...these particular learning groups each group is comprised of 4 students. The students are working on a science project. In this particular science project they are to build a model of volcano. These students each has their prospective jobs within the small group. One student will work on how to make it erupt, one works on making the platform, one works on cutting the chicken wire, and one is cutting up newspaper strips. The desks in the group are all facing each other, and each student is given an instruction sheet for their particular job. They are instructed to help one another when someone gets stuck, and to check off on their papers when they have finished each step. Another activity I chose was the use of learning centers and computer stations. Some examples of my learning centers for this particular day are the video center on volcanoes, the reading center on volcanoes, and the poster center on volcanoes. I have four groups set up for the students to learn from about volcanoes. The video center is off in the corner, and has a 20 minute video for the students to watch. The reading center is towards one outer wall and has a stack of books and magazines for the students to read about volcanoes. Another learning center has various posters of volcanoes that are packed with useful information about volcanoes. Then there is the computer station where the students can research more information on the web about volcanoes. One behavioral expectation of my cooperative learning...
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...Shake and Erupt: A critical reflection on teaching earthquakes and volcanoes to KS3 Rationale: Perhaps the most dynamic features of the Earth’s awesome power and nature are when Volcanoes and Earthquakes occur. Their workings are at the very core of our planet’s history and their unpredictable activity continues to shake mankind’s understanding of the planet. This topic or scheme of work for my mixed ability year nine class offers a plethora of attributes that both incorporates sound core Geographic knowledge and divers teaching formats that can present a degree of awe and wonder into the minds of young people. Planning and teaching such a topic at a time when the Geography National Curriculum is being reviewed by the new coalition Government, seems to provide somewhat of a blank canvass as to what pedagogical approaches might be the most appropriate to adopt. Whatever the NC will look like, we are led to believe that there will be a re-focus on the ‘core’ knowledge in subjects like Geography. This is not to say a return to didactic teaching where teachers are merely transmitters of information, or indeed to adopt a textbook pedagogy which is reminiscent of the late 1970s and 1980s. The Geography Curriculum Consultation Full Report makes it clear “That a line-by-line, detailed list of geography’s contents is not the best way to draw a positive response from teachers . . . though there is strong support for the national curriculum achieving greater clarity over the core...
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...Environment Episode 1-The School’s Learning Resource Center Name of FS Student: Greggy Q. Encinares Course: DPE – CPRT Year & Section: ED125 Resource Teacher: Mary Angelie Madrona Signature: ________________________ Cooperating School: Doña Juana Actub Lluch Memorial Central School Name of Center Observed: Computer Room Date of Visit/Observation: September 16, 2011 Class Observational Guide: 1. Go around the Learning Resource Center. 2. See what learning resources are present. 3. Examine how the materials are arranged and how they are classified. Are they free from dust and moisture? Are they arranged for easy access? 4. Look for the guidelines/procedures posted or available for the users to refer to? 5. Familiarize yourself with the guidelines and procedures. You may choose to take photos of the center if allowed. List of Available Learning Resources Available Learning Resources Characteristics and Unique Capabilities Teaching Approaches where the Resources is Most Useful 1. Print Resources a. Posters b. Tarpaulin c. manila paper d. documents e. folders The printed materials are posted near the entrance, near the whiteboard so the students will be able to notice it immediately. It is printed in color and were securely posted on the wall Familiarization of new concept or information to the learners. Provide guidance and idea to students who are not familiar with it. And make them aware about the whole concept...
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...GLG 101 - Week 6 Assignment: Metamorphic Rocks Lab PART 2/2 (UOP) FOR MORE CLASSES VISIT www.glg101tutorial.com Resources: pp. 108–116 of Geoscience Laboratory and Appendixes K & L Identify and classify the rock examples in Appendix K. Answer the Appendix L questions from your lab book. Write your responses in Appendix K. Complete All of Appendix K & L. Post completed Appendix K & L in the individual forum. Due day 7. ================================================= GLG 101 Assignment Deserts Lab (UOP) FOR MORE CLASSES VISIT www.glg101tutorial.com Resources: pp. 265–276 of Geoscience Laboratory and Appendix M Answer the Appendix M questions from your lab book. Write your responses in Appendix M. Complete ALL of Appendix M. Post completed Appendix M to the individual forum. Due day 7. ================================================= GLG 101 Assignment: Earthquake Technology Lab (UOP) FOR MORE CLASSES VISIT www.glg101tutorial.com Resources: pp. 156–170 of Geoscience Laboratory and Appendix F Answer the questions listed in Appendix F from the lab book. Write your responses in Appendix F. Complete ALL of Appendix F. Post the completed Appendix F in the individual forum. Due day 7. ================================================= GLG 101 Assignment Groundwater Lab (UOP) FOR MORE CLASSES VISIT www.glg101tutorial.com Resource: pp. 213–227 of Geoscience Laboratory and Appendix N. Answer the Appendix N questions from...
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...1: Living Things and Their Environment Introduction At this point, students have already learned in Grade 8 how the body breaks down food into forms that can be absorbed through the digestive system and then transported to each cell, which was on the other hand discussed in Grade 7 to be the basic unit of life. The learners have also discovered that cells divide to produce new cells by mitosis and meiosis. They have understood that meiosis is an early step in sexual reproduction that leads to variation. Students have been introduced to genetics to be able to appreciate evolutionary differences among species. Learners have also found out that biodiversity is the collective variety of species living in an ecosystem, and by studying the ecosystem; they have come across the various cycling of materials and energy transformation. DRAFT April 29, 2014 All modules in Grade 9 Unit 1-Living Things and Their Environment present student-centered activities that will allow the learners to discover and develop concepts that they may consider useful to their everyday life. At the end of each lesson, key concepts are provided for the students to grasp ideas and information that they will remember even after they have left school. Instructional activities are designed to build up the students’ knowledge, understanding, skills, and ability to transfer learning. The modules generally use authentic assessment for the students to perform real-world tasks demonstrating meaningful application of...
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...Welcome to WritePoint, the automated review system that recognizes errors most commonly made by university students in academic essays. The system embeds comments into your paper and suggests possible changes in grammar and style. Please evaluate each comment carefully to ensure that the suggested change is appropriate for your paper, but remember that your instructor's preferences for style and format prevail. You will also need to review your own citations and references since WritePoint capability in this area is limited. Thank you for using WritePoint. Bacteria and Parasites By Victor Banks Melanie Crow COM 155 4/2/13 Bacteria and parasites are both specific types of organisms that are able to have affect on a humans body, but parasites have a greater increase in harming a human being rather than a bacteria. While the exact origin of bacteria remains a matter of speculation, it is clear that they are among the oldest and most adaptable organisms on Earth. Over three and a half billion years ago the earth was an inhospitable planet characterized by a landscape of active volcanoes in an atmosphere with hardly any oxygen, as far as we know the first life forms to be on Earth were simple organisms that closely resembled present day bacteria and did not depend on atmospheric oxygen or survival. Eventually in the shallow waters of primitive earth photosynthetic microorganisms...
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... Statement of the problem 1. What is the couse of Pneumoconiosis? 2. How can it be prevented? 3. What are the symptoms? 4. How can affect in our body? 5. What are the treatment? Statement of the Hypothesis HO1: .A pneumoconiosis cause by inhalation of every fine silicate or quartz dust which is found in volcanic ash. HO2: Pneumonoultramicroscopicsilicovolcanoconiosis is fairly easy to prevent. Most countries do not have any volcanoes or any other places where silica dust exposure is likely. In case you live in one of the countries that does, here are few ways how to prevent this disease: Do not go in or near an active or non-dormant volcano. Do not expose yourself to silica dust for long periods of time. If or long periods of time, cease breathing. If you are in or near you do happen to be exposed to silica dust for a long period an active or non-dormant volcano, cease breathing. Avoid a place or places that contain volcanoes. Do not inhale volcanic smoke or ash, for it contains silica dust, which causes pneumonoultramicroscopicsilicovolcanoconiosis HO3: The symptoms of pneumonoultramicroscopicsilicovolcanoconiosis...
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...JAPAN’S CULTURE JAPAN’S CULTURE History Japan has a very colorful history filled with rulers such as samurai warriors and emperor kings. The samurai warrior ruled Japan in the twelfth century and was a distinctive social class. The samurai tradition was mainly about war. The samurai tradition consisted of singling out a worthy opponent for a challenge. They would wait until enemy lines were broken and then enter into single combat. People began to develop battlefields to fight and would have battles several times to establish territory. (Clode, 2011) This was the beginning of the fighting and war that continued in Japan for centuries to come. Throughout Japan’s history it saw the rise and fall of many emperors that ruled the country. Through most of the history of Japan they had a policy that their borders were locked to the outside world and they did not allow foreigners in their country. This same policy applied to the Japanese people and they were not allowed to leave the country. The early emperors in Japan ruled the country by engaging in wars and the country was primarily run as an imperial and military rule. (Facts About Japan, 2013) After many years of declaring war on countries in nineteen thirty seven Japan declared war on China. This war led to the nineteen forty two attack that Japan launched in the United States on Pearl Harbor. After almost eight years of war atomic bombs were dropped on Japan bringing this war to an end. After Japan surrendered...
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...long-term memory stores, there are two possible ways in which these stores may differ: in duration, and in capacity. A duration difference means that items in short-term storage decay from this sort of storage as a function of time. A capacity difference means that there is a limit in how many items short-term storage can hold. If there is only a limit in capacity, a number of items smaller than the capacity limit could remain in short-term storage until they are replaced by other items. Both types of limit are controversial. Therefore, in order to assess the usefulness of the short-term storage concept, duration and capacity limits will be assessed in turn. Short-term memory is used to remember a number looked up in a telephone book. Students who cram for a test retain the information in their short-term memory. Important life moments, such as the birth of a child, are stored in a person's long-term memory. Looking through old photos will likely trigger long-term memories. Bottom of Form Short-term and long-term memory, while closely related, have many differences. Long-term memory is used to store information, memories, skill sets and procedural knowledge that can be readily retrieved when needed, both voluntarily and involuntarily. Short-term memory is designed to retain information for a brief period of time, after which it is then either forgotten or stored permanently in long-term memory, based on how actively it is used while in short-term memory. One difference...
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...trademarks or registered trademarks of Microsoft Corporation. All other trademarks and registered trademarks are the property of their respective owners and are hereby acknowledged. Do not make illegal, unauthorized copies of the PhraseBook. The PhraseBook and digital version are protected by copyright law and international treaties. The publisher and authors have striven to ensure the accuracy and correctness of the PhraseBook; however, they can accept no responsibility for any loss or inconvenience as a consequence of use, information or advice contained in the PhraseBook. PhraseBook versions ISBN 978-1-903384-02-2 paperback ISBN 978-1-903384-01-5 digital version (download) ISBN 978-1-903384-00-8 digital multiple user version (CD-ROM) for research groups, departments and universities For PhraseBooks and English books for education, visit EnglishforResearch.com ▪ EnglishforStudents.com ▪ EnglishforSchool.com Contents Contents End User Licence...
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...response to the Federal No Child Left Behind Act of 2001. This act mandated the existence of a set of comprehensive state grade level assessments in mathematics and English language arts that are designed based on rigorous grade level content. In addition, assessments for science in elementary, middle, and high school were required. To provide greater clarity for what students are expected to know and be able to do by the end of each grade, expectations for each grade level have been developed for science. In this global economy, it is essential that Michigan students possess personal, social, occupational, civic, and quantitative literacy. Mastery of the knowledge and essential skills defined in Michigan’s Grade Level Content Expectations will increase students’ ability to be successful academically, and contribute to the future businesses that employ them and the communities in which they choose to live. Reflecting best practices and current research, the Grade Level Content Expectations provide a set of clear and rigorous expectations for all students, and provide teachers with clearly defined statements of what students should know and be able to do as they progress through school. PHYSICAL SCIENCE LIFE SCIENCE EARTH SCIENCE Development In developing these expectations, the K-7 Scholar Work Group depended heavily on the Science Framework for the 2009 National Assessment of Educational Progress (National Assessment Governing Board, 2006) which has been the gold standard...
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...Northern California Geolo Geology of Northern California Frank DeCourten Department of Earth Science Sierra College Standing more than 10,000 feet (3,000 m) above the surrounding terrain, Mt. Shasta is the largest volcano in northern California and symbolizes the dynamic geologic processes that have shaped a spectacular landscape. 63829_02_insidecover.qxd 11/25/08 12:53 AM Page ii ESSENTIAL QUESTIONS TO ASK Northern California.1 Introduction Ⅲ What are northern California’s physiographic provinces? Ⅲ What is the Farallon subduction zone? al Ⅲ What two types of plate boundaries exist in northern California today? th Ⅲ What are terranes, how do they originate, and why are they important in northern California? Northern California.2 The Sierra Nevada: California’s Geologic alifornia’s Ge Backbone Ⅲ What is the Sierra Nevada batholith? rra batholi Ⅲ What kinds of rocks surround the Sierra Nevada batholith? ra Ⅲ When and how was the modern Sierra Nevada uplifted? e Ⅲ What types of gold deposits occur in the Sierra Nevada? e? Ⅲ What is the Mother Lode? Northern California.3 The Klamath M Mountains t ath an Ne evada Ⅲ In what ways are the Klamath Mountains and the Sierra Nevada similar? ds ro o ath M Ⅲ What kinds of rocks comprise the ophiolites in the Klamath Mountains and what tectonic events do they signify? ineral occu th ntai Ⅲ What mineral resources occur in the Klamath Mountains? Northern California...
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...Christine V. McLelland GSA Distinguished Earth Science Educator in Residence Reviewers and Contributors: Gary B. Lewis Director, Education and Outreach, Geological Society of America Contributing GSA Education Committee members: Rob Van der Voo University of Michigan, Ann Arbor, Mich. Keith A. Sverdrup University of Wisconsin, Milwaukee, Wis. Mary M. Riestenberg College of Mount Saint Joseph, Cincinnati, Ohio Virginia L. Peterson Grand Valley State University, Allendale, Mich. Wendi J.W. Williams University of Arkansas, Little Rock, Ark. Sandra Rutherford Eastern Michigan University, Ypsilanti, Mich. Larissa Grawe DeSantis University of Florida, Gainesville, Fla. Aida Awad Des Plaines, Ill. Stephen R. Mattox Grand Valley State University, Allendale, Mich. Steve Boyer Tacoma, Wash. Jo Laird University of New Hampshire, Durham, N.H. Cover image: A basalt dike cuts through rocks of Permain age on Wasp Head, NSW Australia. Photo by Gary B. Lewis. Table of Contents What is Science? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Scientific Method . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Observation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Question . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Hypothesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Experiment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Evaluation . . . ....
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...Japan is very similar and very unlike the US. It was amazing to research so many different aspects of one country. The major elements of this country are its culture and how these affect the country itself. How the people process these elements is very important and this is how the Japanese culture develops. From here we move on to see how this compares to US. We look to see how the US compares in their culture when brought next to Japan. Finally we will see how the US manager can be an international manager in Japan. This is mainly done through sensitivity to the other’s culture. This sometimes includes changing the way we act, and other times it is being sensitive to the other culture that is before us. Global Business Cultural Analysis: Japan Japan is an island cluster off the coasts of Russia, South Korea, and China. It is specifically located to the east of the Sea of Japan. It is composed of four major islands and over six-thousand minor ones. The four major islands are: Hokkaido, Honshu, Shikoku and Kyushu. It has thousands of shrines, national parks and even imperial palaces. The country of Japan is often called the Land of the Rising Sun. It has one of the largest populations in the world by country despite being such a small country. It has the highest life expectancy in the world (83.10). The islands are also located on the Pacific Ring of Fire, so Japan has many volcanoes (108 active volcanoes). It is home to Tokyo a city known for its neon skyscrapers, and...
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...improvements, such as more instructional time, minimum course requirements for high school diplomas, and an emphasis on local planning efforts to promote efficiency and effectiveness. The desire to improve student achievement was there, but the focus on content-that is, a comprehensive, specific vision of what students actually needed to know and be able to do-was lacking. Standards are a bold initiative. Through content standards in the core subjects, California began to redefine the state’s role in public education. For the first time, the knowledge and skills that students needed to acquire were explicitly stated for the most part by grade level, although science standards at the high school level were organized by discipline. The standards are rigorous. Students who master this content are on a par with those in the best educational systems in other states and nations. The content is attainable by all students, given sufficient time, except for those few who have severe disabilities. We continue to regard the standards as firm but not unyielding; they will be modified in future years to reflect new research and scholarship. Standards describe what to teach, not how to teach it. Standards-based education maintains California’s tradition of respect for local control of schools. To help students achieve at high levels, local...
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