This document provides instructions for a student assignment to investigate evidence of a fictional earthquake that occurred near the student's town. Students are tasked with using provided resources to take notes on earthquake effects, then writing a short paper explaining their findings to the townspeople in simple terms using examples like a slinky to describe seismic waves. The teacher page outlines learner standards, process details, and evaluation criteria for the project.
The document summarizes a lesson plan for students to learn about earthquakes. Students are tasked with investigating the evidence left behind from a fictional earthquake near their town. They must identify what caused different destructive paths and explain their findings in a paper for the townspeople. The process involves students using resources online to research earthquake waves and effects. They are evaluated on completing requirements, time management, accuracy, and creativity.
This document provides instructions for a group project on earthquakes for 7th grade earth science students. Students are assigned roles of data collector, artist, writer, or anthropologist. They must work together to research current earthquake data, create a map, graph, flyer, and PowerPoint presentation on one affected region to present to officials. The project is evaluated based on the quality of the group work and individual contributions in completing the assigned tasks.
This web quest asks 10th grade biology students to research different North American biomes and recommend one for reintroducing the fictional species "SpatulaTankWhozit". Students gather data on temperature, rainfall, plants and characteristics of temperate grassland, forest, alpine and taiga biomes. They organize the data and learn about the species. Using facts from their research, students create a PowerPoint and written recommendation to the North American Species Reintroduction Society on which biome is best for the species.
This document outlines a lesson plan for students to research the role of carbon dioxide in global warming. Students will work in groups with each assigned a role - scientist, data analyst, reporter, or presenter. They will research topics like carbon dioxide levels over time and the effects of rising levels. Each student will create a document related to their role, like a graph of carbon dioxide data or a newspaper article. Finally, groups will give presentations explaining their findings and proposed solutions to addressing increased carbon dioxide emissions.
This document provides instructions for students to create a board game about global warming. It outlines the process which includes students researching specific topics as climatologists, hydrologists, zoologists and botanists. They then share their findings and incorporate what they've learned to create a board game that answers key questions about global warming and encourages awareness of the issue. The game must include rules, questions and creative design elements and integrate each student's research for a final collaborative project.
This document provides an overview of a WebQuest activity designed to teach high school biology students about global warming. Students are tasked with researching the causes and effects of global warming, organizing the information they find, and proposing a solution to prevent further temperature increases. They will work in groups to create an informative brochure presenting the issues and their proposed solution. The document outlines the process, evaluation criteria, and references used to develop the lesson.
1) A webquest is an inquiry-based lesson formatted around using online resources to complete a task that requires higher-level thinking skills like analysis, synthesis, and evaluation.
2) When creating a webquest, teachers should consider their students' abilities and available equipment, identify a topic from their curriculum, and include an introduction, task, process, resources, evaluation, and conclusion.
3) Resources on creating effective webquests are available at sites like Webquest.org which provide templates, examples, and hosting platforms.
This document outlines a WebQuest project for a 10th grade engineering class that involves reverse engineering simple machines. Students will be assigned to groups to disassemble, analyze, and reassemble a simple machine. They will investigate why it was designed a certain way and explain how it works using Newton's laws of motion. Students will then give a speech to present their findings and submit a report summarizing what they learned. The project aims to engage students hands-on and spark curiosity about everyday items and engineering principles.
The document summarizes a lesson plan for students to learn about earthquakes. Students are tasked with investigating the evidence left behind from a fictional earthquake near their town. They must identify what caused different destructive paths and explain their findings in a paper for the townspeople. The process involves students using resources online to research earthquake waves and effects. They are evaluated on completing requirements, time management, accuracy, and creativity.
This document provides instructions for a group project on earthquakes for 7th grade earth science students. Students are assigned roles of data collector, artist, writer, or anthropologist. They must work together to research current earthquake data, create a map, graph, flyer, and PowerPoint presentation on one affected region to present to officials. The project is evaluated based on the quality of the group work and individual contributions in completing the assigned tasks.
This web quest asks 10th grade biology students to research different North American biomes and recommend one for reintroducing the fictional species "SpatulaTankWhozit". Students gather data on temperature, rainfall, plants and characteristics of temperate grassland, forest, alpine and taiga biomes. They organize the data and learn about the species. Using facts from their research, students create a PowerPoint and written recommendation to the North American Species Reintroduction Society on which biome is best for the species.
This document outlines a lesson plan for students to research the role of carbon dioxide in global warming. Students will work in groups with each assigned a role - scientist, data analyst, reporter, or presenter. They will research topics like carbon dioxide levels over time and the effects of rising levels. Each student will create a document related to their role, like a graph of carbon dioxide data or a newspaper article. Finally, groups will give presentations explaining their findings and proposed solutions to addressing increased carbon dioxide emissions.
This document provides instructions for students to create a board game about global warming. It outlines the process which includes students researching specific topics as climatologists, hydrologists, zoologists and botanists. They then share their findings and incorporate what they've learned to create a board game that answers key questions about global warming and encourages awareness of the issue. The game must include rules, questions and creative design elements and integrate each student's research for a final collaborative project.
This document provides an overview of a WebQuest activity designed to teach high school biology students about global warming. Students are tasked with researching the causes and effects of global warming, organizing the information they find, and proposing a solution to prevent further temperature increases. They will work in groups to create an informative brochure presenting the issues and their proposed solution. The document outlines the process, evaluation criteria, and references used to develop the lesson.
1) A webquest is an inquiry-based lesson formatted around using online resources to complete a task that requires higher-level thinking skills like analysis, synthesis, and evaluation.
2) When creating a webquest, teachers should consider their students' abilities and available equipment, identify a topic from their curriculum, and include an introduction, task, process, resources, evaluation, and conclusion.
3) Resources on creating effective webquests are available at sites like Webquest.org which provide templates, examples, and hosting platforms.
This document outlines a WebQuest project for a 10th grade engineering class that involves reverse engineering simple machines. Students will be assigned to groups to disassemble, analyze, and reassemble a simple machine. They will investigate why it was designed a certain way and explain how it works using Newton's laws of motion. Students will then give a speech to present their findings and submit a report summarizing what they learned. The project aims to engage students hands-on and spark curiosity about everyday items and engineering principles.
This document outlines a lesson plan for a student assignment where students will virtually travel around the world to different countries, collecting information in a journal. They will then choose one country to focus on for a final project, where they can choose a narrative, statistical, analytical, artistic, or experiential format to share what they learned about the country's culture. The document provides details on the goals, standards, resources, process, evaluation, and teacher instructions for guiding the lesson.
This document provides instructions for a lesson plan where students take a virtual trip around the world, visiting 7 countries across 7 continents. They are tasked with keeping a journal of experiences and observations from each country. Students will then choose one country to focus on for a final project, where they can choose a narrative, statistical, analytical, artistic, or experiential format to share what they learned about the country's culture. The document provides guidelines for students' research process, examples of country details to include, and rubric for evaluating their final projects.
A webquest is an inquiry-oriented activity that uses links to resources on the internet. It has students do meaningful tasks that require higher-order thinking like analysis and problem solving. An effective webquest is not just research or a series of disconnected web experiences. It includes an introduction to engage students, a clear task, process instructions, curated resources, and an evaluation or conclusion. Teachers should consider student abilities and available technology when designing a webquest around curriculum standards.
This document outlines a lesson plan for students to research whale migration. Students are divided into groups and each picks a whale to research. They use provided websites to learn about the whale's identifying characteristics, diet, and summer and winter locations. As a group, students create a word document on what they learned, a PowerPoint with whale pictures, and an Excel chart with whale information. They also map the whale's migration paths on a world map. The lesson incorporates science, geography, writing and technology standards.
This WebQuest assigns students to research the history of cameras by taking on the role of different camera types from throughout history. Students will be divided into groups where each member researches and becomes a different camera (Daguerreotype, large format camera, SLR, or digital camera). As a group, students will create a timeline and presentation about the evolution of cameras. Individually, each student will produce a brochure about their assigned camera and argue why it is the best or worst invention. The lesson aims to help students learn about photography history and connect with the concepts by experiencing different camera perspectives.
This document provides instructions for a lesson plan where students take on roles as members of a weather news team. They will research two different weather types, creating a newsletter, spreadsheet, and presentation. Students are divided into groups and each assigned a role - meteorologist, weather chaser, or cartographer. They research their weather types using provided websites and record data. Their final products include a newsletter defining and providing facts about the weather types, a spreadsheet showing where they occur in the US, and a presentation with data and pictures to be filmed for a "news broadcast".
This document provides an introduction, task, process, and evaluation for a lesson on the War of 1812 for 10th grade American history students. The introduction gives background on the war and its causes. The task is for students to understand the key events and outcomes of the war. The process outlines steps for students to research the war through online resources and class discussions. The evaluation section provides a rubric for presenting findings.
This document summarizes a webquest for 2nd grade students about exploring the deep blue sea. Students are divided into crews and tasked with researching facts about the ocean and its inhabitants using the internet and Microsoft PowerPoint. They record findings in journals and create a fact book presentation. The class votes on the most outrageous facts and best pictures. The winning crew receives a treasure chest to share among the class. The webquest aims to teach students about the ocean while building skills in writing, reading, recording, oral presentation, science, creativity and technology use.
This document outlines a webquest assignment for 9th grade world geography students. Students will research one of the seven continents using online resources and create a PowerPoint presentation. They will present their findings to the class. The goal is for students to learn about the geography, climate, people, animals and countries of each continent through internet research and peer teaching.
This document provides instructions for a space-themed collaborative learning activity for elementary school students. Students will work in groups to research an assigned planet, create a poster and model of a spacecraft, and plan supplies needed for a hypothetical trip. The activity incorporates skills in science, math, reading, writing and allows different subject teachers to collaborate. It aims to teach students about space exploration and engage their problem-solving and creative abilities.
This document provides materials for a lesson plan about space exploration for elementary school students. Students will research an assigned planet, create a poster and model of a spacecraft, and plan a survival list. The lesson incorporates various subjects and can be implemented collaboratively between teachers. It includes the standards, process, evaluation criteria and necessary resources.
This document outlines a lesson plan for a high school speech class where students take on the role of a travel agent. They will research a country and present a persuasive speech to their classmates about why it would be a good travel destination. The process involves choosing a country, researching interesting facts over several days, developing 5 points of interest, creating an informational brochure, writing a speech outline, and finally presenting to the class. The goal is to improve students' professional and persuasive speaking skills.
This WebQuest guides students through a research project on Greek mythology. Students will:
1) Research a god, goddess or figure from Greek mythology.
2) Prepare a 3-minute monologue in character, citing important facts and retelling a myth.
3) Perform their monologue in costume with props for the class.
The WebQuest provides evaluation rubrics and directs students to websites for research. It aims to assess student understanding of Greek mythology.
This WebQuest guides students through a research project on Greek mythology. Students will:
1) Research a god, goddess or figure from Greek mythology.
2) Prepare a 3-minute monologue in character, retelling a myth and including important facts.
3) Perform their monologue for the class in costume with props.
The WebQuest provides evaluation rubrics and directs students to websites for research. It aims to assess student understanding of Greek mythology.
The document is a lesson plan for a cell analogy project where students compare the parts of a cell to rebuilding the city of Fort Collins after a flood. Students are tasked with researching cell organelles and their functions, as well as researching Fort Collins. They then must determine which parts of the city relate to each cell organelle and explain the comparisons in a PowerPoint presentation. The lesson plan provides links to research cell parts and Fort Collins, outlines the process for students to follow, and includes a rubric to evaluate students' work.
1. Students take on the roles of elements and explore the history and development of the periodic table through various online resources.
2. Students are assigned to element groups where they research their element, build a toothpick-gumdrop model, and present on their element's properties through a creative skit.
3. Students provide feedback on the periodic table to the "Periodic Table Committee" through an online survey.
This document provides instructions for a WebQuest lesson on mathematicians for a 9th grade geometry class. Students are each assigned a famous mathematician to research using provided websites. They then choose a method to present what they learned about their mathematician to the class, such as a speech, PowerPoint, or song. The document includes sections on the tasks, research and presentation process, evaluation rubric, and conclusion of the lesson.
This WebQuest guides 9th grade geometry students through a research project on important historical mathematicians. Students are each assigned a mathematician and must research their life, discoveries, and contributions using provided online resources. They then choose a method to present what they learned to the class, such as a speech, PowerPoint, or song. The WebQuest provides evaluation criteria and concludes by noting how mathematics advances through people making discoveries over time.
This document provides instructions for a WebQuest lesson for 9th grade geometry students. Students are each assigned a historical mathematician and must research their assigned mathematician using provided websites. They then present their findings to the class using a presentation method of their choice while including a graphic organizer. The document includes sections on the task, research process, evaluation rubric, and conclusion of the WebQuest lesson.
- The document describes a classroom activity where students work in groups to research and build small roller coasters made of Styrofoam tubing.
- Each student is assigned an expert role related to forces and motion - kinematics, Newtonian physics, applied forces, or energy. They research their topic and share findings with their group.
- Groups then collaborate to design a blueprint for their roller coaster and build it, applying what they've learned. They present their coaster to the class, explaining the forces on a marble riding through it.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
This document outlines a lesson plan for a student assignment where students will virtually travel around the world to different countries, collecting information in a journal. They will then choose one country to focus on for a final project, where they can choose a narrative, statistical, analytical, artistic, or experiential format to share what they learned about the country's culture. The document provides details on the goals, standards, resources, process, evaluation, and teacher instructions for guiding the lesson.
This document provides instructions for a lesson plan where students take a virtual trip around the world, visiting 7 countries across 7 continents. They are tasked with keeping a journal of experiences and observations from each country. Students will then choose one country to focus on for a final project, where they can choose a narrative, statistical, analytical, artistic, or experiential format to share what they learned about the country's culture. The document provides guidelines for students' research process, examples of country details to include, and rubric for evaluating their final projects.
A webquest is an inquiry-oriented activity that uses links to resources on the internet. It has students do meaningful tasks that require higher-order thinking like analysis and problem solving. An effective webquest is not just research or a series of disconnected web experiences. It includes an introduction to engage students, a clear task, process instructions, curated resources, and an evaluation or conclusion. Teachers should consider student abilities and available technology when designing a webquest around curriculum standards.
This document outlines a lesson plan for students to research whale migration. Students are divided into groups and each picks a whale to research. They use provided websites to learn about the whale's identifying characteristics, diet, and summer and winter locations. As a group, students create a word document on what they learned, a PowerPoint with whale pictures, and an Excel chart with whale information. They also map the whale's migration paths on a world map. The lesson incorporates science, geography, writing and technology standards.
This WebQuest assigns students to research the history of cameras by taking on the role of different camera types from throughout history. Students will be divided into groups where each member researches and becomes a different camera (Daguerreotype, large format camera, SLR, or digital camera). As a group, students will create a timeline and presentation about the evolution of cameras. Individually, each student will produce a brochure about their assigned camera and argue why it is the best or worst invention. The lesson aims to help students learn about photography history and connect with the concepts by experiencing different camera perspectives.
This document provides instructions for a lesson plan where students take on roles as members of a weather news team. They will research two different weather types, creating a newsletter, spreadsheet, and presentation. Students are divided into groups and each assigned a role - meteorologist, weather chaser, or cartographer. They research their weather types using provided websites and record data. Their final products include a newsletter defining and providing facts about the weather types, a spreadsheet showing where they occur in the US, and a presentation with data and pictures to be filmed for a "news broadcast".
This document provides an introduction, task, process, and evaluation for a lesson on the War of 1812 for 10th grade American history students. The introduction gives background on the war and its causes. The task is for students to understand the key events and outcomes of the war. The process outlines steps for students to research the war through online resources and class discussions. The evaluation section provides a rubric for presenting findings.
This document summarizes a webquest for 2nd grade students about exploring the deep blue sea. Students are divided into crews and tasked with researching facts about the ocean and its inhabitants using the internet and Microsoft PowerPoint. They record findings in journals and create a fact book presentation. The class votes on the most outrageous facts and best pictures. The winning crew receives a treasure chest to share among the class. The webquest aims to teach students about the ocean while building skills in writing, reading, recording, oral presentation, science, creativity and technology use.
This document outlines a webquest assignment for 9th grade world geography students. Students will research one of the seven continents using online resources and create a PowerPoint presentation. They will present their findings to the class. The goal is for students to learn about the geography, climate, people, animals and countries of each continent through internet research and peer teaching.
This document provides instructions for a space-themed collaborative learning activity for elementary school students. Students will work in groups to research an assigned planet, create a poster and model of a spacecraft, and plan supplies needed for a hypothetical trip. The activity incorporates skills in science, math, reading, writing and allows different subject teachers to collaborate. It aims to teach students about space exploration and engage their problem-solving and creative abilities.
This document provides materials for a lesson plan about space exploration for elementary school students. Students will research an assigned planet, create a poster and model of a spacecraft, and plan a survival list. The lesson incorporates various subjects and can be implemented collaboratively between teachers. It includes the standards, process, evaluation criteria and necessary resources.
This document outlines a lesson plan for a high school speech class where students take on the role of a travel agent. They will research a country and present a persuasive speech to their classmates about why it would be a good travel destination. The process involves choosing a country, researching interesting facts over several days, developing 5 points of interest, creating an informational brochure, writing a speech outline, and finally presenting to the class. The goal is to improve students' professional and persuasive speaking skills.
This WebQuest guides students through a research project on Greek mythology. Students will:
1) Research a god, goddess or figure from Greek mythology.
2) Prepare a 3-minute monologue in character, citing important facts and retelling a myth.
3) Perform their monologue in costume with props for the class.
The WebQuest provides evaluation rubrics and directs students to websites for research. It aims to assess student understanding of Greek mythology.
This WebQuest guides students through a research project on Greek mythology. Students will:
1) Research a god, goddess or figure from Greek mythology.
2) Prepare a 3-minute monologue in character, retelling a myth and including important facts.
3) Perform their monologue for the class in costume with props.
The WebQuest provides evaluation rubrics and directs students to websites for research. It aims to assess student understanding of Greek mythology.
The document is a lesson plan for a cell analogy project where students compare the parts of a cell to rebuilding the city of Fort Collins after a flood. Students are tasked with researching cell organelles and their functions, as well as researching Fort Collins. They then must determine which parts of the city relate to each cell organelle and explain the comparisons in a PowerPoint presentation. The lesson plan provides links to research cell parts and Fort Collins, outlines the process for students to follow, and includes a rubric to evaluate students' work.
1. Students take on the roles of elements and explore the history and development of the periodic table through various online resources.
2. Students are assigned to element groups where they research their element, build a toothpick-gumdrop model, and present on their element's properties through a creative skit.
3. Students provide feedback on the periodic table to the "Periodic Table Committee" through an online survey.
This document provides instructions for a WebQuest lesson on mathematicians for a 9th grade geometry class. Students are each assigned a famous mathematician to research using provided websites. They then choose a method to present what they learned about their mathematician to the class, such as a speech, PowerPoint, or song. The document includes sections on the tasks, research and presentation process, evaluation rubric, and conclusion of the lesson.
This WebQuest guides 9th grade geometry students through a research project on important historical mathematicians. Students are each assigned a mathematician and must research their life, discoveries, and contributions using provided online resources. They then choose a method to present what they learned to the class, such as a speech, PowerPoint, or song. The WebQuest provides evaluation criteria and concludes by noting how mathematics advances through people making discoveries over time.
This document provides instructions for a WebQuest lesson for 9th grade geometry students. Students are each assigned a historical mathematician and must research their assigned mathematician using provided websites. They then present their findings to the class using a presentation method of their choice while including a graphic organizer. The document includes sections on the task, research process, evaluation rubric, and conclusion of the WebQuest lesson.
- The document describes a classroom activity where students work in groups to research and build small roller coasters made of Styrofoam tubing.
- Each student is assigned an expert role related to forces and motion - kinematics, Newtonian physics, applied forces, or energy. They research their topic and share findings with their group.
- Groups then collaborate to design a blueprint for their roller coaster and build it, applying what they've learned. They present their coaster to the class, explaining the forces on a marble riding through it.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
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
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Walmart Business+ and Spark Good for Nonprofits.pdf
Webquest template revision
1. Find the Ground Shaking Evidence Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 6th Grade (Science) Designed by Allie Wood [email_address] Based on a template from The WebQuest Page
2. Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Ground shaking news! There was just an earthquake that was reported a few towns over from yours. Everyone felt the shake and there are clues that the earthquake left behind. It is your job to identify what went on and to explain the catastrophes that have occurred, helping the people around you to better understand.
3. The Task Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Title There are several destructive paths that the earthquake left behind that you must be able to identify what caused it and be able to explain it. Make sure to bring your field notebook with you in order to record and illustrate your findings. Once you have gained an understanding it is your responsibility to write a short paper that you will be able to post around town. In the paper you need to explain to the towns people your findings in a simple way in which they can understand. Even giving a few examples that they can relate to would help (Hint: Use a slinky to help explain).
4. The Process Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]
5. Use these websites to help you with your information for your field notebook. http://earthquake.usgs.gov/learn/kids/eqscience.php http://earthquake.usgs.gov/learn/faq/?categoryID=1&faqID=96 http://www.thetech.org/exhibits/online/quakes/waves/p&s_waves.html http://library.thinkquest.org/16132/html/quakeinfo/effects.html Now that all of your information has been gathered write a short paper describing this material to the towns people. Use diagrams and drawling if necessary. Make sure to write the information in a way that the average person can understand. Use examples that they can understand (Hint: Use a slinky in describing the waves). Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] The Process Cont.
6. Evaluation Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Category Exemplary 20 Accomplished 15 Developing 10 Beginning 5 Score Required Elements The project was done by the student. Pertains to the time frame studied. Requirements are exceeded. Required elements are met. Some of the required elements are not included on the poster. Several required elements were missing. Use of Time Good use of time. Could tell student took time to ensure project was professional and attractive. Used time ok. Focused on getting the project done and not especially concerned about attractiveness of project. Could tell time was not used well. Project either looks hurried and unfinished or student claimed minimal time used. Did not take time to do the project with thought and concern. Content - Accuracy many details and facts are accurate and displayed on/in the project. accurate facts are displayed on/in project. Some facts are accurate others are not. Facts are not accurately displayed on/in the project. Mechanics/neatness The project is exceptionally neat. Capitalization and punctuation are correct throughout. There are 1-2 errors in capitalization or punctuation. Project could use some cleaning up. There are several errors in capitalization or punctuation. Project needs to be neater. There are more than 5 errors in capitalization or punctuation. Project was thrown together. Graphics - Originality Several of the graphics used on the project reflect an exceptional degree of student creativity in their creation and/or display. One or two of the graphics used on the poster reflect student creativity in their creation and/or display. The graphics are made by the student, but are based on the designs or ideas of others. No graphics made by the student are included.
7. Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] After completing this lesson you should be able to identify what causes and earthquake and the different types of waves that are involved including what their destructive paths are. You should also be able to identify what makes the ground shake during an earthquake. Would you be able to tell if there was an earthquake under you? Where are earthquakes most likely to happen? Can earthquakes be predicted? Below are some more links to continue your education on the subject. http://www.spreekbeurten.info/earthquakes.html http://earthquake.usgs.gov/earthquakes/ http://earthquake.usgs.gov/regional/neic/
8. Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] The WebQuest Page and The WebQuest Slideshare Group http://earthquake.usgs.gov/learn/kids/eqscience.php http://earthquake.usgs.gov/learn/faq/?categoryID=1&faqID=96 http://www.thetech.org/exhibits/online/quakes/waves/p&s_waves.html http://library.thinkquest.org/16132/html/quakeinfo/effects.html http://www.spreekbeurten.info/earthquakes.html http://earthquake.usgs.gov/earthquakes/ http://earthquake.usgs.gov/regional/neic/
9. Find the Ground Shaking Evidence(Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for 6 th Grade (Science) Designed by Allie Wood [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion
10. Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion This lesson has been developed in order to help students take control of their learning in a fun and creative way. It is designed to put them in the situation to get them more interested and personal with the topic. This lesson is designed to teach students about earthquakes. They will learn about the earthquake remains and what causes them along with other interesting information. It goes about it in a personal way in hopes that the child will take on the role that was given and take the project more personally and seriously.
11. Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion This lesson is directed at grade level 6 science. It can also be used in other grades. It can also be used in language arts since there is a paper involved. Prior to beginning this lesson the learner will need to know a little bit about earthquakes. They should know or be familiar with s waves and p waves. Other than that they can easily pick up the information from the websites that have been posted to help.
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15. Use these websites to help you with your information for your field notebook. http://earthquake.usgs.gov/learn/kids/eqscience.php http://earthquake.usgs.gov/learn/faq/?categoryID=1&faqID=96 http://www.thetech.org/exhibits/online/quakes/waves/p&s_waves.html http://library.thinkquest.org/16132/html/quakeinfo/effects.html Now that all of your information has been gathered write a short paper describing this material to the towns people. Use diagrams and drawling if necessary. Make sure to write the information in a way that the average person can understand. Use examples that they can understand (Hint: Use a slinky in describing the waves). [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion The Process (Teacher) Cont.
16. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion This lesson was organized in a way that not only the child gets to learn about earthquakes and science material, but at the end of the project they get to bring what they know from language arts in and write a paper. This project should be assigned after the topic of earthquakes has been covered in class. It can be assigned in one day with time in class the next few days for students to ask questions. The students should be allowed about two weeks time to complete the project. If the teacher is willing or has time, class time may also be granted to them to work on their projects. This project is single disciplinary. This lesson is easy enough for a novice teacher. All of the information that the teacher and students need is in the websites that are available in the webquest. The Process (Teacher) Cont.
17. Variations : There are many things that a teacher could do with this lesson. They could ask their students to look for different things about the earthquake and they could also ask their students to present their information in a different way than a paper; such as a poster or presentation. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion The Process (Teacher) Cont.
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21. Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page The teacher will be able to tell if this lesson is carried out successfully by reading the student’s papers at the end. If the students seem to have a good understanding of the material the lesson was a success. The evaluations of the students will be exactly what they rubric states. What the students score in each of the categories is their evaluation. Evaluation Teacher Script Conclusion
22. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Category Exemplary 20 Accomplished 15 Developing 10 Beginning 5 Score Required Elements The project was done by the student. Pertains to the time frame studied. Requirements are exceeded. Required elements are met. Some of the required elements are not included on the poster. Several required elements were missing. Use of Time Good use of time. Could tell student took time to ensure project was professional and attractive. Used time ok. Focused on getting the project done and not especially concerned about attractiveness of project. Could tell time was not used well. Project either looks hurried and unfinished or student claimed minimal time used. Did not take time to do the project with thought and concern. Content - Accuracy many details and facts are accurate and displayed on/in the project. accurate facts are displayed on/in project. Some facts are accurate others are not. Facts are not accurately displayed on/in the project. Mechanics/neatness The project is exceptionally neat. Capitalization and punctuation are correct throughout. There are 1-2 errors in capitalization or punctuation. Project could use some cleaning up. There are several errors in capitalization or punctuation. Project needs to be neater. There are more than 5 errors in capitalization or punctuation. Project was thrown together. Graphics - Originality Several of the graphics used on the project reflect an exceptional degree of student creativity in their creation and/or display. One or two of the graphics used on the poster reflect student creativity in their creation and/or display. The graphics are made by the student, but are based on the designs or ideas of others. No graphics made by the student are included.
23. Teacher Script (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Step by step directions for the facilitator: Title: Briefly introduce and outline the project , explaining to the students background and how it connects to what your are doing in class with them. Try to get them excited about the project; be enthusiastic. Introduction: Explain the situation and a brief description of what the student’s responsibility is. They students may ask you lots of questions saying they don’t understand. Tell them to wait until you finish explaining the entire project before asking questions; you will no doubt answer some of their questions in future slide. Task: This section should give the students a little more detail on the project. They will still have questions at this point; wait until you have gotten at least through the process slide to answer any questions. Evaluation Teacher Script Conclusion
24. Process: This should be where the facilitator spends most of the time explaining about the project. In this slide is when most of the student’s questions should be answered about what they have to do for the duration of the project. In this slide the entire project is explained in detail. Teacher Script (Teacher) Cont. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion
25. Evaluation: This slide tells the students what they are going to be graded on. Make sure to tell them that it is in their hands what grade they choose to get, since you are telling them exactly what they need to do to receive each grade. Conclusion: This slide tells the students what they should be able to do and comprehend once they are finished with this project. If they are not able to do so they have most likely not spent enough time on the project. Credits: This is where you show the students all of the web addresses that they are able to use during the project. Make sure to tell them that they are allowed to use these and only these websites, unless checking with you first. This page is linked to the Process segment off of the Teacher Page [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Teacher Script (Teacher)
26. Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This is a very good project to have 6 th grade science student’s go through. It helps teach the information in a fun and interesting way. That some students might find boring without. It can help students understand what is going on in the classroom because they get to participate and be evolved in their learning. Getting to do hands on activities on their own helps children take control of their learning. Evaluation Teacher Script Conclusion
27. Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page http:// earthquake.usgs.gov/learn/kids/eqscience.php http://earthquake.usgs.gov/learn/faq/? categoryID=1&faqID=96 http:// www.thetech.org/exhibits/online/quakes/waves/p&s_waves.html http:// library.thinkquest.org/16132/html/quakeinfo/effects.html http:// www.spreekbeurten.info/earthquakes.html http://earthquake.usgs.gov/earthquakes / http://earthquake.usgs.gov/regional/neic / Images http://www.google.com/imgres?hl=en&gbv=2&biw=1366&bih=634&tbm=isch&tbnid=-RWvNxCJF-dQTM:&imgrefurl=http://thedisasterkits.com/earthquake-preparedness/&docid=2EHyab9H_XRpGM&imgurl=http:// thedisasterkits.com/wp-content/uploads/2011/05/earthquake-emergency-kits.jpg&w=400&h=291&ei=WZdFT-f0Nsnz0gG07YHrAw&zoom=1 The WebQuest Page and The WebQuest Slideshare Group Evaluation Teacher Script Conclusion