zilongwang/ReadingBank huggingface dataset:
Competency Wise ELO Activities Planned Group Role Definition Resource/Aids Required Teacher (facilitator) Student (participant) Listening – Recognizes/Identifies keywords, makes inferences. Recalling and identifying naming words and action words. Group of 5 Provides materials & elicits answers by questioning. Uses materials provided and recalls action words and naming words. Pictures and flash cards, Videos ( CLICK TO OPEN THE FILE) Speaking – Can express and respond to opinion and ideas clearly, can carry out conversation on day to day matters. Listening to and repeating a simple rhyme (This is the house that Jack built), drawing appropriate picture, writing relevant words (nouns to be drawn, verbs to be written, speaking about the pictures drawn.) Group of Provides materials, recites, reads, instructs. Repeats, sings, draws, colours and writes simple words as instructed and speaks. Cards, drawing and colouring materials, videos Reading – Responds to the text, reads a wide range of grade appropriate matter and comprehends. Reading the text provided and selecting verbs used in past tense. Reading additional material provided and picking out past-tense forms of verbs. Changing the tense in sentences (eg: he brings mangoes – he brought mangoes ) Individual Group of 4 Provides material for reading and guides. Reads, comprehends and follows instructions. Textual matter, stories, newspaper cuttings etc. Writing – Writes ideas in appropriate sequence, writes stories, reports etc. Framing sentences, completing sentences using past-tense form of words given. Individual Provides activity sheets. Completes written work as instructed. Activity sheet
Volcanic Eruption Disaster Lithosphere whiteboards Animations Slides with photos of different volcanic eruption explain new terms 8 min Step 4 Summing up all processes Discussion Class work 9 min Step 5 On line test test Students’ individual or group work AUTHOR: Emin KUTLU
Lesson Plan Time Link to Learning Outcome number Teacher Activity Aim and Outcomes, Teaching Activities, Revisiting Outcomes & Consolidation Student Activity Identify the techniques used to differentiate for ALL Learners Assessment Strategies Used to Ensure Progress of All Learners Resources e.g. TEL, Other Adults, Materials and Equipment Independent Study (to enhance prior, existing or potential knowledge and skills)
Outcome number Teaching Activities, Revisiting Outcomes & Consolidation Identify the techniques used to differentiate for ALL Learners Ensure Progress of All Learners e.g. TEL, Other Adults, Materials and Equipment Home Learning (to enhance prior, existing or potential knowledge and skills)
Lesson Plan: Grade 8 Digital Citizenship Pilot Program Project Overview: Project Title Digital Citizenship Grade 8 Program Rationale We live in an increasingly technological world where we are spending more and more time online interacting with each other, sharing, creating, learning, communicating, shopping, and accessing information. Young Canadians need help to become better digital citizens of this digital world by exploring technology and taking risks in a safe environment to learn about issues such as online privacy, safety, ethical relationships, appropriate use of technology, cyberbullying, evaluating information, decoding online advertising, etc. Target Audience A class of grade 8 students at the secondary level will pilot the program with the direction of their teacher-librarian, and provide feedback for the possibility of extension of the program to rest of grade 8’s next year Unit Time Constraints Five sessions, one hour each in the library computer lab (with possibility of extending unit next year) Format of delivery Teacher-Librarian lead workshops on digital citizenship with introduction PowerPoint or activity, class discussion of topic & individual brainstorm, online interactive modules, summary discussion & individual feedback (journal reflection or anonymous online survey) Project Scope Introduction Lesson- What is Digital Citizenship, My Technology Inventory, vote on modules, baseline survey Interactive Module 1: Co-Co’s Choco Match (recognizing & decoding online advertising) Interactive Module 2: Instant Pigeon (online chatting simulation, ethical relationships, stranger contact, cyberbullying) Interactive Module 3: MyFace (mock Facebook profile, safety & privacy management) Conclusion Lesson- summary, reflection, & feedback (to improve program for next year) Broad Learning Objectives Recognizing and Decoding Advertising Behaving Ethically Online Managing Safety and Privacy Big Picture Curricular Fits Critical-thinking and problem-solving skills Communication Skills Citizenship and Ethical Behaviour Information Literacy Technological Competence Internet or Digital Literacy Resources & Technology Library Computer Lab (plus extra laptops to make full class set with backups) Up-to-date internet browser (ex: in my lab it only worked in Chrome) Have students bring their own headphones (have a few back up headsets for those who forget or do not own headphones) Projector & speakers
THE TOPIC OF THE LESSON: LEARNING UNIT /MODULE GENERAL COMPETENCES SPECIFIC COMPETENCES OPERATIONAL OBJECTIVES PSYCHO-PEDAGOGICAL OBJECTIVES COGNITIVE OBIECTIVES (knowledge): PSYCHOMOTOR OBIECTIVE (skills, abilities): SOCIO-AFECTIVE OBJECTIVES (values and attitudes): TEACHING - LEARNING METHODS Other methods: TEACHING - LEARNING TECHNIQUES Description Presentation Expanation Heuristic conversation Debate/argumentation Action-based technique Problem solving Learning through guided discovery Learning through solving exercises Teaching through questioning Details of the lesson Subject: Teacher/instructor: Date: Class: Specialization: Duration: Place: Type of lesson teach new content knowledge building teaching skills revision and systematization evaluation For a mixed lesson, tick the appropriate. Class organization All class activity Team work Individual work Other: Classroom management Normal/Traditional Specific in circle in U-shape in groups in pairs Other:
Mutual Teaching /Learning Teaching with visuals Ensuring feedback Others: EVALUATION THE TYPE OF EVALUATION Initial evaluation Progress evaluation (formative) Final evaluation (at the end of a chapter, module, school year) METHODS OF EVALUATION Oral examination Written test Practical exam Investigation Project Systematic observation throughout the lesson (observation sheet) Portofolio Paper due/Term paper Task in class (handout) Online assessment Self-evaluation Through questions facilitationg understanding and transfer: By giving corrective feedback: Others: ATTACHED FILES/RESOURCES Activities involved Movement Communication Reading Writing Comprehension Aplication Analysis Evaluation Creation Computer use other: RESOURCES AND EQUIPMENT Board Interactive whiteboars Video projector Flip-chart Computer Internet Textbook Documentin sheet PowerPoint Prezentation Demonstration Programe Specialized Software Animation/Computer simulation Educational software Tutorials Books, specialized magazines, illustration boards Multimedia Handouts Programme languages Interactive platforms Others: CONDUCT OF THE LESSON
Lesson Procedure – Mysteries of the Ancient World (Past Speculation) Stage Time Focus Procedure Aim Pre-reading 5 mins OC In pairs Show picture of Stonehenge. Ask if anyone has been there. Share information with class. Sts speculate. How old is it? How was it built? What was it? Introduce topic. To allow sts to apply top-down knowledge Reading 1 2 mins Pairs Give out handout. Sts read intro. Report back to open class. How old is Stonehenge? To confirm speculation and generate interest. Reading 2 + language focus (meaning) 20 mins Pairs OC Instruct sts to read next section quickly then read questions and answer in pairs. Check answers – nominate – check across class. Board first 5 sentences that answer questions with modal verbs. Ask questions: “How certain are the scientists?” to develop understanding of meaning. Board paraphrases: “could have” = “it’s possible” “must have” = “almost certain” etc. Repeat for sections 3,4,5. While sts read, board phonemics for sentences on board: /mʌstəv/ /ka:ntəv/ /meɪəv/ /kʊdəv/ /maɪtəv/ To confirm speculation. To test sts ability to understand past modals. To develop understanding of meaning of target sentences. Language focus 5 mins Pairs Sts look at 5 boarded sentences, analyse structures and complete substitution table on handout: Board formula: modal + perfect infinitive (have + past part.) Focus on pronunciation, sts use phonemics on board to practice target sentences. To develop form of structures. To develop pronunciation of past modals. Speaking – controlled practice 5 mins pairs Sts answer questions about text on handout in pairs, trying to use the target language. To practice and become more familiar with the structures.
Higher-Level Lesson & Activity: (1-4 class periods, depending on number of articles read) Fact vs. Opinion Chart Even Better: Blank paper so students can draw the chart themselves 3-4 short articles on the same topic 3-4 Discussion participation Chart completion Mid-Level Lesson & Activity: (1-4 class periods, depending on number of articles read) Same chart as above 1-3 short articles about the same topic Same guidelines as above 2-3 Same as above Lower-Level Lesson & Activity: (1-2 class periods) Same chart as above 1 article at an appropriate reading level 1 Same as above
Neil Gregor and Bridget Heal. “Introduction,” in: German History, Refugees and Migrants (A Virtual Special Issue), . Accessed: January 2016 Resources for Discussing the Contemporary Experience of Children: “Teens Talk About the Hardest Part of Being a Refugee.” Mashable (). “The Displaced: Introduction.” The New York Times Magazine. 5 November 2015. “Powerful Gestures.” The New Yorker. 9 November 2015 (http://www.newyorker.com/magazine/2015/11/09/powerful-gestures). “Obama: We Should See Syrian Refugees Like the Jewish Refugees of World War II.” Breitbart
Reading Question: How did the cosmologies (perspectives) of the British and the Igbo differ? Directions: Fill in the chart with the evidence gathered from the provided reading excerpts and discuss the reading question. British Igbo Political (types of governments, who holds power) Indirect rule of colonies Power shared between men & women, complementary, stable government through balance, meetings held at the market, became indirect rule (male chiefs selected) once the British arrived Social and Cultural (patriarchal v. matriarchal, marriage, collective v. individual, religion) Spread Western civilization, Christianity, racially superior, Social Darwinism, move growing population Matriarchy, women important, women can employ change (sitting on the man), market was center of social networking & sharing of information, became more patriarchal after the British arrived & women’s power eroded Economic (trade, markets, taxes) Industrial Revolution driving factor, manufacturers needed natural resources and markets for their goods, strong economies Market was very important, women dominated the market, sold farm goods, loom goods, crafts, and other domestic goods Reading Question: How did the cosmologies (perspectives) of the British and the Igbo differ? British had more hierarchical power. Igbo shared power, and allowed for women to be more involved in decision making. Reflection on Focus Question: How can this evidence begin to help you develop an answer the lesson focus question? Women’s influence began to erode with British ideas imposed. Prediction Question: How might the economic demands of WWI have changed how Britain related to its colonies? Increased demand for revenue may have led the British to place more demands on the colonies
Student Name ____________________________________ Date ________________ Reading Question: How did the British and Igbo’s different view of taxation create conflict? Directions: Fill in the chart with the information gathered from the provided reading. Discuss the reading question. British Igbo Evidence: Evidence: Specific Evidence: Specific Evidence: Reflection on Focus Question: How can this evidence begin to help you develop an answer the lesson focus question? Prediction Question: How might these differing views of taxation lead to conflict between the British and the Igbo?
10-20 minutes 10-20 minutes 10-20 minutes Rate of Delivery ACTIVITY: Videotape a practice session to get a better sense of your rate. ACTIVITY: Make an audio recording as you read your speech and then listen to it. Listening to only the audio will allow you to focus on rate of delivery. Fluency and Thought Progression ACTIVITY: Pair/share – Develop a list of transitions that can be used in the debate. These transitions are not that much different than you would use in an essay. Get your list started with: Furthermore, therefore, for example. . . . Vocal Characteristics ACTIVITY: Pair/Share - Pick evidence at random and read orally. ACTIVITY: Video yourself and write a critique of the performance. 2 10-20 minutes What posture, poise, gesture and eye contact is appropriate in a debate round? A. Eye Contact B. Body Language ACTIVITY: Pair/Share: Help a teammate establish a proper stance and practice reading your case. ACTIVITY: Mark where you might want to make direct eye contact or gesture during your case. ACTIVITY: Pair/Share: See what your partner thinks about your choices for eye contact and gesture and do the same for them. Don’t forget posture! 3 15-25 minutes Special Problems of Debate Delivery ACTIVITY: Take an old flowsheet and deliver a first negative constructive without using evidence. ACTIVITY: Video tape your next practice round and write a critique of your performance. (You will always be your worst critic.) 4 20-30 minutes What verbal techniques will allow me to remain in control during a cross-examination period? ACTIVITY: Pair/Share to brainstorm some small phrases that you can use to redirect the CX and practice them to appear confident and in control. ACTIVITY: Watch video of recorded rounds at www.speechanddebate.org to observe how cross examination is done. ACTIVITY: Pair/Share: Have your partner present their AC. Increase the cross examination to five minutes, or beyond. See how they do. Did you run out of questions? Can you think of some questions that you can prepare? Ideas for practice ACTIVITY: Refer to the drills in Unit 11 of the LD Textbook for many activities that students can use all year. PART 3—ASSESSMENT EVIDENCE
give you paperwork and allow you to submit it for students. Also, it would be a good idea for you to talk to your school librarian in order to have log-in information four your school/district databases available for students. 10-15 minutes Have students read the Handout 2--Research Handout. Then, discuss. Questions to consider: Why is research important in debate? Is all research created equal? 5-10 minutes Bias in Research— Ask students what it means to have a bias. Define bias with them. After some discussion, it would be good to look up a definition. [NOTE: Dictionary.com has a good one.] 5-10 minutes Discuss with students whether bias impacts any aspect of research. Have them think about the possibility that people or organizations have an agenda or something that they want the audience to think, believe, or do. 5-10 minutes Give students a few specific organizations or people and ask them what the bias or agenda of each might be. Companies that do advertisements can be a good place to start with this. **Colgate—“4 of 5 dentists agree, Colgate is the best.” **Car companies **Makeup companies **Cola companies **Politicians- name 2 from each political party- what are their biases? 5-10 minutes Discuss with students what types of organizations might have bias. Questions to consider: What kinds of bias might specific government agencies have? What kinds of bias might specific business organizations have? Education? Think through some of these with students: **Republican Party **Democratic Party **US Chamber of Commerce **PETA **Greenpeace **AFL-CIO **NAACP **NRA 10-20 minutes Follow-up reflection with students: Is it more or less difficult to find quality research on databases as opposed to Google or another search engine? Which search option provided the most credible research? From where is the more recent research culled—(can you be sure of the date/recency of research found on Google/Search Engines)? Homework: Needs to be done before beginning evidence lesson. Students should use databases and Google Scholar to find at least three articles that could be used for affirmative and three for negative on the topic used in the Resolutional Analysis lesson
Teacher: Rodrigo Barragan Week of: 02/27/17-03/03/17 Subject: Spanish I OBJECTIVES ACTIVITIES HOMEWORK EVALUATION -How to describe symptoms of a minor illness -How to describe characteristics or conditions -How to discuss what happens to you or to someone else -How to tell someone where are you from -How to describe origin and location Teacher will give the Vocabulary for Chapter 8 QUIZLET CHAPTER 8 Teacher observation. Read Monday objectives. WORKSHEET QUIZLET CHAPTER 8 Teacher observation. Read Monday objectives. Review Ser y Estar. Exercises with Ser y Estar and exercises with vocabulary chapter 8. Quizlet chapter 8 due. QUIZLET CHAPTER 8 Teacher observation. Read Monday objectives. Review Ser y Estar. Exercises with Ser y Estar and exercises with vocabulary chapter 8. Quizlet chapter 8 due. LATE QUIZLET CHAPTER 8 Teacher observation. F R I Read Monday objectives. WORKSHEET SER Y ESTAR NO Teacher observation.
Teacher: Rodrigo Barragan Week of: 02/27/17-03/03/17 Subject: Spanish II OBJECTIVES ACTIVITIES HOMEWORK EVALUATION -How to use words and expressions related to travel -How to describe various types of trains and train services -How to talk about event or activities that took place at a definite time in the past -How to tell what people say Teacher will give new vocabulary for chapter 1 QUIZLET CHAPTER ONE Teacher observation. Read Monday objectives. WORKSHEET QUIZLET CHAPTER ONE Teacher observation. Read Monday objectives. Exercises with Hacer, Querer, Venir in the preterit form. Exercises with vocabulary. Quizlet chapter one due. QUIZLET CHAPTER ONE Teacher observation. Read Monday objectives. Exercises with Hacer, Querer, Venir in the preterit form. Exercises with vocabulary. Quizlet chapter one due. LATE QUIZLET CHAPTER ONE Teacher observation. F R I Read Monday objectives. Irregular verbs in the past tense: Estar, andar, tener, poder, poner, saber. NO Teacher observation.
LESSON PLAN # ___: Section 1: Introduction Intro statement Define solar power, how it is harnessed using a solar array, and how that array generates power. Length of Lesson 2 Lesson Blocks Note or advice to other teachers If possible, copy and laminate Worksheet 3B to extend use. There should be enough copies for groups. Separate the photos after laminating. Section 2: Purpose List key questions to address - How does the sun produce electricity? - What are the major components to the production of solar power? Section 3: Learning Objectives / Outcomes Key objectives Identify Standards and Benchmarks to be taught for this lesson plan – see Appendix A and B SC.912.P.10.1 Differentiate among the various forms of energy and recognize that they can be transformed from one form to others. SC.912.P.10.18 Explore the theory of electromagnetism by comparing and contrasting the different parts of the electromagnetic spectrum in terms of wavelength, frequency, and energy, and relate them to phenomena and applications. After completing this lesson, the students will be able to: After completing this lesson, the students will be able to explain the pathway of an electron from the sun’s rays to the utility lines. Define the major components used in the production of AC electricity. Tasks / Skills to be achieved Understand basics of active solar power.
Recommended activities that would broaden the students experience Find out how many solar distribution areas are in Florida. What percentage of electricity is produced by solar energy? Section 10: Related Resources References and resources to support additional learning and research of subject Consumer Energy Florida State Energy Profile Section 11: Credit Curriculum Developer Mary Swigert, teacher Contact information mary.swigert@palmbeachschools.org
SCORING RUBRIC: 0 1 2 3 1. Accuracy Student provides no accurate information. Student provides accurate information, but with major inaccuracies or misconceptions Student provides mostly accurate information, but no examples. All information is accurate- no mistakes or misconceptions. Provides examples to help explain. 1. Clarity Student writing is incomprehensible. Students writing is mostly clear, but may contain 1 large problem in either organization or clarity. Student writing is clear and organized, with few minor problems in clarity or organization. Student writing is clear and organized with no problems. 2. Accuracy Student provides no answer Student provides an answer, but the scale is extremely inappropriate Student provides an answer that is significantly larger than a normal orange, but not large enough. Student provides an appropriately scaled answer, such as “the Earth” or other planet 2. Clarity Student answer is incomprehensible Students writing is mostly clear, but may contain 1 large problem in either organization or clarity. Student writing is clear and organized, with few minor problems in clarity or organization. Student writing is clear and organized with no problems.
Find the words and fill in the gaps for the souvenirs. 1. Je voudrais des ____________________ . 2. Je voudrais un _____________________ . 3. Je voudrais une ____________________ . 4. Je voudrais une _____________________ . 5. Je _____________ des chips. 6. Je voudrais un _________________ et un _________________ . cadeaucartepostalevoudraissouvenirbonbonstimbreglace Look at the conversation below. Cut it up and put it in the correct order. Aurevoir Voilà Bonjour Monsieur, vous désirez? Voilà Merci, aurevoir Bonjour, je voudrais des chips s’il vous plaît. Merci, ça fait combien ? Ça fait un euro.
Curriculum into the classroom EEC Science Survival on North Keppel Island Year 5 Unit 1 Lesson 18 Human Survival — Linking to Human Survival Stories Lesson concepts Example learning sequence (Culminating Activity) Review purpose of adaptations Describe how adaptations can assist survival in extreme environments. Identify why adaptations of animals such as the thorny devil and southern right whale can survive in extreme environments. Identify possible adaptations to ensure human survival Analyse a situation where a human has been affected by extreme environments and survived. Predict possible behaviours a human could have adopted in order to make survival in this extreme environment easier. Understand that science uses evidence from nature to develop products to solve human problems. Minimal Impact Campout Example resources Sheet — (extreme environments) Australian Curriculum references for this lesson Year 5 Science — Content descriptions Science Understanding Biological Sciences Living things have structural features and adaptations that help them to survive in their environment. Science as a Human Endeavour Nature and Development of Science Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena. Use and Influence of Science Scientific understandings, discoveries and inventions are used to solve problems that directly affect peoples’ lives. Science Inquiry Skills Processing and Analysing Data and information Compare data with predictions and use as evidence in developing explanations. Communicating Communicate ideas, explanations and processes in a variety of ways, including multi-model texts. Living things have structural features and adaptations that help them to survive in their environment. Science involves gathering evidence to develop explanations of phenomena. Scientific understandings, discoveries and inventions are used to solve problems that directly affect peoples’ lives. Evidence used in developing explanations. Ideas and explanations can be communicated. Learning area specific language: exposure Lesson objectives Students will: recognise adaptations required for extreme environments. Evidence of learning Can the student: explain the adaptations that help animals survive in extreme environments?
Curriculum into the classroom Science Survival in the Australian Environment Year 5 Unit 1 Lesson 19–20 Queensland Farming and Sustainability — Agricultural/Aquaculture Experts Quiz Lesson concepts Example learning sequence Discuss local or familiar agricultural/aquaculture industries Discuss local agricultural industries including: location size of farm harvesting methods products produced by the industry. Research agricultural data Investigate evidence and gather data relating to agricultural/aqua cultural facts specific to particular agricultural industries to become experts. Communicate knowledge and ideas Communicate knowledge and ideas about agricultural/aqua cultural facts when questioned. Discuss knowledge and ideas Discuss the adaptations of various crops/animals and their suitability for growth in the local environment. Example resources Sheet — Sheet — Helpful information Website — (Primary Industries Education Foundation) http://www.primezone.edu.au/school-resources/all-school-resources.html Website — (Canegrowers Australia) http://www.canegrowers.com.au/ Website — (Cotton Australia) http://cottonaustralia.com.au/ Website — (Meat & Livestock Australia Limited) http://www.mla.com.au Australian Curriculum references for this lesson Year 5 Science — Content descriptions Science Understanding Biological Sciences Living things have structural features and adaptations that help them to survive in their environment. Science as a Human Endeavour Living things have structural features and adaptations that help them to survive in their environment. Science involves gathering data and using evidence to develop explanations of phenomena. Scientific understandings, discoveries and inventions are used to solve problems that directly affect peoples’ lives. Investigation methods can be planned to answer questions. Ideas and explanations can be communicated. Learning area specific language: Agriculture, crop, industry, regualtions, aquaculture Lesson objectives Students will: explore how understandings of adaptations inform farming practice. Evidence of learning Can the student: identify key decisions and results of farming practice?
The first bead represents 10 years, ask: how old are you? Most students’ age would be on the first bead. A generation is 2 beads, show them two beads. If we added the next generation (4 beads) who would that is? Yes! Your parents. And if we added two more? Grandparents. Add two more, yes! Great-grandparents. Show that those 8 beads represent a lot of time in their family doesn’t it. The first group of beads represents the first 500 years Europeans have been in Canada. The beads mid-evil times this is 1000 years. The group of beads represents Mayan Civilizations 225CE. Black bead is ZERO. Then we go BCE (Before Common Era) the first group of beads represents 650 years which is the Roman Empire. The next group of beads represents 1800 years in time which is Ancient China. Then Ancient India which is 2500 years BCE. The next group of beads represents 3550 BCE Ancient Mesopotamia. All these beads are close to 5600 years. The remaining beads 4400 years are the amount of time Aboriginal people have been in Canada. Signs of Seasons Name:__________________________ Use pictures, symbols or words to record activities you do with your family…..
Unit Title: Volume and Surface Area Unit Lesson #1: Volume of Prisms and Pyramids This is the first lesson in a five-lesson unit that addresses CCRSM for Geometry to prepare students functioning at NRS Levels 5 and 6 for the GED® assessment. Author: Ashley Gootee, Muhlenberg County Lesson Plan Supporting materials are included following the lesson plan in this document: Activating Activity Formula Discussion Formula Challenge Guided Practice Handout Independent Practice Handout Lesson Self-Reflection Muhlenberg County: Lesson Title: Volume of Prisms and Pyramids (Lesson 1 of 5) Unit Title (Optional): Volume and Surface Area NRS Level(s): 5 Content Area(s): Mathematics Length of Lesson (e.g., hours, days): 2 hours
Formula Discussion: Use the formulas on the GED formula sheet. Write the formulas for each figure. Label the variables for each formula. Describe “B”, using the help of a net, for each formula. Describe “h” in the rectangular and triangular prism formulas, using the help of a net. Fill in the chart: Figure Volume Formula Name each variable A net of the figure may be helpful in describing some of the pieces of the formula Rectangular Prism V= V= B= h= Right Prism V= V= B= h= Pyramid V= V= B= h= How are area and volume similar? How are they different? Why is the height necessary when calculating the volume of an object?
Correlation between IMD and Poor Health Place IMD Rank Poor Health (Bad + Very Bad health) % Rank d (difference between ranks) d² North St, Okehampton EX20 1BD 22.29 4.9 Station Road, Okehampton EX20 1EH 17.32 5.8 Giblands Park, Okehampton EX20 1QE 12.70 4.9 Hatherleigh EX20 3LB 17.01 7.0 North Tawton Ex20 2HG 13.64 4.8 Burnthouse Lane, Exeter EX2 6AT 36.88 5.5 Laburnum Road, Exeter EX2 6EE 51.50 7.1 Sandford Walk, Exeter EX1 2ET 23.75 4.5 St Leonards Road, Exeter EX2 4LS 6.98 5.6 Princesshay, Exeter EX1 1QA 41.05 7.1
GRADES: 6-8 OBJECTIVE: The goal of wildlife ecologists is to study how wild animals interact with their environment. One of the most common questions wildlife ecologists ask is where certain species live, and conservation biologists add to this question, asking how humans impact where species choose to live. This lesson uses online tools and data from the Smithsonian’s Urban to Wild camera trapping project to find out how two different fox species use the habitat available to them in Virginia, how their adaptations help them live in different habitats, and how humans affect these species. KEY QUESTIONS: What is a niche? How can closely related species live together? What is a generalist vs. a specialist, and how are they affected by human activity? What are adaptations, and what specific adaptations help species exploit certain niches? LEARNING GOALS: After completing this activity, students will be able to: Understand niches and niche partitioning Be able to recognize generalist and specialist species Make a bar graph in Excel/Google Sheets TIME: Two 50 minute class periods MATERIALS: Paper Pens/pencils PowerPoint presentation: “Outfoxed” Student worksheet for “Outfoxed: Animal Adaptation” White/blackboard or large format paper Access to “Fox Photos” PowerPoint file, printed in color “Excel Graphing Tutorial” file Throughout this lesson, items in bold blue font indicate that students should answer a question on their worksheets.
Module 3 Assessment SCORING RUBRIC: 0 1 2 3 4 1. What is the goal of the technology/ what is it used for? Depth Student does not address the question Student mentions the question, but only briefly Student answers the question, but only superficially and with few details Student answers the question sufficiently, and with some detail Student fully answers question, explains thoughts completely and provides supporting details. Accuracy Student provides no accurate information Student provides some information, but with several major inaccuracies or misconceptions Student provides mostly accurate information, but may have 1 substantial inaccuracy Student provide mostly accurate information with only minor inaccuracies All information is accurate- no mistakes or 2. How does the technology work and how are nanoparticles involved? Depth Student does not address the question Student mentions the question, but only briefly Student answers the question, but only superficially and with few details Student answers the question sufficiently, and with some detail Student fully answers question, explains thoughts completely and provides supporting details. Accuracy Student provides no accurate information Student provides some information, but with several major inaccuracies Student provides mostly accurate information, but may have 1 substantial inaccuracy Student provide mostly accurate information with only minor inaccuracies All information is accurate- no mistakes or misconceptions
Nano-Pieces: Table 1. Base Nanoparticle Characteristics Image Silica Dioxide Size: 20 nm* Negatively charged surface Stable Low Toxicity Used in drug delivery and plastics Image: http://en.wikipedia.org/wiki/Mesoporous_silica Liposome Size: 50 nm Common material for cell membranes Form transport vesicles that can bypass biological barriers and carry substances through body Outside can be charged Can attach specific binding molecules when required Image: http://mml.umd.edu/mml/projects.html Nanopolymer Size: 100 nm Long chains of nanoparticles Surface can be given positive charge Used in many Image: http://news.medill.northwestern.edu/ materials
Raman Detectors Size: approximately 2 nm Produces a unique pattern in absorption/reflection of light in presence of specific Useful in detection No image available Prednisolone Size: 10 nm Drug used in treatment of Multiple Sclerosis Cannot be attached to a particle, but could be carried Image: PEG (Polyethylene Glycol) Size: 5 nm but larger in water Long, chain-like molecule Size can adjusted as needed Useful in masking surface charges on molecules until necessary Water Soluble (dissolves in water) Crosses Blood-Brain Barrier Image: Calcein AM Probe Size: approximately 27 nm Attaches to many molecules Fluoresces or glows in living cells Safe for use in live organisms Image: Herceptin Size: 58 nm Identifies and attaches to antibodies produced during tumor growth Limits development of tumors Image: http://www.3dchem.com/molecules.asp?ID=194 *nm = nanometer
Example 1 Write each equation in slope-intercept form. 2x + y = 3 4x – 2y = 8 x + 3y = –6 Exercise1 Write each equation in slope-intercept form. 3x + y = 7 8x – 2y = 16 x + 6y = -12
Lesson 3 Algebra II Name:_________________________ Mr. Jones Date:___________________ S.W.B.A.T: Factor the difference of two perfect squares and perfect square trinomials. DO NOW: Factor each. 3h2 + 11h + 6 b) x2 – 16 Special products and factors Difference of two perfect squares a2 – b2 = (a + b) (a – b) Perfect square trinomials a2 + 2ab + b2 = (a + b)(a + b) a2 – 2ab+ b2 = (a – b)(a – b)
Lesson 5 Mr. Jones Date_________________ S.W.B. A.T: Solving Equations with Infinitely Many Solutions and No Solution. DO NOW: Solve the following equation: 3(2x – 1) + 5 = 6(x + 1) Definitions: 1. Identity 2. Contradiction Examples: 9n – 8 + 4n = 5n – 2(4 – 4n)
Accounting System Applications Accounting Review 7 Short Answer Exercise . What account categories are found on the income statement? 1) 2) 2. What account categories are found on the balance sheet? 1) 2) 3) 3. On January 1 of the current year, NSC Company paid $2,400 for a two-year insurance policy. This company’s fiscal period is from January 1 to December 31. Draft the adjusting entry necessary to recognize the insurance that has been used up at the end of the fiscal period. Account Debit Credit 4. On July 1 of the current year, NSC Company received an advanced payment of $6,000 for work to be performed over the next 20 months. This company’s fiscal period is from January 1 to December 31. Record the adjusting entry necessary on December 31 to recognize Fees Earned. Account Debit Credit 5. On January 1 of the current year, the Office Supplies account had a balance of $300; $2,600 of office supplies were purchased during the year; and the December 31 physical count of office supplies revealed $450 of office supplies remaining. This company’s fiscal period is from January 1 to December 31. Draft the journal entry to record the adjustment for supplies. Account Debit Credit 6. NSC Company uses the straight-line method of calculating depreciation. Equipment worth $150,000 was purchased at the beginning of this year. The equipment is expected to have a life of 5 years and a salvage value of $25,000. This company’s fiscal period is from January 1 to December 31. Draft the journal entry to record the adjustment for depreciation. Account Debit Credit
Areas for discussion at the weekly meeting: Overall strengths of the lesson (with a focus on learning - linked to Teachers’ standards): This should summarise key strengths which had a positive impact on learning. Reference to the achievement of particular standards is expected. For example: Consistent use of preventative and re-orientation behaviour management tactics (moving around the class room; teacher voice; name dropping; clear explanations). Strong classroom presence. (S7) Good use of AfL (e.g. collaboration; questioning; mini plenaries) (S6) Strong delivery with clear explanations so children knew exactly what they had to do. The lesson was well prepared and resourced and children had everything to hand to enable prompt start to discussion / group work. (S4). Key areas for development (linked to Teachers’ standards*): To further improve learning you should: This should summarise specific areas for development which will contribute to prioritising the targets agreed at the weekly meeting. Reference to particular standards is expected. For example: Plan sufficient challenge for higher attaining learners (S1, S5) so that they make expected progress. Ensure sufficient time for a final plenary in order to discuss learning with pupils so that they know how well they have done and what they need to do to improve(S6) Make timely and effective interventions to maintain good behaviour rather than giving too many chances (S7). *Points raised should be used to inform targets set at the weekly meeting. (Page 2) Notes: (Evidence to inform evaluative comments) Many ITT mentors find it useful to jot notes from observation of what is going on, in the order in which things happen. This is a useful preliminary process before proceeding to an analysis on the first page. ITT/Professional Mentor/Liaison Tutor Signature: (Please indicate if this was a co-observation) Trainee’s Signature: Date: Date: NB: Trainee to copy completed Lesson Analysis Form for the ITT/Professional Mentor. Trainee to keep the Lesson Analysis Booklet in the QTS Training File.
1046 - 256 BC 1046 BC - 771 BC King Wu (Ji Fa) Fengjing and Haojing (in today's Xian, Shaanxi) 770 - 256 BC King Ping (Ji Yijiu) Luoyi (today's Luoyang) --- Spring and Autumn Period 770 - 476 BC --- Warring States Period 475 - 221 BC 221 - 207 BC Qin Shi Huang (Ying Zheng / Zhao Zheng) Xianyang (in today's Xianyang and Xian of Shaanxi) 202 BC - 220 AD Liu Bang 202 BC - 9 AD Liu Bang Chang'an (today's Xian) Xin Dynasty 9 - 23 AD Wang Mang Chang'an (today's Xian) 25 - 220 AD Liu Xiu Luoyang 220 - 280 AD 220 - 265 AD Cao Pi Luoyang 221 - 263 AD Liu Bei Chengdu 222 - 280 AD Sun Quan Jianye (today's Nanjing, Jiangsu) Jin 265 - 420 AD Sima Yan 265 - 316 AD Sima Yan Luoyang 317 - 420 AD Sima Rui Jiankang (Nanjing, Jiangsu) 304 - 439 AD 420 - 589 AD Northern Dynasties 386 - 581 AD --- Northern Wei 386 - 534 Tuoba Gui Pingcheng (today's Datong, Shanxi); Luoyang
--- Eastern Wei 534 - 550 Yuan Shanjian (actually controlled by Gao Huan) Yecheng (in Linzhang, Handan, Hebei) --- Western Wei 535 - 557 Yuan Baoju (actually controlled by Yuwen Tai) Chang'an (today's Xian) --- Northern Qi 550 - 577 Gao Yang Yecheng (in Linzhang, Handan, Hebei) --- Northern Zhou 557 - 581 Yuwen Jue Chang'an (today's Xian) Southern Dynasties 420 - 589 AD --- Song 420 - 479 Liu Yu Jiankang (today's Nanjing) --- Qi 479 - 502 Xiao Daocheng Jiankang (Nanjing) --- Liang 502 - 557 Xiao Yan Jiankang (Nanjing) --- Chen 557 - 589 Chen Baxian Jiankang (Nanjing) 581 - 618 AD Yang Jian Daxing (in today's Xian, Shaanxi); Luoyang 618 - 907 AD Li Yuan Chang'an (today's Xian); Luoyang 907 - 960 AD Bianliang (Kaifeng, Henan); Luoyang --- Later Liang 907 - 923 AD Zhu Wen (Zhu Quanzhong / Zhu Huang) Bianliang (Kaifeng) --- Later Tang 923 - 936 AD Li Cunxu Luoyang --- Later Jin 936 - 946 AD Shi Jingtang Bianliang (Kaifeng) --- Later Han 947 - 950 AD Liu Zhiyuan Bianliang (Kaifeng) --- Later Zhou 951 - 960 AD Guo Wei Bianliang (Kaifeng) Ten States 902 - 979 AD 960 - 1279 AD Zhao Kuangyin 960 - 1127 AD Zhao Kuangyin Bianjing (Kaifeng) 1127 - 1279 AD Zhao Gou Lin'an (Hangzhou)
907 --- 1125 AD Yelü Abaoji Shangjing (Baarin Left Banner, Chifeng, Inner Mongolia) Western Xia Dynasty 1038 - 1227 AD Li Yuanhao Xingqing (today's Yinchuan, Ningxia) Jin 1115 - 1234 AD Wan-yen A-ku-ta (Wanyan Aguda / Wanyan Min) Huining (Harbin, Heilongjiang); Zhongdu (today's Beijing); Bianjing (Kaifeng) 1271 - 1368 AD Kublai Khan Dadu (today's Beijing) 1368 - 1644 AD Zhu Yuanzhang Yingtian (today's Nanjing, Jiangsu); Shuntian (today's Beijing) 1644 - 1911 AD Aisin Gioro Nurhachi / Hong Taiji / Fulin (Emeror Shunzhi) Beijing Qin Dynasty “Qin Dynasty was the first unified, multi-national and power-centralized state in the Chinese history. It lasted from 221 BC to 207 BC. Although surviving only 15 years, the dynasty held an important role in Chinese history and it exerted great influence on the following dynasties. Only two emperors, Yingzheng - di, the first emperor in the Chinese history, and his son Hu Hai ever ruled the state, which was finally overthrown by the people's uprising.” Video:
Chopsticks Spoon Tweezers Straw Experiment Findings: Which food type was the easiest for your beak type to eat? Analyze the data: Does your data support your hypothesis? →If yes, write a conclusion that summarizes the important parts of your experiment including how much food your beak type ate (results). →If no, create another hypothesis and perform the experiment again. Then write a conclusion that summarizes the experiment findings and results, including rewriting your hypothesis and conducting the experiment again. Further research for Instructor: Bird Feeding Ecology and Diversity By Christine Wilkinson Cornell University, 2010 What is feeding ecology? Feeding Ecology: The relationship between the environment, evolutionary processes, and the feeding behavior of different organisms. “Beaks have different shapes and sizes for different functions” Main classes of bird beaks/functions:
Teacher: Rodrigo Barragan Week of: 11/07-11/11 Subject: Spanish II OBJECTIVES ACTIVITIES HOMEWORK EVALUATION Stem changing verbs and expressions. Review vocabulary associated with playing sports. How to talk about teams and sports students like. Stem changing verbs, QUERER, PODER, TENER, JUGAR, EMPEZAR, PERDER. Late Quizlet homework. Teacher observation. Read Monday objectives. Verbs ABURRIR, ESTAR, INTERESAR. NO Teacher observation. Read Monday objectives. Exercises with stem changing verbs, QUERER, PODER, TENER, JUGAR, EMPEZAR, PERDER Exercises with verbs ABURRIR, ESTAR, INTERESAR. NO Teacher observation. Read Monday objectives. Exercises with stem changing verbs, QUERER, PODER, TENER, JUGAR, EMPEZAR, PERDER Exercises with verbs ABURRIR, ESTAR, INTERESAR. NO Teacher observation. F R I OFF OFF OFF OFF
Essential Question: What words can be used to describe the position and location of shapes? Essential Question: What words can be used to describe the position and location of shapes? Essential Question: What words can be used to describe the position and location of shapes? Essential Question: What words can be used to describe the position and location of shapes? Essential Question: What words can be used to describe the position and location of shapes? Before: Activate Prior Knowledge Interactive Math Story Topic Opener Before: Activate Prior Knowledge Interactive Math Story Topic Opener Before: Activate Prior Knowledge Interactive Math Story Topic Opener Before: Activate Prior Knowledge Interactive Math Story Topic Opener Before: Activate Prior Knowledge Interactive Math Story Topic Opener During: Whole Group Visual Learning Small Group Centers During: Whole Group Visual Learning Small Group Centers During: Whole Group Visual Learning Small Group Centers During: Whole Group Visual Learning Small Group Centers During: Whole Group Visual Learning Small Group Centers After: Reteaching Math Journals After: Reteaching Math Journals After: Reteaching Math Journals After: Reteaching Math Journals After: Reteaching Math Journals Evidence of Rigor: Student Collaboration Multi-Step Evidence of Rigor: Student Collaboration Multi-Step Evidence of Rigor: Student Collaboration Multi-Step Evidence of Rigor: Student Collaboration Multi-Step Evidence of Rigor: Student Collaboration Multi-Step Formative Assessment: Quick Check Whole Group Quiz Observation Work samples Formative Assessment: Quick Check Whole Group Quiz Observation Work samples Formative Assessment: Quick Check Whole Group Quiz Observation Work samples Formative Assessment: Quick Check Whole Group Quiz Observation Work samples Formative Assessment: Quick Check Whole Group Quiz Observation Work samples
Materials: Attribute Blocks Solid Figures Scissors/Glue Crayons Materials: Attribute Blocks Solid Figures Scissors/Glue Crayons Materials: Attribute Blocks Solid Figures Scissors/Glue Crayons Materials: Attribute Blocks Solid Figures Scissors/Glue Crayons Materials: Attribute Blocks Solid Figures Scissors/Glue Crayons Homework: Topic 15 Worksheets (Due Friday) Anecdotal Notes: Students who have mastered, are progressing, and are emergent in describing the location and position of shapes. Anecdotal Notes: Students who have mastered, are progressing, and are emergent in describing the location and position of shapes. Anecdotal Notes: Students who have mastered, are progressing, and are emergent in describing the location and position of shapes. Anecdotal Notes: Students who have mastered, are progressing, and are emergent in describing the location and position of shapes. Anecdotal Notes: Students who have mastered, are progressing, and are emergent in describing the location and position of shapes.
Student notes for Student Press Law Center’s Media Law Presentation: Press Freedom SPLC’s phone number: SPLC’s website: Slide 5 Some examples of direct censorship are: Some examples of indirect censorship are: Slide 6 Define each of the roles of a free press: • Creating an informed citizenry (marketplace of ideas) • Watchdog • “Conscience of society” Slide 8 Five freedoms guaranteed by the First Amendment are: • • • • • Slide 9 True or False: Public and private schools both have the same First Amendment legal protections. Why or why not? Slide 10 Private school student media may be protected by • • • Slide 13
With that said, Hazelwood’s reach is not unlimited. It applies only to ________________________________-________________________ speech. 32 It does not apply to “_______________ _________________” student media. This is established based on who is making the ___________________. 33 Administrators may not censor just because they ____________ with the viewpoint of an article. 34 Dean v Utica Community Schools (2004) This case leaves no ________ that high school journalists retain First Amendment protection. 38 Even if the publication is not a limited ______________ _____________, censorship was “unreasonable” under Hazelwood. 39 Five factors that established the students and not school officials were responsible for content include • • Written policy statements • • Curricular/extracurricular nature of student media • 40 List three reasons censorship was “unreasonable” under Hazelwood: • • • 43 Some states have anti-______________ laws and regulations. Name three •: • •
Recall: Evaluate without a calculator. Investigate the meaning of a rational exponent: a) What operations can we perform to change into 16? b) What does mean? a) What operations can we perform to change into 8? b) What does mean? a) What operations can we perform to change into 16? b) What does mean? What you do think would be?