...Running head: Three Science Lessons Three Science Lessons Sherry Pate Grand Canyon University EED 364 May 1, 2011 EEI Lesson Plan Student name: Telephone: Website: Implementation Date: |VITAL INFORMATION | |Author |Sherry Pate | |*Subject(s) |Science, Technology | |Topic or Unit of Study |Classification of plants and animals | |*Grade/Level |4th Grade | |*Summary |The students will learn how to classify plants and animals into groups based on their characteristics. | | |Some of the characteristics that students will look for include plants, animals, things, that lay eggs, | | |things that live underwater, etc. Students will be able to visualize and know that sometimes plants and | | |animals can be classified into more than one group depending on the features of the specific groups. ...
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...Values are that which one acts to gain or keep. Living entities act to achieve various ends. They decide, by some standard of evaluation, which ends are wanted, and to what degree. The combination of an end to which one can act towards, and the wanting to accomplish those ends, is a value. Values are automated judgments about particular ends. Similar to emotions, they are originally derived through the use of reason. They are derived from an initial judgment about the merits of particular ends to achieve some goal. The automated response comes in the form of "wanting" something. Since it is based on a previous judgment, it can sometimes be stale or incorrect, just as an emotion is. Values are not desires. A desire is an emotional longing for something. It differs from values in a couple ways. First, the desire may not be achievable. One may desire to grow wings and fly. Values are concerned with goals one is able to pursue. Only when a course of action is apparent can one value something. Another difference between values and desires is the emotional content. Desires are emotions, so a desire without an emotional response is a contradiction. A value, on the other hand, need not have an emotional response. It is an automated judgment, which often produces a desire, but not necessarily. One may value getting a college degree to get a better job, but certainly during a long, boring lecture, the emotion desire is not applicable, except in reference to...
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...Bulacan State University City of Malolos, Bulacan COLLEGE OF EDUCATION Life Cycle of a Butterfly Bamba, Phamella F. Name BEED 2-D Year and Section Second Semester S.Y 2013-2014 MRS. REMELIE R. ROBLES Instructor I. Objectives * Students will learn about the life cycle of a butterfly. * Identify the four different stages of a butterfly life cycle (from egg, caterpillar, pupa or cocoon, to a butterfly). II. Subject Matter Topic: Life Cycle of a Butterfly Materials: Real eggs of a butterfly, caterpillar, cocoon, a butterfly, pictures III. Procedure A. Motivation I’m a Hungry Caterpillar (tune of I’m a Little teapot) I’m hungry caterpillar Walking slowly Looking for something To fill my belly When I go to sleep I’ll make a little cocoon Pop! I’ll be a butterfly soon. B. Discussion I will show to the class the four different stages of a butterfly life cycle one by one, which are the eggs, caterpillar, cocoon and a butterfly and explain to them each stage. * The first stage is the eggs. This is where a girl butterfly lays eggs. She lays them on a leaf. * The second stage is the caterpillar. At this stage, the caterpillar eats all the time. It also grows really fast. * The third stage is the cocoon. The caterpillar makes a cocoon. It is mostly brown or green. This protects them. * The fourth stage is the butterfly. A butterfly comes out of the cocoon. It can now learn...
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...TEACHING METHODOLOGY AND PRACTICUM 3B (SUBJECT METHODOLOGY FET LIFE SCIENCES 3B) Dear Life Sciences Methodology student, In the week of 31 August to 04 September 2015 you are expected to attend compulsory work related learning as explained to you by the WIL coordinator. During this period ALL Life Sciences students are expected to develop a teaching portfolio (resource file) based on their experience. This portfolio must be submitted to the lecturer on the September 11, 2015; no late submissions will be accepted. Your portfolio (A4 lever arch file or similar) must be divided into the following section, using appropriate file dividers. Section 1: Introduction [25 marks] Include in your Section 1 the following, each starting on a new page. Cover page The cover page must provide your full details, including name, surname, student number, contact details, module name, the subject that you are teaching, mentor teacher’s details and mentor lecturer’s details. Also indicate the WIL session (i.e. First semester, 2 nd semester, etc. with specific dates) School details Name and contact details of the school, details of school principal, number of learners in the school, type of the school etc. School timetable Copy of the Life Sciences Caps document Outline of personal teaching philosophy (maximum two pages) A teaching philosophy statement is a narrative that includes: your conception of teaching and learning a description of how you teach justification...
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...understand first lesson before moving on)EEI * Designed to help an existing lesson plan * Current knowledge and research based | | | | | | Amelia WhiteEDU-230 | | | | Advantages and Disadvantages of SIOP and EEI Lesson Plans | Helping students find their balance! | | | | | Define SIOP! * Sheltered * Instructional * Observation * ProtocolSIOP is an instructional model that teaches in English only. SIOP is not additional or replacement instructional but a complete curriculum for non-native speakers in a content area. The instructional form is meant to extent the time ELLs students receive in language support for academic content area that is required to graduate. | | | | Define EEI! * Education * Environment * InitiativeThis is an environment-based curriculum. This curriculum features 85 individual units. Each unit is aligned to up to 100 selected Science and History-Social Science content standards. This vision encourages an active and hands on experiments. This positively impacts the leaders of tomorrow and their families, schools, and communities. | | | | | | SIOP Key Points * Concrete the structure * Useful for teachers through peer review/self-reflectionEEI Key Points * Teaches Science, History and Social Science standards to mastery * Supports English Language standards | | | | | | Amelia White January 23, 2014 EDU-230 Professor Jeff Martin Multicultural Lesson Plan Analysis ...
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... Search Browse Saved Papers Home Page » Film and Music Potangina In: Film and Music Potangina Detailed Lesson Plan I. Objectives: within the given session, the students are expected to: * Identify the steps in different napkin folds * Perform napkin folds within a given range of time * Appreciate the importance of napkin folding in the industry. II. Subject Matter : Table Napkin Folding References: Technology and livelihood Education 4 textbook ,pp. 140-190 Basto,j.,2014. Retrieved from http://www.slideshare.net/janehbasto/detailed-lesson-plan-in-science-and-health-grade-3?related=4 on july 30, 2015 Materials: Table napkin , video clip , printed materials Strategy: cooperative learning, Demonstration III. Procedures Teacher’s Activity | Student’s Activity | A. Preparatory activities 1. Warm-up/Drill a. Prayer b. Checking of Attendance-Good morning class. How Are you today? Who is absent? c. Action song/ Ice breaker * Before we start our lesson for today, let us have an action song entitled “ Act as what I’ve say” 2. ReviewClass, what was our lesson last meeting? Very good! What are the diff. types of table setting? Give her 3 claps. Give a keyword to identify the types of table settings.Ok. Good. I’m glad that you had mastered our previous lesson. Give Yourselves a round of applause . 3. MotivationAll, stand up. I want you to imagine that you’re in a five star hotel...
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...EMM310 Assessment Item 2 Due: 15th October Length: 10 – 12 pages (Assessment marking criteria & Appendix 1 not included in page count) Measurement and Geometry A student: - makes, compares, sketches and names three-dimensional objects, including prisms, pyramids, cylinders, cones and spheres, and describes their features MA2-14MG | Working mathematically A student: - uses appropriate terminology to describe, and symbols to represent, mathematical ideas MA2-1WM - checks the accuracy of a statement and explains the reasoning used MA2-3WM | | Outcome/s | Lesson activities/ content | Prior knowledge | Relation to other strands | Other KLAs | Diverse learners | 1 | Measurement and GeometryMA2-14MG Working mathematically MA2-1WMMA2-3WM | - Revise 2D shapes- Find out prior knowledge of 3D objects – what do the students already know? Are there any misconceptions?- Using large versions of various 3D shapes, identify each object. Discuss the features of each shape e.g. faces, edges etc. - As a class, place the objects into groups based on similar features. Ensure students use reasoning for placing shapes into a certain group | - Students are already familiar with recognising and describing 3D shapes from stage 1 | Working mathematically MA2-1WM,MA2-3WM | EnglishEN2-1A | Visual Auditory/ linguistic | 2 | Measurement and GeometryMA2-14MG | - Discuss features of 3D shapes describing similarities and differences – focus on language e.g. faces, vertex, base, side...
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...Lesson Planning with SIOP: A Theoretical Base (Benchmark Assessment) ESL 223N December 4, 2013 | SIOP Lesson Plan Date: | December 4, 2013 | Grade/Class/Subject: | Second grade Science | Unit/Theme: | Life Cycle of the Butterfly | | Content Standard(s): | “Strand 1: Inquiry Process”“Inquiry Process establishes the basis for students’ learning in science. Students use scientific processes: questioning, planning and conducting investigations, using appropriate tools and techniques to gather data, thinking critically and logically about relationships between evidence and explanations, and communicating results” (Arizona Dept. of Education, 2013). | “Concept 1”: “Observations, Questions, and Hypotheses”“Observe, ask questions, and make predictions” (Arizona Dept. of Education, 2013). | PO 1. “Formulate relevant questions about the properties of objects, organisms, and events in the environment.” (See M02-S2C1-01) (Arizona Dept. of Education, 2013) | PO 2. “Predict the results of an investigation (e.g., in animal life cycles, phases of matter, the water cycle)” (Arizona Dept. of Education, 2013). | Key VocabularyLarva CaterpillarEgg ChrysalisPupa CycleButterfly live | Supplementary Materials * Butterfly Life Cycle poster * Book: “I am a Butterfly” by Stephen Swinburne * Printed butterfly work sheets * Power-point on butterfly life cycle * Paper * Pencil * Construction...
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...A Sample Essay Name: Institution Affiliation: What do People reveal about themselves by the Way They Drive? People reveal much about themselves through the way they drive. The way a person drive is much more like the person's way of dressing that in turn reflects the person's habit, personality and, in general, his behavior. The way clothing reflects what one thinks and how one lives; behavior in the driver's seat gives a speedy however sensibly dependable manual for an individual's viewpoint and lifestyle. A driver who obeys traffic regulations carefully, for instance, is prone to be devoted to power, mindful of detail, decently directed in conduct, alarm, and aware of others' rights and safety. One may gather numerous different things too from watching a wary driver. Such an individual is opposed to going for broke. He or she presumably pays a low premium on collision protection, keeps the auto in great repair, and has no substance misuse issue that would take away from capable behavior. “One would expect this sort of individual to be reliable and even-minded in his or her general point of view” (Perrine, 2010). In any occasion, such attributes are steady with the identity of a single person with a driving record free of genuine infractions. An infrequent parking ticket is obviously normal in most circumstances and ought, not to get deciphered as an indication of ongoing carelessness or recklessness. The other extreme of behavior is the foolhardy...
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...Philosophies, Theories, and Concepts Jamie Field ECE 311 Early Childhood Curriculum & Methods Prof. Terri Surrency 08/26/2013 My goal for the future is to open my own in-home preschool and provide a positive and healthy learning experience to all that attend. I want to help guide and prepare our young children for their future in academics and life in general while having fun at the same time. My goals for the children are to teach them positive social skills, to be respectful to all people and things, to give them a voice and allow them to input their own ideas and opinions, give them a sense of pride and accomplishment to build self esteem, and to just love learning. Kindergarten today is not what it used to be and unfortunately, most children are not prepared for this. It’s important that our children feel comfortable and capable of entering into Kindergarten, which is where I come in. Although I do not have a concrete teaching philosophy I think I am leaning towards student-centered and progressivism. I think that teachers and students should work together to create learning experiences and opportunities. Progressive education is a form of education advocated by John Dewey in the early twentieth century. The basic idea of this philosophy is that students learn through experience, rather than through memorization. “Dewey believed that students, facing and ever-changing world, should master this scientific method: (1) Become aware of a problem; (2) define it; (3)...
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...Develop an educational project that includes a specific outcome while teaching academic skills Make Your Own Project-Based Lesson Plan Gloria J. Edwards Educator and Curriculum Development Specialist Unlimited Learning, Inc. Copyright 2002 Mountain Plains Distance Learning Partnership Integrated Learning http://www.integratelearning.org Special funding provided by the U.S. Department of Education, Star Schools. Instructions based on the five-concept template created by Leecy Wise for Star School teachers, Cortez, CO, 2001-2002 Topic: Make Your Own Project-Based Lesson Plan Develop an educational project that includes a specific outcome while teaching academic skills. Identify Grade level or Group Here An integrated lesson plan covering # sessions of approximately # hours each. Your Name as Lesson Author Here The following passage is included in all Integrated Learning lesson plans: Lesson-Planning Approach Students do not learn from what you do, but from what you have them do. This is a template for creating project-based lessons. Examples and important information are set in text boxes, while the rest of the text can be used as lesson template. Text and headings that are part of the “Integrated Learning” lesson format are printed in color bands or bold text. For other examples of our project-based lesson plans, refer to our website www.integratelearning.org . Some learners perceive their “world” as a whole, where all things are interconnected and dependent...
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...As well, the teacher must be a good communicator. * Minimalistic views. Good teachers know they must minimize content to the basic building blocks they want to teach. Rather than a display aimed at students who understand the most, the best, or the easiest, the display would be geared to include students who understand the least, the poorest, and the hardest. * Lastly, good teachers make visual displays part of the lesson plan. Displays or decorated bulletin boards are not just to make the room pretty. A good teacher can use one display to help students build many different skills. I personally love this bulletin board for the classroom. Not only is the quote inspirational for the children but it can also be incorporated into Science (the solar system). As a class you can make the rocket out of cardboard and decorate it. Have each student make their own star, NOT giving them pre-made ones. Have a discussion with the class that not all stars are the same just like them! Hang up red rope lights or red colored string for the rocket trail. For some Science inspiration, hang up paper lanterns in front of the bulletin board to make it look like planets. A list of skills needed...
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...Lesson Plan Teacher Class Subject Date Duration Topic Objectives Material Needed Methodology Shelina.N.Bhamani 5-6 English (Creative Writing) Tuesday, March 29, 2005 45 mins Shape Poem The Student will be able to: 1=Share and write more creactive ideas. 2=Describe different objects Papers Pens Charts Markers Colours OHP(OHT)for the presentation of sample poem(WB can be used too) PRESENTATION: The Teacher will ask the student following questions.(How many of you like butterfly/balloon? Why ou like balloons/butterfly? Do you love poems(yes/no) well,then lets try to write one. Teacher will show an example or two like of balloon(MY RED BALLOON IS LIKE AN AEROPLANE WITHOUT WINGS.IT FLOATS LIKE A BIRD IN THE SKY.A STRONG WIND MAKES MY BALLOON RUN FAST AND TO THE GROUND.POP!OHNO..PIECE OF RUBBER DRIFTING TO THE GROUND)Than SS will asked to choose shapes draw it and write a peom inside that shape) for production you can display all the shapes poems on the school board /bulletin board/soft board.. production stage could be considerd as evaluation Evaluation Lesson Plan Teacher Class Subject Date Duration Topic Objectives Material Needed Methodology Sonia Sham Dupte grades 3-4 language arts Tuesday, March 01, 2005 30 mins telling a story Students will learn how to use descriptive and imaginative language to tell a story. * Telling a Story pictures (allow each student to choose their own picture) * paper * pencils Discuss with students the structure of a good story. Stress that...
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...specific area in my teaching experience as one of the most challenging component. I tried my best to get the knowledge about different strategies from various sources like workshops, seminars and articles to make my class more student teacher interactive from the very first day of my semester. Teachers often become anxious about their first day of the semester ,so it is very important to convey clear expectations as well as basic information to the students to make sure that they understand exactly what the course will be, like in terms of prerequisite knowledge and skills, content to be learned and anticipated speed and depth of learning. They must understand your grading system and what the term projects will be, and finally how you plan to teach. Here is a checklist that can be of great help for the faculty to review their first day of the semester: * Establish procedures – Arrive early to get the classroom set up the way you want it. Post instructions on the projector telling the students what you need them to do before class begins (e.g. pick up syllabus, introduce yourself and find a seat.) * Use an entrance table – This is where student pick up the syllabus, and anything else they need to pick up or turn in throughout the semester. * Learn students’ names – Have students introduce themselves as they walk in, and create a seating chart. * Use focus activities – On the screen or board, write what students are to do as soon as they arrive...
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...‘C’mon PE (TE) it’s time to get changed for dance’ (Keyworth and Smith, 2003: 107). A small-scale investigation into the challenges faced by the teacher in teaching dance activities as part of the Physical Education National Curriculum, and the impact of the teaching upon the response of pupils in relation to learning. Use literature; autobiography, personal reflection, questionnaire and observation data; and unit materials to support your responses to the following: Some pupils are very good at reading the spaces in team sports, while others read music fluently. Some find mental calculations easy; some are good at constructing 3D objects; some express ideas elegantly through dance (Arthur and Cremin, 2010: 278). It is clear from this quote alone that dance has an important role to play within the development of learning of some pupils. Tinning (2009) believe that the holistic approach incorporated within the teaching and leaning in dance is essential to allow a child’s full, embodied experience, seeking to nurture ‘thinking bodies’ and ‘moving minds’. Dance can provide an ideal vehicle through which children can start to explore and establish confidence in the processes, appreciating, composing and performing which are three ‘key factors in determining teaching and learning programs’ Smith-Autard (1994:1). Schools that incorporate dance programs within their curriculum have found that the educational experiences for both learners and staff members alike are enriched...
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