half sheet of paper to each student so
that students can create their own States of Matter Poster while
I create a class poster on the front board. I find that students
10. learn more when posters are constructed in front of them instead
of explaining a poster that was created by the teacher before the
lesson.
I begin by showing students a cup of ice and drawing a cube of
ice at the bottom of the poster (solid water). I then emptied the
cup of ice into a can on a burner. As the ice melted into liquid
water, I explained: When ice changes into liquid water, we call
this process melting. Does the temperature of the water get
colder or hotter during this process? (hotter)
When the liquid water changes into water vapor, the water
becomes an invisible gas. This is called evaporating. Does the
temperature of the water get colder or hotter during this
process? (hotter) I then drew a large red arrow pointing upward
and labeled it "Getting hotter."
We then discussed the process of condensing and water vapor
can change into water droplets on the outside of a glass,
window, or on blades of grass in the morning. Does the
temperature of the water get colder or hotter during this
process? (colder)
Finally, I drew an arrow from the liquid water back to the solid
ice and explained: When liquid water changes into a solid (or
ice), this process is called freezing. Does the temperature of the
water get colder or hotter during this process? (colder) I then
drew a blue red arrow pointing downward and labeled it
"Getting colder."
To connect this demonstration with today's lesson, I explain:
Yesterday you began measuring and observing physical
properties of matter. You learned how the properties of matter
help us distinguish one substance from another. Today, we are
going to take this one step further by further exploring the
properties of different states of matter.
In this week we performed so many activities.
Week 3-
In 3rd week of my unit I will give this worksheet to my
11. students to fill to see their understanding of the concept.
Worksheet2
Teacher: Unit Reflection
What aspects of the unit went well?
What did students struggle with?
What did you struggle with?
What would you add/revise the next time you taught this unit?
Were there any unintended outcomes?
Were students engaged?
Running head: SPORTS SCIENCE
1
SPORTS SCIENCE
4
12. 150 words respond to classmate
***Lou
The commercialization of sports is that aspect of the sports
enterprise that involves the sale, display, or use of sport or
some aspect of sport so as to produce income. Some experts
prefer the term “commodification of sport” as a label for the
same process. Interest in the commercialization of sport has
existed for several decades, but only in recent years has the
phenomenon has been taken seriously on a larger scale.
What changes occur in the meaning, purpose, and organization
of sports when they become commercial activities?
I think the amount of exposure the teams receive. The success
of an event is depended on how you promote the event. Other
circumstances come into effect like the popularity of the team
or the players. For example, the game between the Patriots and
the Cowboys broke national ratings. This hasn’t happened in
two decades. The Cowboys is known for being the America’s
team, while the Patriots who have had success in the past two
decades. This matchup brought national attention from many
viewers and boosted ratings because of the reputation.
How does such a commercial arrangement benefit members of a
society?
Commercial arrangement benefits society because of the
endorsement of products and goods.
What does sport commercialization tell us about the standard of
living of the society supporting it? It tells us that sport
commercialization is the basis for society. The need for sports
13. makes it a marketable tool. It is necessary to provide that
excitement for the public. Profit is made when sporting events
is televised and marketed. You earn revenue from gear, apparel,
and merchandise.
Does commercial sport activity like major league baseball or
professional football deserve any form of public assistance such
as stadium subsidies or other taxpayer support? Commercial
sport activity does deserve stadium subsidies because sporting
venues needs reconstructing and renovation to make it an
enjoyable and likely place to view sporting events. I do believe
in funding for sporting events, more so of stadium subsidies,
taxpayer support not so likely. Some taxpayers are not fans of
sports so I feel that it is necessary for taxpayers with no interest
of the game to be paying.
References
Retrieved from https://www.ukessays.com/essays/media/effect-
of-commercialization-on-sporting-events-media-essay.php.
****Torrey 150 words
When a sport becomes commercialized it can change the entire
dynamics. The purpose, the meaning, and the organization
itself can change as a result of new and increased public
interest. Commercializing a sport can be very positive as it can
help the activity to grow in interest and in development. As
more people see a sport and have access to watching it they take
new interest in it. They may begin to follow the sport more
frequently and closely and they may even gain enough interest
to play the sport themselves.
The commercialized growth of a sport can make it more
profitable as well. As people have more access to the activity,
14. they will be willing to buy tickets to see games in person. They
will buy merchandise related to their favorite teams and in
support of their favorite players. Commercializing a sport can
bring in big bucks for an organization. Of course, this also
means that the sport will change in the manner in which it is
organized. As commercialization happens, the sport begins to be
run more like a business and less like a high school sports
team. The players, the teams, and the games, must be scheduled
and organized. The money coming in and going out must be
monitored to cover expenses and payroll for players and staff.
Commercialization of a sport will lead to growth which leads to
a business atmosphere.
As sports change into businesses the meaning behind them can
take on a new role as well. Once a sport is running like a
business it stops being something that people play for fun and
becomes a player’s “job”. The games are now revenue
producing activities that must go on to keep the business alive.
Commercialization can benefit society in that it can bring them
a new method of entertainment and it can lead to a great source
of revenue for some cities. Areas that have a large sports arena
can mean new jobs, new economic opportunities related to
tourism, and city-wide growth. Commercialization of sports can
also be an indicator that the standard of living of the society
supporting it is good. When families can afford to watch, buy
tickets to games, and purchase merchandise, of professional
sports then the economy must be in a semi-healthy state.
I personally think that some sports do deserve public assistance
and taxpayer support because of the positive outcome and
growth that they can bring to their cities. If cities and economic
opportunities are a direct result of a sport, then the sport should
be support in a reciprocal manner.
When a sport becomes commercialized, everything about it can
15. be impacted. The growth of a sport into the public eye can
change its structure from play to business and move its meaning
from fun to a money-making industry. Commercialization
determines what viewers have access to and therefore which
sports become popular and which ones do not.