This is a webquest which is desiqned to help students learn how to calculate the mean and find the median of a set of data and how to use this data in a real world application.
This presentation will be the introduction of the unit of work "Save our Animals".
This presentation will be presented during the implementaion of Lesson 2 week 1.
This presentation will be the introduction of the unit of work "Save our Animals".
This presentation will be presented during the implementaion of Lesson 2 week 1.
Rainforests of Sumatra and Borneo /Integrated, Stage 3 Unit Barbara Schaffer
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A unit which focuses on the global causes and consequences of deforestation in Borneo and Sumatra and the way that individuals and groups can act to protect the rainforest.
BIO 240 Inspiring Innovation/tutorialrank.comjonhson122
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For more course tutorials visit
www.tutorialrank.com
how forensic scientists take advantage of genomic variations in noncoding regions of DNA
the techniques of polymerase chain reaction (PCR) and gel electrophoresis
Introduction: In recent years, law enforcement has been revolutionized by molecular biology. When human tissues are left behind at crime scenes, these tissues can be collected and processed to yield samples of DNA,
Rainforests of Sumatra and Borneo /Integrated, Stage 3 Unit Barbara Schaffer
Â
A unit which focuses on the global causes and consequences of deforestation in Borneo and Sumatra and the way that individuals and groups can act to protect the rainforest.
BIO 240 Inspiring Innovation/tutorialrank.comjonhson122
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For more course tutorials visit
www.tutorialrank.com
how forensic scientists take advantage of genomic variations in noncoding regions of DNA
the techniques of polymerase chain reaction (PCR) and gel electrophoresis
Introduction: In recent years, law enforcement has been revolutionized by molecular biology. When human tissues are left behind at crime scenes, these tissues can be collected and processed to yield samples of DNA,
WebQuest for 7th grade science students studying evolution:
As a scientist, you are worried about the mass extinction going on. You decide that you need to do something about it. You develop a plan. First, you will pick one endangered animal species that you will study in detail. You will fill out âField Notes,â then research the evolution of your species and create a âbranching diagramâ. You will write a 300-word essay about your species and create a visual displaying all of the information that you learned about your species (a poster, brochure, model, etc.). To communicate your findings to your colleagues, you will make a short presentation explaining everything you learned about your endangered animal species.
BIO 240 Enhance teaching - tutorialrank.comLeoTolstoy24
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For more course tutorials visit
www.tutorialrank.com
how forensic scientists take advantage of genomic variations in noncoding regions of DNA
the techniques of polymerase chain reaction (PCR) and gel electrophoresis
Introduction: In recent years, law enforcement has been revolutionized by molecular biology. When human tissues are left behind at crime scenes, these tissues can be collected and processed to yield samples of DNA, which can then be treated to isolate specific DNA fragments that are hig
For more course tutorials visit
www.newtonhelp.com
⢠how forensic scientists take advantage of genomic variations in noncoding regions of DNA
⢠the techniques of polymerase chain reaction (PCR) and gel electrophoresis
SeaWorld/Busch Gardens
Primates
4-8 Classroom Activities
October 2002
ACTION
1. Explain that the students will be constructing a primate dichotomous key. A
dichotomous key is a biological tool used to classify organisms into distinct
categories. It is constructed of several couplets (a set of two statements). Each
statement of the couplet describes a certain characteristic of the organism being clas-
sified. Then a choice is made between the two statements that best fits the organisms.
The initial couplets are constructed with statements that contain broad characteristics
of the organisms being classified. For example: apes vs. monkeys. As couplets
progress in the dichotomous key, the characteristics become more
specific. For example: weight (under one pound) vs. (over one pound).
2. Write the primate list on the chalkboard or copy on an overhead. Explain that these
primates will be classified by the dichotomous key.
3. Divide the class into groups of four. Each group will be responsible for constructing a
unique primate dichotomous key for the primates listed on the board.
4. Allot time for the student groups to research the primates on the list (internet, library,
or other resources). Explain that students must research each primate on the list to
complete the dichotomous key.
5. Give the students the following hint to begin their dichotomous key. The first couplet
should be âapes vs. monkeys.â This will divide the list of ten primates into two
groups of five. The students will then have to determine the differences between apes
and monkeys and sort the primate list into their designated categories.
6. Remind students that the main purpose of a dichotomous key is to make it user
friendly. Therefore the keys should be constructed so that an anonymous person or
group can yield the same results or classification using the key. This will require that
each statement of the couplets have an explanation underneath it.
continued....
Primates ⢠4-8 Activities ⢠page 3
Primate Dichotomous Key
OBJECTIVE
The student will research and evaluate ten primate species. The student will construct a
dichotomous key to classify ten primate species into distinct categories.
MATERIALS
Per student:
⢠copy of Primate Dichotomous Key list
and flow chart
⢠pencil or pen
Per class:
⢠copy of Primate Dichotomous Key
answer guide
⢠Recommended Reference Sources
Rowe, Noel. 1996. The Pictorial Guide
to the Living Primates. East Hampton,
New York: Pogonias Press.
<http://www.buschgardens.org/AnimalBy
tes/animal_bytes.html>
PRIMATE LIST FOR
DICHOTOMOUS KEY
1. Bonobos or Pygmy Chimpanzee
(Pan paniscus)
2. Chimpanzee
(Pan troglodytes)
3. Common Marmoset
(Callithrix jacchus)
4. Guinea Baboon
(Papio hamadryas papio)
5. Mandrill
(Mandrillus sphinx)
6. Spider Monkey
(Ateles fuscieps robustes)
7. Squirrel Monkey
(Saimiri scioreus)
8. Sumatran Orangutan
(Pongo abelii)
9. Western Lowland Gorilla
(Gorilla gorilla gorilla)
10.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A Strategic Approach: GenAI in EducationPeter Windle
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Operation âBlue Starâ is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Embracing GenAI - A Strategic ImperativePeter Windle
Â
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasnât one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
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Francesca Gottschalk from the OECDâs Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Model Attribute Check Company Auto PropertyCeline George
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In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Palestine last event orientationfvgnh .pptxRaedMohamed3
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An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
1. Welcome to Ms.
Ambroseâs Science Place!
On this site you will find important information about our class. Please investigate the different links.
6th Grade Science StudentsâLook under âAssignmentsâ for a
new web quest assignment.
Watch the Mean and Median Video first.
The Teacher Page describes the standard used for the Web
ques.
Web links School Site Mean and
Assignments Parents Teache
Median video
r Page
E-mail
2. Watch these videos to find out how to calculate the Mean
and Median.
http://www.youtube.com/watch?v=2u38VBS_Miw
http://www.youtube.com/watch?v=EpZIIW8uqDc
http://www.youtube.com/watch?v=tgxZfQDf4qY
http://www.youtube.com/watch?v=oNdVynH6hcY
Your objective is to find mathematical data on the population of a species over time, and
use this data to calculate the mean and median population over the past twenty years.
Your data should show five numbers: Year 5, Year 10, Year, 15, Year 20, Year 25
What is the mean population for these 25 years? What is the current population? Find the
median. Is it close to the mean? Why or why not? Itâs ok to guess.
Back to Assignments
3. Assignments
6th Grade Web Quest
Introduction Task Evaluation
process
Conclusion Teacher References
Web Sites
Page
Back to Home Page
4. Teacher Page
This Web Quest is designed to help sixth grade students meet Indiana Academic Standard 6.2.1.
Standard 6.2.1 Find the mean and median of a set of data.
In this Web Quest, five teams of students will gather information about the populations
of the Black Footed Ferret, the Monarch Butterfly, Greveyâs Zebra, Big Horn Sheep, and the
Diamondback Terrapin. They will plot the location of colonies of their animals on a map. After
finding the different populations, they will calculate the mean and median number of their animals
that exist in the world. They will investigate how the populations have declined over the past
twenty-five years using the mean and median for each of the past twenty-five years in five year
increments. They will find three reasons for this decline and propose possible solutions to alleviate
the decline. Finally, the students will create a presentation showing the information they have
found, the decline in population, the reason for this decline, and proposed ideas for how we can
help these populations.
Back to Assignment Page
5. Introduction
Welcome Students! In this web quest, You will learn how to use the mean (average)
and median (middle number in a set of data) to discuss the rate of decline in an animal
population. Each group will investigate a different population.
Team One will investigate Team Two will investigate
the Black Footed Ferret the Monarch Butterfly
Team Three will investigate Team Four will investigate
Grevyâs Zebra. Big Horn Sheep.
Team Five will Investigate the Diamondback Terrapin
To Task Page
6. Task
Your task is to find information about the population of your species. Your goal is to learn how to use the mean
(average) and median (middle number in a series of data) to predict the future of the animal population that you are
investigating. After finding out the average number of animals in the population, the types of food they eat, and their
impact on the environment, you will propose measures to help stop the decline of the population. Finally, you will publish
your findings in an artifact that your group creates. Your artifact can be a poster, power point presentation, video, etc.
Your group will need several workers. Choose your job from the list and click on it.
There should be one person from each category in each group.
Habitat specialist Conservation Mathematician
Officer
Layout/Graphics Cartographer (map
Designer maker)
7. Mathematician (everyone must be able to find the mean and
median)
Your job is to find and organize the numerical data. You will
help the other team members understand the mean and
median. Make sure you watch the teacher tube videos about
finding the mean and median. You can use timelines and charts
to show your data.
Next
8. Habitat Specialist:
Your job is to find out where the
species lives and eats. What
things in the habitat are affecting
the species? How?
next
9. Conservation Officer:
Your research will help you find
information on the populationâs
decline, what is being done now to
help, and what can be done in the future
Next
10. Lay Out/Graphics Designer:
Your job is to create a visually appealing
presentation. Everyone in the group can work
on this part if needed. You will need to decide
what type of presentation you want to give
(video, poster, power point, blog, etc) and build
the layout for that presentation.
Next
11. Cartographer:
Your job is to create the maps that show the
populationâs decline over time. You will need
to chart the population using different colors
or symbols to help the viewer understand the
data. You can use maps printed from the
internet.
Next
12. Find information
Process
â˘Where is your animal found in the world?
â˘What does it eat?
â˘How many exist today in the wild? You will have to look at different populations and find the mean
and median.
1.How many existed 25 years ago?
2.How many existed 20 years ago?
3.How many existed 15 years ago?
4.How many existed 10 years ago?
5.How many existed 5 years ago?
â˘What is already being done to help increase the population?
â˘What does it do for the environment?
â˘What might happen if this species is lost forever?
â˘How can we help this population to continue to thrive?
â˘Why is this species declining?
â˘When is it predicted that this species will be extinct if nothing is done?
Compile the information that you have found, using a web or chart.
Generate some ideas of what we can do to help this species.
Create your presentation.
Web quests are due on November 30, 2009 websites
13. Web Sites
Every team should use these sites: Team 1 Team 2
To find the mean (average) http://www.youtube.com/watch?v=5EmI http://www.trillian.com/animals/butterfy.ht
http://www.youtube.com/watch?v=tgxZfQDf4qY m
To find the median (middle number in a set of
qYj-sYM
http://www.blackfootedferret.org/ http://www.enchantedlearning.com/subjects
numbers)
/butterfly/species/Monarch.shtml
http://www.defenders.org/wildlife_and_habitat/ http://www.azgfd.gov/w_c/blackfooted_f
wildlife/black-footed_ferret.php
http://www.enchantedlearning.com/subjects
erret.shtml
/butterfly/species/Monarch.shtml
http://nationalzoo.si.edu/Animals/NorthA http://www.monarchwatch.org/
maps http://www.printablemaps.net/
merica/default.cfm http://www.youtube.com/watch?v=7AUeM8
http://www.enchantedlearning.com/subj MbaIk
ects/mammals/weasel/Bfferretprintout.s
html
Team 3 Team 4 Team 5
http://en.wikipedia.org/wiki/Gr%C3%A9v http://en.wikipedia.org/wiki/Bighorn_Sheep http://en.wikipedia.org/wiki/Diamondback_t
y's_Zebra http://animals.nationalgeographic.com/anim errapin
http://animaldiversity.ummz.umich.edu/si als/mammals/rocky-mountain-bighorn- http://www.aqua.org/animals_diamondbackt
sheep.html errapin.html
te/accounts/information/Equus_grevyi.ht
http://www.enchantedlearning.com/subjects http://www.uga.edu/srelherp/SPARC/PDFs/D
ml
/mammals/sheep/Bighornsheep.shtml iamondbackTerrapin.pdf
http://www.ypte.org.uk/animal/zebra- http://www.teachertube.com/viewVihttp://w http://www.dtwg.org/Bibliography/Gray/Bre
grevy-s-/199 ww.idahoconservation.org/issues/wildlife/big nnessel%202007.pdf
http://www.awf.org/section/wildlife/zebr horn-sheep http://www.ceoe.udel.edu/kiosk/diamondba
as deo.php?video_id=34527&title=Mountain_Sh ckterrapin.html
http://www.konicaminolta.com/kids/ani eep_of_Lillooet
mals/library/field/grevys-zebra.html
Back to Assignment
Page
14. Conclusion
In your investigations, you have learned how to find the mean and
median of a set of data. Hopefully, you have discovered some new
information about the species that your team investigated. The
endangerment of our animals and natural resources is a serious problem.
It is not one that is not easily solved, nor can it be solved by only a few
people. In finding the mean and median numbers of population over time,
one is able to mathematically describe declines or increases in population.
This type of math gives the viewer a better idea of how quickly a
population is going extinct.
What will you do to help our endangered species?
Assignment
Page
15. Evaluation
Use this rubric to gage your project.
5 points 3 points 1 point 0 points
Oral Presentation Spoke in a strong loud Voice was too low, facts Could not hear Did not present
voice, presented were not important, presentation, few facts
important facts, each some team members did present, only one person
team member spoke not participate from team presented
Design of project Project is very interesting Some graphics present, No graphics present, No project
with many graphics, information is very loose, information not present,
good information, neat, inadequate research, messy and unorganized.
and shows that research messy
was adequately
performed
Group cooperation All members performed Some members worked Members did not work No group work is evident
tasks, together, some members together, arguing was
Members worked well did not work together present, members could
together, all members well, members could not describe research
can describe their own vaguely describe findings.
research research findings
Math Facts Students present correct Students present some Students present No mean or median is
numerical data showing numerical data, such as incorrect method of presented
the mean and median of only the mean or median finding the mean and/or
populations over time. median,
16. References
This is a list of references that I used to build this web quest.
"TeacherTube - Teach the World | Teacher Videos | Lesson Plan Videos | Student Video Lessons | Online
Teacher Made Videos | TeacherTube.com." TeacherTube - Teach the World | Teacher Videos | Lesson Plan
Videos | Student Video Lessons | Online Teacher Made Videos | TeacherTube.com. N.p., n.d. Web. 2 Nov. 2009.
<http://teachertube.com/>.
WETA, the Public Broadcasting station in Washington, and this website gathers. "Internet Sites for Grade 5 -
6." Area III Learning Technology Center. N.p., n.d. Web. 2 Nov. 2009. <http://lth3.k12.il.us/RHAMPTON/5-
6.html>.
"WebQuest.Org: Home." WebQuest.Org: Home. N.p., n.d. Web. 2 Nov. 2009. <http://webquest.org/index.php>.
"Weebly - Create a free website and a free blog." Weebly - Create a free website and a free blog. N.p., n.d.
Web. 2 Nov. 2009. <http://education.weebly.com/weebly/main.php>.
information, researching the, and what conclusions have they come up. "Creating a Web quest." Educational
and Administrative Technology Services. N.p., n.d. Web. 8 Nov. 2009.
<http://www.eats.ecsd.net/curricular/webquest/create_webquest/>.