I have the students get into their groups and hand each group a topic- food, dress, traditions, religion, or trade. I have each topic on an index card and have the groups pick a card to get their topic. I instruct the students to search online and find three facts for their topic. I hand out the Navajo Culture handout for them to fill out as they conduct their research. This handout has one column for the Navajo Indian's culture and one column for the students' culture.
Solutions Lab 3: Input, Processing, and Output Lab 3.1 –Flowcharts Note to Instructor: Steps 1 – 9 walk students through the process of using Raptor and designing a flowchart. Step 10 requires students to show their completed flowchart. Variable names and statements will vary from student to student. Also, the lab can be completed using a different flowcharting application, such as Visio. If so, the sample solution below will look a little different, but should still have the same fundamental steps.
The seventh grade population consisted of 20 males and 11 females of which 19 students were Latino and 12 students were white or non-Latino. The study skills teacher introduced new vocabulary on the first day of the lesson. During this time students completed context clue exercises which enabled them to work directly with the vocabulary by creating sentences and using dictionaries to get accurate definitions. At
We went there to practice what we had learned from being in red-cross for six months. We built our tent, which required a lot of teamwork. In the free time, we explored the forest in the camping site. At night, we made a campfire and then we gathered around the campfire. We sang, danced, and told scary story until midnight.
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
Introduction: The background of this lab is that we have been learning this for about 2 weeks in class. We took notes and we were given the lab to see what we learned from the notes. In this lab we was to find out what we had to transfer the DNA to mRNA and that to tRNA. The from tRNA chain we had to look on the back of the data table and find out the Amino acid sequence. Then from there
When first introducing to a lesson, a graphic organizer can be used to assess and organize a student’s knowledge on the lesson topic. An easy way to utilize a graphic organizer in this way is to have the students fill out a KWL chart. This organizes key information regarding what the student currently knows, what the student wants to know, and later on what the students have learned as a direct result of the lesson. This provides the instructor a learning history of what they can build upon and clues them in on areas of interest they can use later on in the lesson. During the lesson, students can utilize graphic organizers to identify, organize and assimilate key concepts and related details.
The expedition’s co-leader was a man named William Clark and he was 32 years old. Clark was Lewis’s friend from the military and both Lewis and Clark had been armature scientist and had conducted business with the Native Americans. The expedition left St. Louis in 1804 and slowly worked its way up the Missouri river. Lewis and Clark kept a journal they encountered Native Americans and they encountered many animals and also Native American groups and one young Shoshone girl named Sacagawea joined their group as a guide. After 18 months and 4,000 miles they headed back.
Now you are in a position to begin the research that will enable you to complete the task. Research and make notes on Gibb’s Reflective Cycle and Inter-professional Capabilities. Make sure you understand what is meant by the terms knowledge, skill and attitude. Research what is meant by inter-professional working. During your research Be systematic and methodical Use separate pages for notes on each section Carefully note the full reference for any quotation, book, article, example that you note (including the page numbers) Structure your notes in a usable way: go over the notes you made during the teaching and structure these, including diagrams if these are helpful to you Make a draft plan of the essay Consider how you are going to structure the essay.
The teacher provides a worksheet that contains steps of workmanship. With the guidance of teachers, students will use information technology to find a tool that can be used to measure the height of the building is a clinometer. Then the students create a simple clinometer with tools and materials that have been prepared by the teacher. Then with engineering skills, students create a clinometer then use it to see how big the angle will be used for comparison. Then the students calculate it with the trigonometric ratio to find the height of the