* Stirring * Temperature * Time * Amount/Type of solute * Amount/Type of solventAsk ch to put hands up and to call out ideas of factors which may influence dissolving and write them on the board. Tell ch that today we are going to focus on TEMPERATURE.Teacher will guide Ch to discuss in talk partners WHY and HOW they think TEMPERATURE may affect sugar from dissolving and then to feed ideas back to teacher and rest of ch.Ch to make predictions about what will happen to the sugars rate of dissolving in each temperature | The teacher will introduce the lesson by discussing with the ch about what they already know about dissolving. * What do the children already know * Any misconceptions * Any new ideas to be discussed * Teacher to make sure that temperature is discussed to obtain any misconceptions about temperature. The teacher will provide ch with post it notes to write down factors which they think may affect dissolving of sugar – make sure temperature is included. Teacher to write these ideas on the board.
Before beginning this task, read the complete directions provided in the CalTPA Candidate Handbook. Step 1: Assessment Selection and Planning for the Whole Class Directions To plan classroom assessment, a teacher determines his or her current point within the instructional sequence of a unit of study and identifies the student academic learning goals to measure. “Ideally, assessment and instruction are linked inextricably within any curriculum. The key to using assessment effectively and efficiently in a program of instruction is to recognize above all that different types of assessment tools must be used for different purposes.” (Reading/Language Arts Framework for California Public Schools, 1999, page 215) Select one class, a content area, and a unit of study to work with as you complete this performance task. Respond to the prompts below about the unit of study and its assessment.
Students should complete Lab 1.2: Using Visual Basic IDE from the lab manual. Students should submit a document with the following: ▪ Code from Step 3 of the lab procedure ▪ Code from Step 8 of the lab procedure Estimated Time: 20 minutes Unit Learning Outcome attached to this activity: LO8 Course Objective supported by this activity: CO1 Lab 1.3: Design Tools In-Class Activity, Graded Description: Students will learn how to launch and save flowcharts using both Raptor and Visio. Students should complete Lab 1.3: Design Tools from the lab manual. Estimated Time: 30 minutes Unit Learning Outcome attached to this activity: LO9, LO10 Course Objective supported by this activity: CO1 Evaluation: - Quiz - Lab work UNIT 1
Unit R081 – Pre-production skills Shot types used in storyboarding Instructions and answers for teachers These instructions should accompany the OCR resource ‘Shot types used in storyboarding’ activity which supports Cambridge Nationals in Creative iMedia Level 1/2 Unit R081, Pre-production skills. This simple drag and drop activity will help learners become familiar with the content of storyboards. Associated Files: Shot types used in storyboarding, available in the following formats: Activity sheet Flash File Opus File HTML File Expected Duration: Task 1 – 10–15 minutes Task 2 – 10–15 minutes Follow up activity – 10–15 minutes Consolidation activity – 10 minutes This activity offers an opportunity for English skills development. These tasks can be used to aid learning of camera shots and camera angles.
Lecture Plan MOAC 70-291 Implementing, Managing, and Maintaining a Microsoft Windows Server 2003 Network Infrastructure Chapter 3, “Implementing Name Resolution Using DNS” Learning Objectives On completion of this lesson, students will be able to do the following: • Describe the process of name resolution and why it is important to your organization. • Install and configure the Domain Name System (DNS). • Describe and configure primary zones, secondary zones, in-addr.arpa zones, and stub zones. • Create an Active Directory-integrated zone, and explain the benefits of doing so. • Describe the different types of DNS servers and the functions they perform.
Textbook Analysis Essay Teresa Blosser EED-465 8/21/2015 1 The table of contents at the beginning of the textbook allows the students to see what they are going to be learning about in each unit. There are two or three chapters in each unit. Each of the units has a theme of people or themes and for every chapter. Each unit has a section telling you what you can learn in this unit. assessments, online textbook quiz, critical thinking page for understanding the skills they learned, chapter review with questions to answer, and standardized test practice.
Back includes name, date , class and teacher. You should include sections organized by topics. Each new section should start with a definition in students own words. • • • • • Definition for each topic in student’s own words. (4 points) 1 cause of physical weathering (4 points) 1 cause of chemical weathering (4 points) 1 cause of erosion (4 points) 1 cause of deposition (4 points) Describe where your example is from, what is happening and explain how it connects with our lessons about weathering, erosion and deposition.
Lesson Plan Critique #2 “Symbolic Analysis of One Who Flew Over the Cuckoo’s Nest: Literature, Album Art, and Voice Thread”, is a lesson plan designed to help students analyze traditional texts by connecting them to visual and digital texts. This lesson was created by Luke Rodesiler of the University of Florida and is intended and executed for 11th and 12th graders in a Michigan English Language Arts Class. The lesson focuses on finding symbolism in, The One Who Flew Over the Cuckoo’s Nest and participating in digital media conversations using the online tool Voice Thread. This lesson plan time frame is designed in five 60 minute class periods, a new activity each day including: exploring symbolism in literature, reading colors, introducing
I will use the software ‘Microsoft PowerPoint’ to create my product which will be around 16 slides in total. The purpose of this product is to help key stage 3 students with their geography. It will help to teach them general geographical skills and also inform them of things such as how the world’s climate is changing and also globalisation. The product will contain images and diagrams not just words to explain information, as a lot of text on one slide may lessen the student’s attention span. It will contain multimedia such as a game, quiz and word search to enable students to learn in a more exciting way.
Module Ten Medications and Children Lecture learning outcomes On completion of the lecture the student will be able to: 1. Determine the principles involved in administering medications to children; 2. Locate the appropriate sites for SC and IM injections in children; 3. Identify important safety factors when administering medication to children; and 4. Discuss legal and ethical issues related to medication administration.