Week 1 lesson 1
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This lesson introduces students to sedimentation and its impacts on coastal ecosystems. It includes activities for students to research these topics in small groups using online resources. Students will create a central workstation by developing a website or wiki page. They must also establish a set of rules for safe, legal, and ethical online behavior within their group. The lesson aims to help students understand key environmental concepts and responsible digital citizenship.
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Week One lesson One
This document outlines the lesson plan for a unit on sedimentation and its impacts on coastal ecosystems. The lesson includes student activities like reviewing a council website, watching a short film on sedimentation in Australia, and researching erosion and sedimentation processes and local case studies in small groups. Students will develop an online workstation like a wiki or website to present their findings and must include a set of group rules for safe and responsible online behavior. The lesson aims to teach students about human impacts on the environment like sedimentation and help them understand related environmental issues.
Week One: Lesson One
This document outlines the lesson plan for a unit on sedimentation and its impacts on coastal ecosystems. The lesson includes having students view a council website on local rehabilitation projects, watch a short movie on sedimentation in Australia, and research erosion, sedimentation processes, and a case study in small groups. Students will develop a central online workstation to present their findings and must include a set of rules for safe, legal, and ethical online behavior. Assessments include having groups present their rules and using the rules to evaluate their understanding of appropriate online conduct.
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Week One lesson One
This document outlines the lesson plan for a unit on sedimentation and its impacts on coastal ecosystems. The lesson includes student activities like reviewing a council website, watching a short film on sedimentation in Australia, and researching erosion and sedimentation processes and local case studies in small groups. Students will develop an online workstation like a wiki or website to present their findings and must include a set of group rules for safe and responsible online behavior. The lesson aims to teach students about human impacts on the environment like sedimentation and help them understand related environmental issues.
Week One: Lesson One
This document outlines the lesson plan for a unit on sedimentation and its impacts on coastal ecosystems. The lesson includes having students view a council website on local rehabilitation projects, watch a short movie on sedimentation in Australia, and research erosion, sedimentation processes, and a case study in small groups. Students will develop a central online workstation to present their findings and must include a set of rules for safe, legal, and ethical online behavior. Assessments include having groups present their rules and using the rules to evaluate their understanding of appropriate online conduct.
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Outdoor Education and Environmental Responsibility.
“In all things of nature there is something marvellous.”
Aristotle (384-322 B.C.)
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The meeting summarized Hamilton Grammar School's efforts to achieve Green Flag status for their eco-school program. They discussed completing an environmental review and action plan with specific targets. Volunteers agreed to lead initiatives like litter reduction, recycling, and improving the garden area. Subject areas would incorporate environmental themes. The group also covered displaying student work, updating their website and flag pole, and engaging other committees. Their next meeting would review progress and the evolving action plan.
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The Advance Environment Program at Mortlake College aims to promote teamwork, community service, leadership, individual responsibility, and skill development through a two-part program. Part A involves environmental studies coursework and volunteering for outdoor tasks. Part B involves completing the Duke of Edinburgh Bronze Award by undertaking community service, skills training, and physical recreation over three camps. Students perform tasks for community partners like Parks Victoria, including tree planting, rubbish removal, and environmental monitoring. The program assessments student development in areas like leadership, self-confidence, and interpersonal skills.
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City officials have asked students to research waste disposal facilities and recycling alternatives to inform the city's plans to build a new waste facility and recycling plant. Students will conduct research in groups on waste disposal and recycling, then create a class website and podcasts to share their findings and make recommendations to the city. The project aims to help students better understand waste practices and their environmental impacts, while developing research, collaboration, communication and problem-solving skills through their work.
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The document provides instructions for a play time activity where children are to color, circle, cross out, and punch various images based on the actions being performed by the boy and girl in each image. The instructions direct the reader to color the boy and girl sliding on a slide, circle the boy who is running, cross out the girl who is jumping rope, and punch the girl who is swinging on a swing.
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The document provides instructions for a play time activity where children are to color, circle, cross out, and punch various images based on the actions being performed by the boy and girl in each image. The instructions direct the reader to color the boy and girl sliding on a slide, circle the boy who is running, cross out the girl who is jumping rope, and punch the girl who is swinging on a swing.
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The document provides an overview of a Year 11 Environmental Mission project unit. It outlines that the unit was designed using Bloom's Taxonomy to encourage higher-order thinking and problem-based learning. It links the learning outcomes of the unit to the Queensland Science and Aquatic Practices curriculums. The unit incorporates problem-based learning, higher-order thinking skills, and uses ICT through the SAMR model to modify and redefine the learning process. Constructivism and connectivism learning theories are the main influences on the unit's design.
Skills for Supporting , Enhancing & Expanding Children’s Play
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Jean Piaget was a cognitive theorist who believed that children learn through active exploration of their environment and imitation of others. He identified four main stages of cognitive development: sensory-motor, pre-operational, concrete operational, and formal operational. Piaget's theory informs early childhood practice by emphasizing the importance of hands-on learning activities that allow children to discover through interactions. This enables practitioners to support development by providing opportunities for real-world experiences through play, exploration of materials, trips, and role play.
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The document discusses different types and theories of play. It defines play as a voluntary, fun activity and lists types including attunement play, body play, object play, social play, imaginative play, and storytelling play. Theories of play discussed include play as progress, fate, power, identity, imagination, self, frivolity, and resistance. Examples are given of each theory and how play enhances development, confirms group identity, provides enjoyment, and can oppose authority through humor and role reversal.
Exploratory Play in Early Childhood Learning
Morgan Rothschild Academy in Shanghai offers bilingual education with a focus on exploratory learning. The dean of Harvard Graduate School of Education commended the school's emphasis on this approach. Experts agree that exploratory play is important for developing children's intellectual curiosity. Early education should provide learning materials and encourage teachers to guide children's experimentation. When teachers support children's natural inclination to explore rather than sit and listen, asking questions to help them try new things, children learn to think of themselves as learners and to develop strategies to satisfy their curiosity.
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Consumers are shaping the way we shop like never before with their desire to explore, learn, experiment and communicate, pushing brands to connect with some of the most vital elements of human nature.
Explore the power of brands that turn storytelling into 'story doing' giving customers the freedom to create their own experience alongside the brand. This increases interaction and reinforces trust and loyalty, turning the serious business of shopping into the serious business of play.
Importance of play among children
The document discusses the importance of play for children's development. It states that play allows children to develop in many ways, including creativity, social skills, confidence, problem-solving abilities, and physical health. It has been shown that the amount of time children spend in free play has decreased significantly in recent decades, which can be detrimental to their well-being. The document encourages providing children with ample unstructured playtime and opportunities for outdoor activities and social engagement, such as attending summer day camp.
Types of play
This document outlines and provides examples of different types of play that are important for child development: physical active play which encourages movement; manipulative play which develops fine motor skills; messy play which allows creative expression and exploration of senses; fantasy play where children pretend various roles; discovery play which facilitates learning through the senses; and construction play where children combine objects and materials in their own way. Physical active play examples include riding bikes and using playground equipment, while manipulative play examples involve tasks like opening and closing or pulling objects.
Play
Play is important for children's development because it allows them to learn about the world through hands-on exploration and interaction. Through play, children develop intellectual, social, emotional, and physical skills. Play enables children to understand concepts, reduce stress, take risks, and practice problem solving. It is a natural way for children to learn at their own pace. Providing an organized, well-planned play environment is important to support children's independent, self-directed learning through their senses.
Children at play slideshow
Children use different areas of play such as social, narrative, imaginative and transformative play when interacting with others. These types of play help children develop social skills, emotional maturity, intellectual development and transformation through childhood. Play is essential for shaping children's development and helping them understand the world. It provides opportunities to practice communication skills, cope with feelings, and learn problem solving. Overall, play through childhood guides how children react to stress and helps their brain mature.
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The document discusses the definition and importance of play for young children's learning and development. It defines play as being freely chosen, personally directed and intrinsically motivated. Through play, children can make sense of the world, expand social and cultural understandings, practice problem-solving and develop language and cognitive skills. The educator's role is to provide an environment that supports play while allowing child-centered and adult-guided learning.
Developmental Psychology-Early childhood-Play
Play is essential for children in early childhood stage, it is crucial for their various developments:
-cognitive development
-satisfied exploratory need
-master anxiety and conflict
-development communication skills
Various types of play adopted by children:
-symbolic play
-practice play
-social play
-constructive play
-game
Theories of play
The document discusses several theories of play from both classical and modern perspectives. Early classical theories viewed play as a way to release surplus energy (Spencer, 1875), relax from fatigue (Lazarus, 1883), or practice skills needed for survival (Groos, 1898). Modern theories see play as a way for children to work through drives or resolve conflicts (Freud, 1908), integrate new experiences (Piaget, 1962), or progress through stages from solitary to cooperative play (Parten, 1932). The document provides an overview of the developmental perspectives on the importance and purpose of play.
Play and Learning (Developmental Psychology
This document discusses theories of play from Piaget, Erikson, Freud, and Vygotsky. It defines play, outlines its characteristics and functions. Play is described as voluntary, pleasurable activity that benefits cognitive, social, and language development in children. Different types of play are examined, including physical, pretend, and socio-dramatic play. Theories view play as important for learning, problem-solving, and releasing stress or anxiety.
PLAY
The document discusses play and its importance for child development. It outlines different types of play including social affective play, play with objects, language, skills, motion, nature, and social materials. It describes the physical, intellectual, moral, creative, therapeutic, and socialization values of play. Parten's stages of play are explained including unoccupied, onlooker, solitary, parallel, associative, and cooperative play. Other types of play that contribute to maturity are also outlined such as dramatic, competitive, physical, constructive, and medical play. The characteristics and purposes of medical play are then defined.
importance of-play
Play is important for children's social and cognitive development. It can improve social skills, problem solving, friendships and self-esteem. There are different types of play such as functional play, constructive play, pretend or symbolic play, and games with rules. Pretend play peaks around age 5 and then declines as games with rules become more common. Play allows children to learn social skills like cooperation, consider other perspectives, and develop emotionally. Both childhood and adolescent play correlate with benefits like social competence and positive mental health.
Parten’s stages of play
The document describes Parten's stages of social play in children, including unoccupied play, onlooker play, solitary play, parallel play, associative play, and cooperative play. It defines each stage and provides examples. The stages progress from no interaction with others to coordinated group play with shared goals. The document encourages observing examples of these stages in children and identifying them in a provided video. It suggests further reading on the topic.
The Importance of Play
Play is important for learning and development according to several philosophers and experts. Play allows children to freely express what is in their soul and helps with joy, freedom, and learning. For adults, play remains important for preventing aging and staying engaged. The document advocates for the value of play at all ages and providing opportunities for it.
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interaction.Unit Plan - Year 10 - Big Ideas of Science
A unit plan currently being implemented in a school on the north side of Brisbane. The unit sticks closely to the curriculum, with lessons to give students experience in a variety of research and presentation modes, culminating in a presentation as the formal assessment. The presentation must follow the progression of one of the big ideas of science through history,from its inception to our current understanding.
WICSR - Roger Stern
This document summarizes a presentation given to the Rockefeller Foundation Climate Change Units in East and Central Africa. It provides background on grants given to the Walker Institute for Climate System Research to support the climate change units. Key activities for the first year of the grant include needs assessments, developing a regional research program and action plan, training programs, and appointing a research fellow based in Nairobi. Early findings point to potential areas of collaboration around data analysis, adaptation strategies, curriculum development, and modeling. Challenges around data access are also discussed. Next steps include finalizing the research fellow appointment and clarifying regional training.
Jb task force meeting 10.15.14
The Science and Resilience Institute at Jamaica Bay was established to conduct research on how disturbances impact natural and human systems in urban watersheds like Jamaica Bay. The Institute aims to increase understanding of resilience and engage stakeholders to apply that knowledge. It is comprised of researchers from multiple universities and organizations. The Institute is conducting research funded by Hurricane Sandy grants and planning an extension program to disseminate findings to communities. It is also working with RAND on developing an integrated master plan for Jamaica Bay agencies through a participatory process using decision-making tools.
Week 6 lesson 2
This document outlines a lesson plan for developing a proposal on aquatic resource management. Students will research topics like oceanography, ecosystems, and threats to aquatic environments. They will develop proposals with designs, community involvement plans, and planting schedules. The teacher will provide guidance and feedback. Students will create timelines and have their proposals reviewed by experts before presenting to council. Assessments include participation, peer reviews, and timelines to show planning skills. The goal is for students to research aquatic resource issues and propose management solutions.
PLT Southeastern Forests and Climate Change (NCDPI)
1) The document discusses Project Learning Tree (PLT), a environmental education program that uses forests as a context for helping students learn critical thinking skills to make informed decisions about complex environmental issues.
2) It then discusses the PINEMAP partnership which combines research, extension, and education efforts across universities and agencies to help forests adapt to climate change in the southeastern US where 1/3 of US forest carbon is stored.
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This presentation was given as part of the EPA-funded Catchment Science and Management Course focusing on Integrated Catchment Management, held in June 2015. This course was delivered by RPS Consultants. If you have any queries or comments, or wish to use the material in this presentation, please contact catchments@epa.ie
It is increasingly being recognised internationally that integrated catchment management (ICM) is a useful organising framework for tackling the ongoing challenge of balancing sustainable use and development of our natural resource, against achieving environmental goals. The basic principles of ICM (Williams, 2012) are to:
• Take a holistic and integrated approach to the management of land, biodiversity, water and community resources at the water catchment scale;
• Involve communities in planning and managing their landscapes; and
• Find a balance between resource use and resource conservation
ICM is now well established in Australia, New Zealand, and the United States. In Europe the ICM approach has been proposed as being required to achieve effective water and catchment management, and is the approach being promoted by DEFRA for the UK, where it is called the “Catchment Based Approach” (CaBA). The principles and methodologies behind ICM sit well within the context of the Water Framework Directive with its aims and objectives for good water quality, sustainable development and public participation in water resource management. In Ireland it is proposed that the ICM approach will underlie the work and philosophy in developing and implementing future River Basin Management Plans.Using Project-based Learning Multimedia as a Teaching-Learning Strategy - Ed ...
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2) Estimate time needed versus time available and set clear decision-making parameters.
3) Determine available resources like library materials, field trips, community experts, and technology.
4) Plan how to measure student learning based on objectives.
Intro slides
This document provides information about a workshop on building strong courses that connect to sustainability and social justice issues. The workshop is facilitated by Sarah Fortner, Richard Gragg, and Ellen Metzger of the National Association of Geoscience Teachers, and aims to help participants effectively incorporate sustainability and social justice issues into their courses through activities like backward course design. The workshop also provides information from educational research on student learning and high-impact teaching practices.
Exploring Links between Research and Teaching in Higher Education
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This document provides information about an ecosystems unit being taught to students. The unit will explore different ecosystems through class activities and a student project where they explore their local ecosystem. Students will answer questions about problems facing ecosystems and how ecosystems are similar and different. The goals are for students to meet standards, gain hands-on experience with ecosystems, use critical thinking to address ecosystem problems, and understand human impacts on the environment. The project requires students to describe and illustrate the living and non-living parts of their study ecosystem.
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Envirothon + S&E 2022 Summer Meeting Presentation.pptx
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This document provides an overview of a Year 11 Environmental Mission unit plan. It outlines how the unit is designed using Bloom's taxonomy to encourage higher-order thinking and problem-based learning. The unit aligns with the Queensland science curriculum and focuses on developing students' understanding of human impact on the environment and developing solutions to environmental issues. Students will apply their knowledge through a problem-based learning experience and develop an e-portfolio to demonstrate their learning outcomes. The unit incorporates constructivist and connectivist learning theories with a focus on collaborative work, interaction, and connecting information from various sources.
Project Considerations, Curriculum Links and Justifications
This document provides an overview of a Year 11 Environmental Mission unit. It outlines how the unit is designed using Bloom's Taxonomy to encourage higher-order thinking and problem-based learning. The unit aligns with the Queensland Science Curriculum and focuses on human impact on the environment, landscape rehabilitation, and environmental monitoring. Students will analyze and synthesize information, design and illustrate solutions, and create an e-portfolio to demonstrate their learning. Technology is integrated using SAMR levels, from substitution to redefinition, and constructivism and connectivism learning theories support the student-centered collaborative project approach.
Project Considerations
The document provides an overview of a Year 11 Environmental Mission unit plan. It outlines how the unit is designed using Bloom's taxonomy to encourage higher-order thinking and problem-based learning. The unit aligns with the Queensland science curriculum and focuses on developing students' understanding of human impact on the environment and developing solutions to environmental issues. Students will apply their knowledge through a problem-based learning experience tied to real-life issues. They will demonstrate higher-order thinking skills by analyzing information, designing solutions, and reporting results through an e-portfolio. Various technologies are integrated using the SAMR model to modify and redefine the learning process. Constructivism and connectivism learning theories support the student-centered, collaborative, and
Week 8 lesson 1
This document provides guidance for students preparing a presentation for a field expert on their aquatic conservation proposals. It outlines that students will develop a 5-minute summary of their proposal to present their key questions. It also notes they will have a practice Skype session with the deputy principal to learn professional communication etiquette before their actual Skype meeting with the field expert. The presentation and questions will be assessed based on rubrics aligned with the curriculum dimensions of extending knowledge and creative/critical thinking.
Week One: Lesson One
This document outlines the lesson plan for a unit on sedimentation and its impacts on coastal ecosystems. The lesson includes student activities like reviewing a council website, watching a short film on sedimentation in Australia, and researching erosion and sedimentation processes and local case studies in small groups. Students will develop an online workstation like a wiki or website to present their findings and must include a set of group rules for safe and responsible online behavior. The lesson aims to teach students about human impacts on the environment like sedimentation and help them understand related environmental issues.
Class Profile
The class profile summarizes a Year 11 cohort based on their 2014 NAPLAN results. There are 15 boys and 11 girls in the class. 2 students scored above average in literacy and numeracy. 3 boys scored below average in literacy and 2 below average in numeracy. The class was divided into 4 groups based on ability. Group 1 has 3 students who require extra support. Group 2 has 9 students of mixed ability. Group 3 has 10 higher ability students. Group 4 has 2 students who need to be engaged and challenged. Overall the class profiles matches the regional NAPLAN results.
Week Eight: Lesson One
This document outlines the activities and assessments for a Week 8 lesson on preparing an aquatic science proposal. Students will develop a 5-minute summary presentation of their proposal to present to a field expert via Skype. They will also prepare a list of questions for the expert. The teacher will hold a practice Skype session on professional communication etiquette. Students will submit their presentation draft to the teacher for feedback and assessment based on rubrics focusing on extending knowledge and creative/critical thinking.
Week Six: Lesson Two
This document outlines a lesson plan for developing a proposal to present to a council. Students will research topics related to aquatic ecosystems and develop proposals with designs, community involvement aspects, and planting schedules. They will identify resources, issues, and ways to address ongoing maintenance. With teacher guidance, students will work through the proposal development process over several weeks, getting feedback from peers and experts. They will be assessed on participation, peer reviews, and by submitting a timeline of expected completion dates. The goal is for students to practice critical thinking and self-regulated planning skills.
Week Eight Lesson One
This document provides guidance for students preparing a presentation summarizing their proposal to present to a field expert. It outlines that students will develop a brief less than 5 minute presentation and list of key questions. It also describes setting up a practice Skype session with the deputy principal to learn professional communication standards before presenting to the field expert. Students will use feedback to further develop their proposal and presentation. Their presentation and questions will be assessed based on accurately summarizing their proposal and seeking accuracy in preparation for expert feedback.
Week Six Lesson Two
This document outlines a lesson plan for developing a resource management proposal. Students will work in groups to develop their proposals, with teacher guidance. Proposals may involve riparian planting schedules, fencing designs, or other options. Students will identify locations, stakeholders, maintenance plans, and issues. They will create timelines, presentations, and other materials. The teacher will provide feedback and ensure proposals are ready for expert review in Week 8 and council presentation in Week 10. Assessments include participation observation, peer review, and timelines demonstrating self-regulated planning skills.
Class profile
The document profiles a Year 11 class based on their 2014 NAPLAN results from Year 9. It finds that the class has average ability overall, with 3 boys below average in literacy and 2 below average in numeracy. 11% of students are below national reading and spelling standards. The class also shows correlations with regional Queensland results in areas like persuasive writing. The profile divides students into 4 groups based on ability: a lower ability group requiring extra support, a middle ability group, a higher ability group needing challenge, and two students requiring careful management to maintain interest.
Class rules
The document provides guidance on being a good digital citizen. It outlines rules regarding being safe online, respecting others through proper etiquette and obeying copyright laws. Students are advised to educate themselves, communicate respectfully without swearing or shouting, and use proper English. The document also stresses protecting oneself and others by being careful what is posted online, as anything can go viral or public. Students are told to report bad behavior, treat others well, and keep passwords and privacy secure.
Class rule to being a good digital citizen
The document outlines rules for being a good digital citizen. It discusses the importance of respecting others, following etiquette and laws around sharing content. Students are advised to educate themselves on communication norms like avoiding swearing or shouting, and to connect with others by using proper English. The rules also stress protecting oneself and others by being careful what is posted online, reporting bad behavior, and obtaining permission before sharing photos or videos of others. Students who bully online will face serious consequences like giving a speech to the whole school.
Class rules
This document outlines rules for students to be good digital citizens. It discusses the importance of respecting others online through manners, sharing work fairly while avoiding plagiarism, and understanding copyright laws. Students are advised to educate themselves, communicate respectfully without swearing or shouting, and use proper English. The document also stresses protecting oneself and others by being careful what is posted online, reporting bad behavior, obtaining permission before posting photos or videos of others, and keeping passwords and privacy secure. Bullying is strongly warned against with consequences of presenting to the whole school.
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Week 1 lesson 1
- 1. WEEK ONE LESSON ONE PROBLEM ANALYSIS
- 2. "WHAT IS SEDIMENTATION AND HOW DOES IT AFFECT COASTAL MARINE ECOSYSTEMS?" Queensland curriculum (senior science) - Earth science (2000) Core areas of study • Forms of human impact on the environment • Landscape rehabilitation • Environmental monitoring
- 3. STUDENT ACTIVITIES • Council project - view the council website and the online request for community consultation to identify key areas for rehabilitation • Five minute group discussions and brainstorming session - Why is planting trees important? - What are the environmental issues the council are trying to manage? • Short movie - Sedimentation in Australia and related environmental issues.
- 4. MOVIE AND DIGITAL INFORMATION Soil - there is plenty of it isn't there? Retrieved from https://www.youtube.com/watch?v=zv5VNV31xtg Erosion (Google Images, 2015)
- 5. STUDENT ACTIVITIES CONT.. • In groups of 3-4 undertake online research to investigate: - Erosion and sedimentation processes - Impacts on local coastal marine ecosystems, and - Case study from NSW Northern Rivers Catchment Management Authority 2008 and Burnett Catchment Care Association website. • Present a proposed central workstation – choose from a weebly, Wiki space or approved website. • Develop a set of rules for online safety legally and ethically behavior for the group to be presented and assessed on the group page.
- 6. ICT RESOURCES • Local council website • Flick – use of digital images of erosion, sedimentation and environmental processes • Movie showing processes involved in clearing, erosion and sedimentation of rivers • Environmental learning games developing proposals • Case study and digital research • Student created weeblys or wiki page
- 7. ASSESSMENTS • Develop a set of group rules that align with the class rules and responsibilities for safely, legally and ethical behavior online, this to be present at the start of their site. • This will be review and used as part of the assessment standards.
- 8. DOL – DIMENSIONS OF LEARNING • DOL 1 – Attitudes and perceptions (setting class room climate) • DOL 2 - Acquire and integrate knowledge (construct meaning and organise this knowledge)
- 9. TEACHER NOTES • Aid the students to identify key terms such as erosion and sedimentation. • This list of resources will be constructed to consider that the learner learns better through interactive ICT programs and that various groups defined within this class will need visual and kinetic learning aids to develop their knowledge. • The case study will be provided so the students have a clear understanding of the style and terminology that scientists and Councils use when they discuss projects and proposals. This will aid their ongoing development of their persuasive writing skills as outlined the profiling section of this assignment.
- 10. TEACHER NOTES CONT.. • Students will focus on understanding online safely legally and ethically behaviour and will have to develop a set of rules for their group that align with the class and school rules and responsibilities. This is to be presented at the start of their group site. This will be facilitated to ensure that all students have developed an awareness of their roles and responsibilities within using ICTs. • These student created roles and responsibilities will be present at the start of their central group wiki page or school approved website and will be used for assessment standards to show declarative understanding and procedural knowledge.