Mastering biology chapter 10 photosynthesis ..
Quiz on Cellular Respiration and Photosynthesis; ..
Language arts students select a biography based on interest; Spanish students are encouraged to select a Hispanic biography. A variety of activities are offered as students research and process information about their subjects. Spanish students read about their subjects in Spanish and English, write about the people in Spanish, orally present subjects to the class, and draw a portrait In language arts, students explore their person's life using graphic organizers and writing (to include poetry and song lyrics). They create scrapbooks, time wheels, biography blocks, and give impromptu speeches and book talks. They prepare performances in which they may sing, demonstrate a skill or sport pertaining to the person, act out a scene from the person's life, or participate in a rehearsed interview. All activities are designed to tap into students' varied intellectual strengths. While acquiring knowledge about their biographical subjects in language arts and Spanish, in art, students are posed with the problem of creating a clay shoe to fit the person they are studying. The shoe reflects the main characteristics of that person. A history of shoes is presented through slides, videos, pictures and past-student-created shoes. This unit culminates with a display of artwork, written work, and a performance by each student.
Content Standards 2A: Students use clear and accurate communication in sharing their knowledge. I1 Record results of experiences or activities and summarize and communicate what they have learned. 5A: Students apply mathematics and science concepts to demonstrate an understanding that natural systems, including human systems, are cyclic and interconnected. I1 Describe a food web and food pyramid. I2 Describe roles in a community. M1 Describe the law of the conservation of matter. M2 Describe some specific cycles of matter. M3 Describe the influence of abiotic and biotic factors on biotic communities. 5B: Students demonstrate an understanding of their role in the natural world and how to take responsibility for the impact on it. I3 Identify and explain some of the impacts that human beings, as a group and as individuals, have on their environment. I4 Describe the concept of waste. 5C: Students understand that human impact on the environment can include more effective management of resources and reduction of harmful effects. M3 Use measurement tools to quantify environmental conditions. 7.1C: Students understand and apply concepts of data analysis. M2 Use a variety of organizers to organize data that they have generated. 7.2B: Students understand how living things depend on one another and non-living aspects of the environment. I1 Describe a food web and the relationships within a given ecosystem. I2 Explain the difference between producers, consumers, decomposers, and identify examples of each. I3 Compare and contrast physical and living components of different biomes. I4 Investigate the connection between major living and non-living components in a local ecosystem. M1 Describe, in general terms, the chemical processes of photosynthesis and respiration. M3 Describe succession and other ways that ecosystems can change over time. S1 Illustrate the cycles of matter in the environment and explain their interrelationship.
of chemistry Melvin Calvin talks about his work on photosynthesis.
Candid and relaxed interviews with Nobel prize winning chemist, Glenn Seaborg, including historical photographs of his achievements and lectures by Seaborg.
The unit engages students in a variety of planned activities. One major study is the selection and completion of an independent research project, where students choose an area of interest and investigate the historical facts surrounding the person or event. Students can choose different projects ranging from battles to technological advances in communication to music of the war to the beginnings of the Red Cross. In another component of the program students are authentically drafted into the Northern and Southern armies. Commissioned officers are appointed through an application and interview process. Officers experience first-hand the qualities needed for effective leadership.
Welcome to the Purdue University Online Writing Lab …
The Approach Students create a company called "The Kid Energy Education Practice System" (K E. E. P. S.) to help them practice their math skills. The company produces educational practice games for other classrooms to use. Students, in teams, design games around math concepts, create models, and then field test and produce final products. Peer groups examine the level of difficulty, details of the directions, create examples, make keys for self checking, design the packaging and evaluate the whole game for quality and effectiveness. Groups evaluate each others' work and offer verbal and written support. To create a math game that will help others learn specific skills students must understand the skills themselves. To make something interesting and fun they must interview the buyers to figure out what they want and how to make it. They must consider the client's needs and communicate responsibly to the request. Initially, the teacher may make a few practice games as models. Students then set the standards for products, select committees, target specific math areas and begin production. Some of the students choose to make games in other areas such as science and grammar. The company is theirs. They have all of the necessary departments. They are responsible for the orders, supplies, advertising, designs, production, meeting deadlines and quality control. This company has high standards. The class develops quality indicators for assessment of the games and their content. The students rate their own games in several categories using continua. Then a group of peers reviews the plans and a group reviews the completed products. At least two peers field test for accuracy and rate each game. On an individual level, teachers assess student needs for support in a particular math area by looking at the accuracy of the game. If a child needs to have more experience with a topic they receive more instruction from the teacher or peers. Opportunities are built in for peer and self assessment privately and during class meeting time. After playing a game, students in other classrooms provide feedback which is shared with the whole company. Students use this feedback to revise the game.
To start the unit, students review the positive and negative aspects of daily life of the missions, the impact of the transfer of power from Spanish to Mexican government, and cultural differences among Spanish, Mexican, and native Californians. After selecting roles by lottery, students conduct a "silent debate" (on paper) on the merits of the mission system from their character's point of view. They then form teams to gather evidence and predict counter arguments. Using primary source material such as period artwork, excerpts from letters, journals, and testimonials, students develop a case for the hearing. Each student also develops an identityeither historic or fictitioususing a character development guide. During the team research period, journalists interview various participants in character. Panelist teams present their testimony, and are questioned by the judicial committee, which ultimately makes the decision as to whether the missions should continue or be secularized. Journalists either publish a newpaper or present a "live broadcast" of the hearing proceedings. Afterward, the teacher leads the class in a debriefing to reflect on the experience and examine results of the actual decision.
Colonization of Mars - Wikipedia
Volcanoes and volcanology | Geology
Photosynthesis: Calvin Cycle
Statistical Techniques | Statistical Mechanics
Photosynthesis Calvin Cycle
Antarctica :: Antarctic Treaty System
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Robinson Self-Teaching Homeschool Curriculum
To impart some of the emotion and to teach the true significance of this holiday, students are directed through a number of related activities. The moving book, The Wall, by Eve Bunting, a story about the Vietnam Veterans Memorial told from a child's point of view, is read to the class. To begin to develop an understanding of our nation's military history, the students cooperatively research our country's military conflicts and plot a timeline. To obtain first hand history, a veteran visits to present and answer questions. Finally, brief, biographical sketches of veterans created through interviews are presented by each student. The culminating activity occurs when the memorial, "Our Wall of War Heroes" is constructed. It proudly displays the names of veterans (placed outside of the classroom) for all to pay tribute. This activity serves as a means of reflecting student pride and identifying with people who have made outstanding contributions and sacrifices to our society.
Photosynthesis Revision Cards | Photosynthesis | …
In social studies, students read excerpts from a book chronicling the history of the Flood of '55, view actual footage of flood disasters and write a reflective piece on possible preventive strategies. They also write a comparison/contrast essay on the Floods of '55 and '97. Interviews of those who lived during this local disaster are conducted.
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