Transcript: Vertical rows are groups and horizontal rows are called periods. First you have alkali metals, the most reactive metals. These are metals with only one electron in their outer shell so they want to combine as quickly as they can with other elements. It will be in orange. Next, we have the alkaline earth metals. These are the second most reactive group of elements in the table. These react with water by bubbling, just like alkali metals. The color for this is yellow Nucleus After that, you have rare earth metals. These are unstable isotopes (have a different number of protons and neutrons) and are very hard to find. This is going to be turquoise. Now you have other metals and metalloids but these are important. For example, carbon is the best at bonding and we need oxygen to live. These elements will be in green. How is this connected to the periodic table? Energy Level 1 Finally there is hydrogen. This atom is the atom that has the sun burning through atomic explosions. It is the only gas on the left side of the periodic table. Next comes the noble gasses. These are atoms that will not bond with other atoms. These will be shown in dark blue. What is an Atom? The Periodic Table Atoms and Elements An atom is the smallest thing in the universe and it makes up everything. To find what type of element an atom is, count the number of protons. In the bottom two rows, there are too many extra elements that fit in period 6 and 7 and group IB, so they stick it in the bottom What is an Element? 8 electrons This is the latest version of what we think an element looks like. It's called the cloud model where there are levels of electrons called energy levels. Energy Level 2 Protons are positive The periodic table IS elements. Atoms are made up of protons, neutrons, and electrons. 2 electrons It is organized by amount of protons, and the reactivity. Now you have transition metals. Transition metals are the most metallic metals that have greater densities than alkali, and alkaline earth metals. The transition metals are alloys and that means they are good for making tools.These will be violet. timelineadrianavolgaf.wikispaces.com Electrons are negative and are in a cloud around the nucleus. An element is an atom. Neutrons are neutral
Transcript: scene#5 Independent Practice: Students write character's feelings about each scene, and explain why. Closure: Quick assessment, check for understanding by slap game. Heungbu and Nolbu by Jong scene#1 Objective/Focus: Students will know feeling expression words. Students will know character's feeling and express it. Age/Grade Level: 3th grade Topic: Reading. Intelligences: Verbal-Linguistic & Bodily-Kinesthetic Lesson Plan Template Warm Up with Engagement Strategy: Toss a doll -One student tells a feeling word and tosses a doll to another student in 3 seconds Another student tells another feeling word. Guided Practice: Tableau -Students are divided groups(one group is 4~5 students). And each group chooses one scene and acts a play. At that moment every member must have one character. When teacher say "Tableau", everyone stops a play and "pause" position. and teacher touches a one student, only that student replay performance. Direct Instruction: Read a story book(Heungbu and Nolbu) by realistic voice to fascinate the story. Using a Prezi, show picture to students. scene#2 scene#4 scene#3 Story
Transcript: As everyone is creating their scenes, the teacher will walk around the classroom asking lots of questions related to the vocabulary (What is he wearing? what do you wear in a party?), etc and helping students with any new word. A fashion parade: encourage children to bring clothes from home and dress up and organize a parade in the classroom. while children walk and show their clothes, some others describe what their classmates are wearing. Students will cut different pieces of clothing out of magazines.Then they will draw the outline of a person and label the clothes writing their names. (15 MINUTES) warm-up. Pre-planning. class: young learners. Date: June 24 Lesson objective: to learn new vocabulary related to clothes. Materials: photocopy material, glue, scissors, pencils, etc. catalogues or magazines (with lots of clothes pictures), a computer, a board with chalk / markers, Blue-Tak or something to stick flashcards on the board. Time: 1 hour. Additional activities. When the students finish the activities the teacher will show them a video related to clothes and will encourage them to sing and repeat. ( 10 minutes) Guessing clothes: this game consists on getting to ten points to win. take a piece of paper and draw a person whit a certain outfit then your partner will have to guess the items you drew, each prediction equals a point. To present the vocabulary for the first time, the teacher will stick a picture on the board and teach the different items then he says to the student it´s winter now. It is very cold what should I wear? then ask questions like this: is this t-shirt blue? what is red? etc. (time 10 minutes) Evaluation. Students will work with two photocopy activities in pairs or individually. (time 25 minutes) Practice. Albornoz Mauricio I hope you enjoy it... thank you!!! Lesson plan: clothes Application.
Transcript: 5th grade lesson plan with vocabulary activities Tori Cadora National University b 5-LS2 Ecosystems: Interactions, Energy, and Dynamics 5-ESS3 The Earth and Human Activity The Standards The Standards Next Generation Science Standards The Plan The Plan I will show students this video to get them thinking about sharks and their importance in the ecosystem as well as give them an opportunity to hear some of their vocabulary words in context. Introduction Introduction Students will then read the article with a partner, with the vocabulary list and definitions available to them Following the the article reading we will have a class discussion and I will use the vocabulary words to reinforce their meaning with students. Students will then do vocabulary activities to practice the vocabulary and review previous terms. Get them thinking: How much impact do you think humans have on the environment? What might happen if people hunt too many sharks? How could a decline in shark population affect the growth of seagrass? (*Hint: think about what you know about food webs!) The Article The Article Threats To Sharks Threaten Entire Ecosystems Visit the source: https://www.insidescience.org/news/threats-sharks-threaten-entire-ecosystems Vocabulary Words Vocabulary Words Students will write each vocabulary word with a definition in their own words in a journal to review throughout the year. I will ask them if they remember using the words in the past or if they can relate them to other vocabulary words from prior lessons Vocabulary Activities Vocabulary Activities Students and I will listen for each other to use vocabulary words in context throughout the year- student's who are "caught" will be given points to use toward rewards I will assign each student a different word and ask them to write it in large letters with the definition to create a vocabulary wall. They will read their word out loud and place it on the wall. Students will be given game time to divide into groups and act out the words like charades or put a word on their forehead and have other students give them clues to help them guess their word. Half of the time will be spent on new vocabulary and the other half they can use any words in their vocabulary journals. WRITE DRAW USE ACT The Why The Why Rational behind my lesson and activities My introductory questions help students know what to look for as they are reading the article and watching the video. I think getting to watch a video helps students engage in a format they enjoy and it gets them thinking about the topic. Some content related vocabulary becomes more familiar before it is presented in readings. Introduction Introduction The Article The Article I selected this article because I feel it was written at a level that is detailed enough to challenge 5th grade students, but not above their comprehension level. I think many students find sharks interesting and this article would work well within a unit on ecosystems and biodiversity as well as discussing how humans can impact the earth. I feel a lot of the vocabulary used in this article will be used in many articles and presentations so it creates an opportunity to review and use repetition with these words in context instead of just vocab lists and recitation of definitions. Vocabulary Words Vocabulary Words The vocabulary I selected in this article, I felt was crutial to students understanding the main ideas. I think the words I selected will be seen in high frequency in the life science content area, and many of the other words (Tier 2) will be seen across many content areas. Many 5th grade students may have a fairly good grasp of many of these words, but I think all of the words are worthy of review and clarification and some even have slighly different meaning in this context than possiby how a student would be familiar with them. Students will write each vocabulary word with a definition in their own words in a journal to review throughout the year. Students who are more visual can add images or draw pictures. I will ask them if they remember using the words in the past or if they can relate them to other vocabulary words from prior lessons Vocabulary Activities Vocabulary Activities Students and I will listen for each other to use vocabulary words in context throughout the year- student's who are "caught" will be given points to use toward rewards I will assign each student a different word and ask them to write it in large letters with the definition to create a vocabulary wall. They will read their word out loud and place it on the wall. Students will be given game time to divide into groups and act out the words like charades or put a word on their forehead and have other students give them clues to help them guess their word. Half of the time will be spent on new vocabulary and the other half they can use any words in their vocabulary journals. WRITE DRAW USE ACT Keeping a vocabulary journal gives students easy access to their own words and
Transcript: Time to unwrap ourselves with Egyptian mummies Once all the organs were removed, salt was put inside of the open body for 40 days of the 70 day mummification process to dry the body out. The bodies were then washed with palm wine to help preserve the skin The head was the first thing that was wrapped up The heart was pickled and put back into the body. Let's take a look at the mummification process *Took 70 days The organs such as the: liver, lungs, stomach, and intestines were stored in canopic jars. The Process Each of the four jars represented one of the sons of the God Horus Mummy Science Experiment * A total of 3850 sq ft of linen was used to wrap one body Once the body was wrapped up, a red shroud was then put over the head. A portrait of the person was then painted on the shroud. Standard 1: Nature and Application of Science and Technology Once everything was removed, it was time to begin to store the organs. As we go through this tutorial, write down three things that you did not already know What do we want to know about mummies? What do we want to learn about mummies? GEOGRAPHY STANDARD TWO: Students will develop a knowledge of the ways humans modify and respond to the natural environment [ENVIRONMENT]. http://www.bbc.co.uk/history/ancient/egyptians/launch_gms_mummy_maker.shtml *Multiple embalmers took place in the mummification process Duamutef * Held the stomach KWL CHART The embalmers would completely clean the body and then take it to the wabet (A wabet is the place were the emblaing would take place.) Once all the organs were stored away and the body was ready, the embalmers began to wrap the body up The skin would resemble leather Each day you will take a look at your apple and you will record any changes that take place in your science journal. Delaware Content Standards for a 5th grade classroom: * Each layer of the linens was sealed with resins * At the end of the lesson the children will be able to create a short paper using their science journal notes with 85% accuracy. * At middle of the lesson the children will follow a tutorial and write down three things that they did not know with 100% accuracy. * At the end of the lesson the children will be able to describe two of the steps that take place during mummification with 95% accuracy. Overall Objectives: * Gain factual knowledge * Learn fundamental principles * Analyze and understand historical information on Egyptian mummies History Standard Two 4-5b: Students will examine historical materials relating to a particular region, society, or theme; chronologically arrange them, and analyze change over time. A procession then began to take place. Each tomb was individualized to each person. The tomb was filled with thing that the person would need in their after-life. Resources: 1. To what extent does one thing always lead to another? Taken from: http://www.sciencefairadventure.com/ProjectDetail.aspx?ProjectID=142 The Journey Beyond *Shroud: a length of cloth 3. How have past scientific contributions influenced current scientific understanding of the world? How were mummies made? Once the 40 day time period was reached the skin would be shriveled up After the body was stuffed, it was then covered with resin and paint. The spirit of the person can now travel to the underworld to face judgement before Osiris. 2. How should historical sources be used to look for change? ** What kind of materials do you think that we will need? Egyptian Mummies What do we know about mummies? Time to empty out At the end of the week you will use your science journal notes to write a short paper, that will answer a question that I provide. Storing the organs A priest would then come in and make a long cut along the left side of the body Red ochre paint was used for the men http://cwd.uchicago.edu/Public/botdindex.html *Needs to be at least 6 sentences Did you know? That it was not until the era of the New Kingdom: * That gold was used to cover the tombs * Jewelry would be added * Teeth would be reattached * Name tags would be placed on the mummy Materials: 1 Apple 1 Popsicle stick 1 Plastic bag 1/4 cup of salt 1/2 cup of sodium carbonate (powdered bleach) 1/2 cup bicarbonate of soda 1. Mix the salt, sodium carbonate, and bicarbonate of soda into the plastic bag. 2. Cut a face into your apple using the popsicle stick. Do this by pushing the stick into the front of the apple to make eyes, a nose, and a mouth (be creative). 3. When finished with the face, push the popsicle stick into the top of the apple so it makes a handle. 4. Place the apple into the bag with the mixture and ensure that it's covered by the mixture 5. Leave the bag open in a warm dry place and watch what happens to the apple! Time to get plumped up Taken from: http://www.sciencefairadventure.com/ProjectDetail.aspx?ProjectID=142 Ready to Go! Final Step Objectives: The last and final step was when a priest dressed up as Annubis. The priest opens the mummies mouth so that it awakens all the senses
Transcript: (0,0) X Coordinate - The horizontal value in a pair of coordinates, how far along the point is. Always written first in a pair of coordinates (x,y), such as (12,5). 12 is the x-coordinate. negative - http://www.mathsisfun.com On x-axis, y=0 Coordinate System or Cartesian Coordinates (1,1) Y-AXIS (-3,4) The axis of the earth is an imaginary line drawn through the north and south pole http://www.dictionary.reference.com X-AXIS (1,1),(-3,4),(-2,-4),(5,-2) X is a cross, so X is across Y Coordinate - The vertical value in a pair of coordinates. How far up or down the point is. Always written second in a pair of coordinates (x,y), such as (12,5). 5 is the y-coordinate. negative - (5,-2) (100,40)? (-60,-20)? (0,0)? (100,-80)? (-100,40)? positive + Reference: (-2,-4) http://dese.mo.gov/college-career-readiness/curriculum/missouri-learning-standards Reference: Coordinate System or Cartesian Coordinates http://www.mathsisfun PLOT THE FOLLOWING POINTS positive + Where are you at when you are at the following coordinates? Real Life Example: Content: Mathematics Grade Level: 5th Standard Specifics: Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g. x-axis and x-coordinate, y-axis and y-coordinate). On y-axis, x=0 POINT OF ORIGIN
Transcript: Products of Photosynthesis Products of Cellular Respiration The Cycle of Life A Chloroplast is an organelle found in plants where photosynthesis occurs. Water Raw Materials needed for Cellular Respiration: Interesting Fact: Photosynthesis Video Cellular Respiration is the process by which plants and animals use oxygen to release energy from food. What is the chemical formula for glucose? Chemical Formula for Oxygen: What is Cellular Respiration??? Video... Question 2 Question 1: O2 Sunlight Energy Question 1 Photosynthesis Song What is Photosynthesis??? Glucose is a sugar and is one of the main products of photosynthesis starting cellular respiration. It is also used as a energy source in most organisms. 6CO2 + 6H2O + Light Energy ----> C6H12O6 + 6O2 Carbon Dioxide's formula: Photosynthesis & Cellular Respiration 3.3.14 5th Grade Life Science Carbon Dioxide + Water + Light Energy ---> Glucose + Oxygen CO2 Photosynthesis is the process by which plants turn water and carbon dioxide into food in the presence of sunlight. Photosynthesis happens in the chloroplasts of plant cells in leaves. Sugar What is the food produced by photosynthesis? What is the chemical formula for carbon dioxide What is the chemical formula for water? Chemical Formula for Photosynthesis Glucose chemical formula: The Mitochondria are known as the powerhouses of the cell. They act as the digestive system that takes in nutrients, breaks them down and creates energy, the process of creating cell energy is known as cellular respiration Carbon Dioxide How do plants capture sunlight??? Water's chemical formula: Question 2: Mitochondria Cellular Respiration Video C6 H12 O6 What is the chemical formula for oxygen? Question 3 Raw Materials needed for Photosynthesis: The food a plant makes is a sugar called glucose! Oxygen Plants absorb light with the help of chlorophyll of plant cells. The chlorophyll is green in color and absorbs blue & red light, incapable of absorbing green light. This is why our eyes see green. H20 Glucose
Transcript: Thank you for your attention! Subject 3 What are we going to do today? Every picture tells a story... Drawing in oblique Must Should Could is here Subject 3 And one more thing... Lesson Objectives Lesson Objective 1 Must Should Could Lesson objective 2 Must Should Could
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