Lesson Plan Essay Example

Lesson Plan Essay DATE:_______________________ DAY:_________________________ LESSON PLAN IN SCIENCE AND HEALTH VI I. OBJECTIVE Identify the parts and function of the peripheral and the autonomic nervous system II. SUBJECT MATTER A. Unit I- People B. Topic: The Nervous System Sub-topic: The Peripheral and Autonomic Nervous System C. Science Ideas: * The nervous system is composed of the central nervous system which is composed of the brain and the spinal cord; the peripheral nervous system which includes the nerves outside the brain and the spinal cord, and the autonomic nervous system which is composed of the sympathetic and parasympathetic nerves. These systems are organized to receive, process and act on stimuli from the environment. D. Science Processes: identifying, describing, comparing E. Materials: drawing or illustration of the peripheral and autonomic nervous system F. Reference: Science and Health 6, pp. 35-38 G. Value: Appreciate how the central, peripheral and autonomic nervous system coor dinate with each other. III. PROCEDURE A. Preliminary Activities 1. Health Inspection 2. Science News Reporting 3. Checking of assignment 4. Review: What are the main parts of the central nervous system? What is the function of each part? B. Developmental Activities 1. Motivation: Ask: How do you think the information reaches the central nervous system and back to the body parts responsible for the implementation of the message(action)? 2. Presentation of the illustrations of the peripheral and the autonomic nervous systems. Discussion on the relationship of the central nervous system with the peripheral and the autonomic nervous system. 3. Let the pupils do the activity, Looking and Interpreting. * Look at the santol fruit or an unripe mango. Do you salivate at the sight of such fruits? What organs of the nervous system are involved when you salivate? Can you tell why you react the same way when you look at delicious and appetizing foods? Have the pupils say in their own words how the peripheral and autonomic nervous system work based on what they read. 4. Abstraction and analysis How do the peripheral and autonomic system work? 5. Generalization What are the parts of the peripheral and autonomic nervous systems? Why ar e they important? 6. Application Armando accidentally cut his finger. At first he did not feel the pain. After a few seconds, he gradually felt the pain? Why do you think so? 7. Valuing: You have a normal peripheral and autonomic nervous system. We will write a custom essay sample on Lesson Plan specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Lesson Plan specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Lesson Plan specifically for you FOR ONLY $16.38 $13.9/page Hire Writer What word would you say to God for having this? IV. EVALUATION Multiple Choice. Write the letter of the correct answer in your test notebook. 1. The peripheral nervous system is made up of__________________ a. the cerebrum and the cerebellum b. the brain and the spinal cord c. the brain and the medulla oblongata d. the nerves that connect the central nervous system to various parts of the body 2. Which of these is the function of the peripheral nervous system a. collects information from the sense organs b. transmits information to the central nervous system c. delivers decisions to the body part which will perform the action . all of the above 3. The autonomic nervous system a. controls involuntary functions of the body b. consists of sympathetic and cardiac nerves c. maintains the best possible level for cells to reproduce d. all of the above 4. The central, the peripheral and the autonomic nervous systems_______________. a. work separately b. work by pairs c. coordinate with each other d. work only when the need arises. 5. Which of the following is the work of sympathetic and parasympathetic nerves? a. when the sympathetic nerve produces an effect, the parasympathetic nerve produces an opposite action. b. hen the sympathetic nerve produces an effect, the parasympathetic nerve produces the same effect. c. they work separately d. they allow messages to pass through them freely. IV. ASSIGNMENT Fill up the outline by stating their function. I. Peripheral Nervous System A. __________________________________ B. ___________________________________ II. Autonomic Nervous System A. ___________________________________ B. ___________________________________ DATE:________________________ DAY:_________________________ LESSON PLAN IN SCIENCE AND HEALTH VI I. OBJECTIVE Describe how the nervous system works. II. SUBJECT MATTER A. Unit I- People B. Topic: The Nervous System Sub-topic: How the Nervous System Works C. Science Ideas: * A chemical produced by the nerve endings carries the message. * There are two pathways by which messages are transmitted; 1) carrying the message to the brain, 2) bringing the message to the spinal cord and back to the body part that will do the action. * A reflex is an involuntary action that originates from the spinal cord instead of from the brain. D. Science Processes: describing, tracing, identifying E. Materials: illustrations showing the normal path and easy path of a message F. Reference: VP For Better Life Series 6, Science and Health p. 20. Science and Health 6, textbook, pp. 38-41. G. Value: accuracy in delivering messages III. PROCEDURE A. Preliminary Activities 1. Health Inspection 2. Science News Reporting 3. Checking of Assignment 4. Review: Parts of the Nervous and Peripheral Nervous System B. Developmental Activities 1. Motivation Let the pupils recall their observations about the wires on the electric posts along the streets. Ask: What are the wires for? Point out that in our body, we can find something similar to these wires. 2. Presentation Recalling the lesson on the neuron and its parts. Pointing out that there are billions of neurons in our body. 3. Analyzing the illustration of the normal path on a message in a diagram presented. Let the pupils trace an explain to the class the path of the message. 4. Informing the pupils that there are times when the message take shortcut. Introduce to them the reflex action. Let the pupils do the following activity. a. Sit comfortably on a chair and cross your right leg over your left leg. b. Ask a friend to use the side of her hand to strike your right leg just below the kneecap. . Try it again after a few minutes. What happens? Did you jerk your right leg? Did you do this intentionally? Can you tell why this happens? 5. Analysis and abstraction What happened when your friend stroke your leg? Why is this so? Does the message reach the brain? What do you when a message take a short path? How is the message sent to the brain? 6. Generalization How does the nervous system work? 7. A pplication A tired camper set himself inside his sleeping bag. At the middle of his sleep, he felt that there was something joining him in his comfortable and warm bed. Even without seeing it, he knows that it was a snake. What made him aware that it was a snake? 8. Valuing: As a normal child you are very lucky to have a complete senses. How would you treat handicapped people or children like you? IV. EVALUATION Choose the letter of the correct answer. 1. Why are some parts of the body more sensitive than the other areas? a. they have larger nerve endings b. they have more nerve endings c. they have tougher nerve endings d. they have smaller nerve endings 2. Which of the following is a reflex action? a. blinking of the eye b. beating of the heart . inhaling and exhaling d. circulation of the blood 3. What is the usual path of the messages received by the body from the environment? a. brain-nerves-spinal cord-sense organ b. nerves-sense organ- brain- spinal cord c. spinal cord-sense organ-brain –nerves d. sense organ-nerves-spinal cord-brain 4. How are messages in the body transmitted? a. the message is received by nerve endings carried to the brain and back to the body part which will do the action b. the message is received by nerve endings carried to the spinal cord and back to the body part which will do the action. . both a and b d. none of these 5. How is the message carried from one neuron to another if there is a space between them? a. by means of chemical reaction or electrical impulse b. by means of a synapse c. by means of a sensory nerves d. by means of the nerve fibers V. ASSIGNMENT Discuss how the nervous system and the body’s reflex actions protect us from harm. DATE:___________________ DAY:____________________ LESSON PLAN IN SCIENCE AND HEALTH VI I. OBJECTIVE Describe and practice health habits that help and control common ailments of the nervous system. II. SUBJECT MATTER A. Unit I- People B. Topic: The Nervous System Sub-topic: Desirable Habits that Prevent and Control Common Ailments of the Nervous System C. Science Ideas: There are several health habits to help prevent and control common ailments of the nervous system: * Eat food rich in Vitamin B such as beans, peas, mongo and vegetables. They are food for the brain and the nerves. * Observe safety measures to avoid falls and accidents. * Refrain from taking coffee, tobacco and alcoholic drinks. Take drugs and medicine only upon doctor’s advice. Some drugs are harmful to the nerves and senses. Use leisure time wisely so that your nerves and senses can relax. D. Science Processes: describing E. Reference: VP for Better Life Series 6, Science and Health, p6 F. Materials: chart, some pictures of health habits G. Value: self-discipline III. PROCEDURE A. Preliminary Activities 1. Health Inspection 2. Science news reporting 3. Checking of assignment 4. Review: How does the nervous system work? B. De velopmental Activities 1. Motivation: Ask: How many are you fond of staying late at night? Is it proper to practice this kind of habit? 2. Presentation of pictures showing health habits. Ask them to describe. 3. Reading of health habits that help prevent and control nervous system’s ailments 4. Analysis and Abstraction Why is it necessary to practice these health habits? 5. Generalization What are the health habits that we should put into practice to prevent and control nervous system’s ailments? 6. Application/Valuing Drug addiction is rampant nowadays. On your way home somebody ask you to join their group in a pot session. What will you do? Why? IV. EVALUATION Write the letter of the correct answer in your evaluation notebook. 1. When you are sick which one you should not do? a. ake a restb. consult a doctor c. take not prescribed drugd. don’t mind it 2. We should eat foods rich in Vitamin B because they are food for_______________ a. the body cellsb. the brain and nerve cells c. the eyesd. the motor cells 3. A motorcyclist is supposed to wear helmet whenever he rides on a motorcyclist to a. protect his head from hitting hard objects in case of accident b. protect him from sunlight c. add fashion d. protect his identity 4. Using leisure time wisely can _______________________ a. relax our nerves and sensesb. give us extra intelligence c. give us more friendsd. all of these . Drinking coffee may increase caffeine deposits in our blood. Therefore we should take coffee a. only once a weekb. every other day c. everydayd. once in a while V. ASSIGNMENT List down the activities you do everyday in your notebook. Put a check before each habit which you think would help prevent and control nervous system’s ailments. Put a cross before each you want to eliminate because it may harm your nervous system. DATE:___________________ DAY:____________________ LESSON PLAN IN SCIENCE AND HEALTH VI I. OBJECTIVE Discuss the physical, mental, emotional and social needs of a person II. SUBJECT MATTER A. Unit I- People B. Topic: Physical, Mental, Emotional and Social Needs of a Person to be Healthy C. Science Ideas: Man needs oxygen, food, water, rest and elimination of wastes to be physically healthy, education and other mental activities to be mentally healthy, love, care, attention feeling of belongingness and self-esteem to be emotionally healthy and acceptance of others to be socially healthy. D. Science Processes: observing, identifying, classifying, inferring E. Materials: chart, pictures of healthy person F. Reference: Science and Health 6, textbook pp. 49-52 G. Value: sharing III. PROCEDURE A. Preliminary Activities 1. Health Inspection 2. Science News Reporting 3. Checking of Assignment 4. Review: Health habits to prevent and control nervous system ailments B. Developmental Activities 1. Motivation: Being healthy is a great factor to make ourselves and our country progressive and productive. Do you consider yourself healthy? What makes you say so? 2. Showing pictures of healthy children and let pupils describe them. 3. Activity a. Have them read the article on physical, mental, emotional and social needs of man. Answer the following questions: What are the physical needs of a man to become healthy? * What are the mental needs of a man to become healthy? * What are the emotional needs of a man to become healthy? * What are the social needs of a man to become healthy? b. Have the pupils fill up the table of man’s needs below in order to be healthy. Let them do it by group. Physical| Mental| Emotional| Social| | | | | | | | | | | | | | | | | 4. Group reporting 5. Analysis and abstraction What are the physical needs to be healthy? How can these things make man healthy? What are the mental needs to be healthy? What are the emotional needs to be healthy? Social needs? How will you describe a physically healthy child? mentally? Socially? Emotionally? 6. Generalization What are the physical, mental, emotional and social needs of man to be healthy? 7. Application A poor family of eight children lives in an overcrowded area. How would you describe the physical and mental condition of the family? 8. Valuing: If you belong to the big family, how would you act during mealtime if the food is not enough for all the members of the family? IV. EVALUATION Write P for Physical needs, M for mental needs, E for emotional needs and S for social needs of a person. . love and affection 2. education 3. self-esteem 4. feeling of belongingness 5. acceptance by others 6. food 7. shelter 8. clothing 9. rest and exercise 10. fair treatment from others V. ASSIGNMENT Write a simple composition about how your parents fill your physical, mental, emotional and social needs. DATE:___________________ DAY:____________________ LESSON PLAN IN SCIENCE AND HEALTH VI I. OBJECTIVE Describe the effect of physical, mental and emotional state on one’s well being. II. SUBJECT MATTER A. Unit I- People B. Topic: Effect of Physical, Mental and Emotional State on One’s Health C. Science Ideas: When a child is physically, mentally, emotionally and socially healthy he does not get sick easily, he can be able to make sound judgment, face the reality, decide well with others, has a good disposition and always happy. D. Science Processes: observing, describing, inferring and comparing E. Materials: chart, materials showing happy family, pictures of sick child F. Reference: Science and Health 6, textbook G. Valuing: Obedience III. PROCEDURE A. Preliminary Activities 1. Health Inspection 2. Science News Reporting 3. Checking of Assignment 4. Review: What are the physical, mental, emotional and social needs B. Developmental Activities: 1. Motivation Can you work and study well when you are sick? 2. Show picture of a sick child and a healthy child. Let them compare. 3. Activity a. Using the pictures list down by group the characteristics of a sick and a healthy child. Let them describe the effects of sickness on the physical and emotional state of a child. b. Have them read the short story then answer the questions that follow: Anthony was a grade six pupil. He belonged to a cream section. He was a consistent honor pupil since he was in pre-school. After the first grading period, her teacher posted the ranking of honor pupils from top one to ten. Everybody was surprised when they noticed that there was no name Anthony in the ranking. Mrs. Cruz, his teacher talked to him privately. He found out that Anthony had a serious family problem that time. His parents have just separated. * What kind of a child was Anthony before? Do you consider him a healthy child? Why? * What happened to him when he was in grade six? What is the reason for this? What state was affected in him? * What title can you give to the selection? 4. Group Reporting 5. Analysis and Abstraction Can the child suffering stress or strong emotions eat well? Can he perform his work and studies well? Can he relate well with others when he is full of worries, frightened, angry and over excited? 6. Generalization How does physical, mental and emotional state affect one’s well being? 7. Application You feel guilty for telling a big lie and causing somebody who was innocent to be punished severely. Will the situation affect your physical, mental and emotional state? How? 8. Valuing Whenever you are called by your mother for an errand, you are always pouting because you hate being an errand girl. How would you take this thing lightly? IV. EVALUATION Write the letter of the correct answer in your evaluation notebook. 1. A mentally sound child a. can distinguish between right and wrong b. cannot decide well c. cannot reason out well d. cannot get sick 2. This child has a strong resistance against diseases. He is a. mentally healthy b. physically healthy c. emotionally healthy d. all of these 3. Raul excels in the class. He is loved by everybody. He is a. physically sound b. mentally sound c. emotionally sound d. all of these 4. Andrea has no friend in school. She has a short temper that lead her to a quarrel with anyone. She is a. mentally sick b. emotionally sick c. physically sick d. all of these 5. A person who is well loved and cared for is . unreasonable b. temperamental c. easily irritated d. like to be loving and caring towards others. V. ASSIGNMENT Write a simple composition that describe you a healthy and well being. Write your own title. DATE:_______________________ DAY:________________________ LESSON PLAN IN SCIENCE AND HEALTH VI I. OBJECTIVE Describe the effect of relationships with famil y, friends and society on mental, emotional and physical well-being. II. SUBJECT MATTER A. Unit I- People B. Topic: A Healthy Person Sub-topic: Effects of Relationships with Family, Friends and Society on Mental, Emotional and Physical Well-being C. Science Ideas: * Wholesome social relationships beginning with one’s family and extending to friends and those within the community and society, promote the mental, emotional and physical well-being. * Love and security from the family, friends and society make one thinks and feels good about other people. D. Science Processes: observing, identifying, describing, comparing, inferring E. Materials: chart, pictures F. Reference: Science and Health VI pp. 101-103 G. Value: Faith and trust on other people III. PROCEDURE A. Preliminary Activities 1. Health Inspection 2. Science News Reporting 3. Checking of Assignments 4. Review: Effects of physical, mental and emotional state on one’s health B. Developmental Activities 1. Motivation: Who are the ten most important people in your life? 2. Presentation: How do parents and members of the family support one’s Physical, mental and emotional needs? 3. Activity Let them work on the following topics by group Group I * Discuss parent’s role in providing fod, clothing, shelter and other basic needs of their children. Group II * Cite effects of contrasting conditions such as: inability of family heads to provide for the physical needs of the children. Group III Describe the effect of friendships to one’s mental, emotional and physical well-being. Group IV * Describe the effects of wholesome relationships with people in the community or society. Group V * Cite the role or responsibilities of society/community 4. Group Reporting 5. Analysis and Abstraction What will happen if people do not relate well and coo perate among themselves? How are people’s physical, mental and emotional well-being affected? 6. Generalization How does one’s relationship with his family, friends and the society affect his emotional, mental and physical well-being? 7. Application/Valuing Other children make fun of Virgilio because he stutters. What possible effects do you think might have on Virgilio’s physical, mental and emotional well-being? IV. EVALUATION Read the following statements carefully. Check the statements that describe the positive effect of relationship with the family, friends and the society on mental, emotional and physical well being. Cross out the negative ones. 1. Despite being poor, Elinore’s parents provide her with all her needs in school and express their pride when they see her good grades. 2. Being sociable 3. Emotionally insecure 4. Inspired to finish studies 5. Getting along well with others V. ASSIGNMENT In your community, all the families know each other. As neighbours, they are friendly, helpful and caring. Cite the effects of this condition on you and other children’s physical, mental and emotional well being. DATE:_______________________ DAY:________________________ LESSON PLAN IN SCIENCE AND HEALTH VI I. OBJECTIVE Practice ways of maintaining one’s health such as: * preventing common ailments * knowing where to seek help * demonstrating a positive attitude to stay healthy II. SUBJECT MATTER A. Unit I- People B. Topic: A Healthy Person Sub-topic: Ways of Maintaining One’s Health C. Science Ideas: Observe health habits to prevent common ailments. Ask help from persons in authority in case of emergency. A positive outlook in life makes one stay healthy. D. Science Processes: observing from a role playing E. Materials: objects used by the characters in the role playing F. Reference: Science and Health 6, Textbook, pp. 49-50 G. Value: Be optimistic III. PROCEDURE A. Preliminary Activities 1. Health Inspection 2. Science News Reporting 3. Checking of Assignment 4. Review: What are the effects of good relationships with family friends and society on one’s physical, emotional and mental well being? B. Developmental Activities 1. Motivation: Can you still recall a line in a TV commercial â€Å" Sa panahon ngayon, mahirap magkasakit†? 2. Presentation: There are ways of keeping oneself healthy. Watch the role playing to be presented by 3 groups and observe what are these. 3. Role Playing Group I- Observing Health Habits to Prevent Common Ailments Group II- Knowing Where to Seek Help Group III- Demonstration of Positive Attitudes to Stay Healthy 4. Abstraction and Analysis What can you say about the attitudes of the main characters in each scene? Who among them will you follow as a model to keep yourself healthy? Why? 5. Generalization: What should you do to keep yourselves healthy? 6. Application/Valuing: You are going back to your classroom from your school canteen. Suddenly you feel dizzy when you’re on your way going back to your classroom. To whom will you ask help? Why? IV. EVALUATION Copy the table on your evaluation notebook. Answer the questions honestly by checking the appropriate column. Questions| Always| Most of the time| sometimes| Never| 1. Do you eat a balanced diet? 2. Do you always think positive? 3. When you have problems, do you take it lightly? 4. Do you ask help from your school nurse? 5. Do you weigh things before you make moves? | | | | V. ASSIGNMENT Make a checklist on your notebook of the activities you should do to keep healthy. Put a check each day whenever you do a certain activity. DATE:__________________ DAY:___________________ LESSON PLAN IN SCIENCE AND HEALTH VI I. OBJECTIVE Observe and identify living things and non-living things in a mini-ecosystem e. g. aqua rium, fallen log and pond. II. SUBJECT MATTER A. Unit II- Animals, Plants and Environment B. Topic: Living Things and Non-living Things in a Mini-ecosystem C. Science Ideas: An ecosystem is an environment where both living and non-living things exist and interact with one another. D. Science Processes: Observing, identifying, classifying, inferring E. Materials: pictures of aquarium, pond with living things and other ecosystems F. Reference: Science and Health VI textbook, p 58 G. Value: Environmental Cleanliness III. PROCEDURE A. Preliminary Activities 1. Health Inspection 2. Science Trivia 3. Checking of Assignment 4. Introduction of the new lesson B. Developmental Activities 1. Motivation: Ask: How do we exist in this world? What are the basic things we need in order to live? 2. Presentation Show a picture of an ecosystem. Tell them to identify the things they see in the picture. Ask: How do you think plants and animals live in this kind of environment? 3. Activity Have them observe the drawing of an aquarium and identify the living and the non-living things. Ask: How do these living and non-living things interact with one another? 4. Group reporting 5. Analysis and abstraction What are the living things that may live in an aquarium? Where do they get oxygen to breathe in? How do they obtain oxygen from the water? What are the non-living things in an aquarium? Is there an interaction happens among the living things? Between living and non-living things? How and when this interaction between them occur? . Generalization What is an ecosystem? 7. Application Do you consider Barangay Gen. T. de Leon as an ecosystem? Why? 8. Valuing Being the members of the ecosystem in such place, how will you help maintain the survival of the species? IV. EVALUATION Choose the letter of the correct answer. 1. ___________________ is an environment where both non-living and living things exist and interact with one another. a. communityb. habitatc. ecosystemd. ecology 2. ____________ is the main source of energy in an aquarium. a. plantsb. sunc. fishd. sand 3. The fish obtain oxygen dissolve from______________. a. airb. waterc. plantsd. unlight 4. What is the importance of sand in an aquarium? a. anchorage of plantsb. protects the fish c. beautifies the aquariumd. enrich the plants 5. What is the importance of plants in an aquarium? a. they maintain the cycle of oxygen and carbon dioxide b. they beautify the aquarium c. they provide food for fish d. all of these V. ASSIGNMENT List down at least 3 other examples of ecosystem in your notebook. Identify the living and non-living things. DATE:___________________ DAY:____________________ LESSON PLAN IN SCIENCE AND HEALTH VI I. OBJECTIVE Observe and describe feeding interrelationship among the living organisms. II. SUBJECT MATTER A. Unit II- Animals, Plants and Environment B. Topic: Feeding Interrelationship Among the Organisms C. Science Ideas: * An organism finds its habitat in a particular ecosystem, where materials such as food, air, water and other necessities for life are available. * An organism’s role or ecological niche, in an ecosystem depends on the kind of food it eats. An organism may be a producer, consumer, or decomposer as it’s ecological niche. As a consumer an organism may be a herbivore, carnivore or an omnivore. It may be a primary, secondary or tertiary consumer. D. Science Processes: Observing, describing, identifying, classifying, inferring E. Materials: Pictures of different ecosystems F. Reference: Science Spectrum 6, pp. 84-85 G. Value: Concern for Environment and Reverence for Life III. PROCEDURE A. Preliminary Activities 1. Health Inspection 2. Science Trivia 3. Checking of Assignment 4. Review: Things that consists ecosystem, definition of ecosystem B. Developmental Activities 1. Motivation: What does the term â€Å"profession† mean to you? What is your current profession? In what profession would you like to be when you complete your education? 2. Presentation . Defining/Explaining ecological niche b. Read text pp 84-85 and answer the following questions: 1. Why do organisms stay in a particular ecosystem? 2. What is the relationship between habitat and ecosystem? Between habitat and ecological niche? 3. Explain/Illustrate the following: â€Å"Knowing the habitats of fish, earthworm, frog and monkeys give their ecological niches . † 3. Activity Observe the pictures of ecosystems. Group I- Forest Ecosystem Group II- Pond Ecosystem Group III- Grassland Ecosystem Group IV- Sea Ecosystem Describe how the organisms in each ecosystem survive for food. 4. Group Reporting 5. Analysis and Abstraction In an ecosystem, which are the producers, consumers? How many kinds of consumers are there? Where do plants get their food? Which animals depend on plants? What do you call them? Which animals depend on other animals? What do you call them? 6. Generalization How do organisms in such ecosystem survive for food? 7. Application Make a list of animals and food they eat. Classify the animals as to their ecological niche. Write your answer in the table below: ANIMALS| FOOD EATEN| ECOLOGICAL NICHE| | | | | | | | | | | | | | | | 8. Valuing Forest is one big ecosystem where wild plants and animals live. If we continue cut down trees, this wild life will be gone forever. What should we do to maintain the forest ecosystems? Why do we need to value wild life? IV. EVALUATION Choose the letter of the correct answer. 1. Which animal is a herbivore? a. snakeb. horsec. eagled. shark 2. Which is a producer? a. fungib. mushroomc. bacteriad. cornplant 3. Tiger eats other animals. What is the role of it in an ecosystem? a. producerb. primary consumer c. secondary consumerc. decomposer 4. The role or profession of an organism in an ecosystem is its___________. a. habitatb. consumptionc. ecological niched. production 5. In a pond ecosystem, the ecological niche of a frog is as___________. a. decomposerb. primary consumer c. secondary consumerd. producer V. ASSIGNMENT Give meaning of the following words and use them in the sentence: 1. parasites6. symbiotic relationship 2. commensal7. neutralism 3. predators8. mutualism 4. prey9. parasitism 5. hosts DATE:___________________ DAY:____________________ LESSON PLAN IN SCIENCE AND HEALTH VI I. OBJECTIVES Construct food chains to illustrate feeding relationships II. SUBJECT MATTER A. Unit II- Animals, Plants and Environment B. Topic: Feeding Interrelationship Among Living Organisms Sub-topic: Food Chain and Food Web C. Science Ideas: * A food chain is the transfer of energy from product to consumer and from one consumer to another through the eating process. * The amount of energy an organism gets from the food it eats decreases as that organism moves farther away from the producer. D. Science Processes: describing, illustrating, classifying, inferring E. Materials: pictures of animals and plants F. Reference: Science and Health 6 Textbook , pp. 58-65 G. Value: Eat balanced diet III. PROCEDURE A. Preliminary Activities 1. Health Inspection 2. Science Trivia 3. Checking of Assignment . Review: Describe the role of a plant, a goat, a lion in an ecosystem. B. Developmental Activities 1. Motivation: Do you know where your food comes from? What do you actually eat? What did you have for breakfast and dinner? 2. Presentation: List down the food on the board. Ask: â€Å" Where do these food come from? †(indicate name of animal and plant) Trace down the source o f each food. (Note: To show the food chain, indicate links using arrows drawn from â€Å"eaten† to â€Å"eater†) 3. Activities Group Activity Classification of organisms showing the series of eating process. Put arrows to show the flow of energy. What dos this show? 4. Group Reporting 5. Abstraction and Analysis What did you construct? What do you call that? What is the first link in the food chain? What is the role of plants or pro- ducers in the food chain? What do the other link show? 6. Generalization What is food chain? 7. Application Construct food chain as many as you can using the following organisms found in the land ecosystem. 8. Valuing Benjie eats only meat. He doesn’t want to eat vegetable. Is it proper? Why? IV. EVALUATION Write the letter of the correct answer in your evaluation notebook. 1. Which food chain is possible in an ecosystem? . worm-grass-cow b. cat-fish-algae c. algae-worm-fish d. man-chicken-corn 2. What is the role of producers in a food chain? a. they make their own food b. they feed primary consumers c. they replace nutrients in the soil d. they provide oxygen in the air 3-5 Here is a food chain: grass grasshopperfrogsnakehawk 3. Which is a primary consumer? a. grasshopperb. frogc. snaked . hawk 4. Which is a herbivore in the food chain? a. bacteriab. frogc. grasshopperd. hawk 5. What is the role or ecological niche of the snake in the food chain? a. decomposerb. secondary consumer c. producerd. primary consumer V. ASSIGNMENT Draw and explain at least one food chain in a coral reef community. DATE:___________________ DAY:____________________ LESSON PLAN IN SCIENCE AND HEALTH VI I. OBJECTIVE Construct a food web by joining several food chains to illustrate feeding relationships. II. SUBJECT MATTER A. Unit II- Animals, Plants and Environment B. Topic: Interrelationship in the Ecosystem Sub-topic: A Food Web C. Science Idea: A food web is a series of overlapping food chains showing how organisms are interdependent among each other for food. D. Science Processes: classifying, describing E. Materials: an illustration of food web F. Reference: Exploring Science and Heath 6 p. 102 G. Valuing: Interdependence III. PROCEDURE A. Preliminary Activities: 1. Health Inspection 2. Science News Reporting 3. Checking of Assignment 4. Review: What is a food chain? B. Developmental Activities: 1. Motivation Post the following pictures or word cards on the board as follows: Man Rat Lion Cow Grassbig fish Small fish Rabbit Kingfisher * Draw arrows showing feeding relationships between the organisms. 2. Presentation Describing a food web. Name the food chains found in the food web which used in the motivation. Can you distinguish a food chain and a food web? . Activity Studying/Explaining the diagram of food web. Name the food chains found in the food web. 4. Analysis and Abstraction What is the ecological niche of each organism in the food web? Is there organism having two or more ecological niche? What are these? What consists a food web? 5. Generalization What is a food web? 6. Application a. Name the food chains found in th e ecosystem. b. Link the food chains together using arrows to form a food web. 7. Valuing At home, how will you show interdependence among the members of the family? IV. EVALUATION Construct a food web by joining the following food chains. ice plant – man rice plant- grasshopper – frog – hawk rice plant- rat- snake- hawk rice plant- maya- man V. ASSIGNMENT Make a diagram of the food web in a garden ecosystem. DATE:_________________ DAY:___________________ LESSON PLAN IN SCIENCE AND HEALTH VI I. OBJECTIVE Measure one’s ability on the ideas and concept learned by taking a summative test. II. SUBJECT MATTER A. Summative test no. 2 ( First Grading Period) B. Preparation: Photocopied test questions C. Value: Honesty III. PROCEDURES A. Setting Standards for adjustment 1. Checking 2. Scoring 3. Recording 4. Evaluating Lesson Plan Essay Example Lesson Plan Essay L. Objectives: a. Write the Roman Numerals for a given Hindu Arabic numeral and vice versa. B. Master the rules for writing Roman Numerals. C. Show appreciation for the history and origin of number. II. Subject Matter Roman Numerals References: Mathematics in a challenging world up. 35-41 Ill. Procedure: Teachers Activity a. Daily Routine Lets pray first Students can lead the prayer? Thank you Good Morning children! Ill check the attendance first. Who is absent today? Did you know the reason why he is absent today? Okay thank you, but before we proceed to our main lesson lets review what we issued yesterday. We will write a custom essay sample on Lesson Plan specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Lesson Plan specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Lesson Plan specifically for you FOR ONLY $16.38 $13.9/page Hire Writer How do we use rounding numbers? B. Motivation Roman Numeral Seeking Do you want to play a game? Okay listen to my instruction carefully, you need to seek a pictures that involving in Roman Numeral inside the classroom. The game starts now. The game is over. What Roman Numeral did you see class? Student 5 gives me what you saw? Very good! Student 10, 13 c. Lesson Proper Our lesson for today is all about Roman Numerals. Roman Numerals are not widely used but used often enough so you should be able to read or interpret them. Table of Roman Numerals Arabic x c Roman 10 50 1 ,oho 5 A letter of greater value subtract from it. L=50 100 xx=90 A letter of equal or lesser value add to it LSI=III Pupils Activity Yes Maam (The students start to pray) Good Morning Maam! Maam the absent today is student 2. We dont know Maam! If the nearest number is less than 5 and exactly 5 it will become lower and if the nearest number is more than 5 it will become higher. Yes Maam! Maam Clock Student 13, grade year IV. Evaluation A. Write the Roman Numerals for each Hindu Arabic Numeral. Write the Hindu Arabic Numeral for each Roman Numerals. 4. 3, 498 5. 5, 859 V. Generalization: What have you learned today? Today we learned about Roman Numerals. What is the Roman numeral of 5, 10, 100, 500, 1000 L d =500 1000 = M VI. Assignment: Read and answer the following. 1 . President Stared was proclaimed as president of the Philippine in the year 1998. What is 1998 in Roman Numerals? 2. The first Gad Panamanian Algal in Ballasts was aimed to recognize writers with significant contributions to literature in Army Philippine language in the year 1988. What is 1998 in Roman Numerals? Lesson Plan Essay Example Lesson Plan Essay There is some confusion about what a lesson plan* is and is not. A worksheet is not a lesson plan. A handout is not a lesson plan. A classroom game or activity is not a lesson plan. In fact, there is no need for a lesson plan to ever be seen, touched, considered or dreamed of by students, and nor does it even need to exist on paper or disk, though it usually does. A lesson plan is a teachers plan for teaching a lesson. It can exist in the teachers mind, on the back of an envelope, or on one or more beautifully formatted sheets of A4 paper. Its purpose is to outline the programme for a single lesson. Thats why its called a lesson plan. It helps the teacher in both planning and executing the lesson. And it helps the students, unbeknownst to them, by ensuring that they receive an actual lesson with a beginning, a middle and an end, that aims to help them learn some specific thing that they didnt know at the beginning of the lesson (or practise and make progress in that specific thing). To summarize, and in very basic terms: a lesson plan is the teachers guide for running a particular lesson, and it includes the goal (what the students are supposed to learn), how the goal will be reached (the method, procedure) and a way of measuring how well the goal was reached (test, worksheet, homework etc). Why plan? Lesson planning is a vital component of the teaching-learning process. Proper classroom planning will keep teachers organized and on track while teaching, thus allowing them to teach more, help students reach objectives more easily and manage less. We will write a custom essay sample on Lesson Plan specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Lesson Plan specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Lesson Plan specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The better prepared the teacher is, the more likely she/he will be able to handle whatever unexpectedly happens in the lesson. Lesson planning:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  provides a coherent framework for smooth efficient teaching.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  helps the teacher to be more organized.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  gives a sense of direction in relation to the syllabus.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  helps the teacher to be more confident when delivering the lesson.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  provides a useful basis for future planning.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  helps the teacher to plan lessons which cater for different students.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Is a proof that the teacher has taken a considerable amount of effort in his/her teaching. Decisions involved in planning lessons: Planning is imagining the lesson before it happens. This involves prediction, anticipation, sequencing, organising and simplifying. When teachers plan a lesson, they have to make different types of decisions wh ich are related to the following items:   Ã‚  Ã‚  Ã‚  Ã‚   the aims to be achieved;   Ã‚  Ã‚  Ã‚  Ã‚   the content to be taught;   Ã‚  Ã‚  Ã‚  Ã‚   the group to be taught: their background, previous knowledge, age, interests, etc.   Ã‚  Ã‚  Ã‚  Ã‚   the lessons in the book to be included or skipped;   Ã‚  Ã‚  Ã‚  Ã‚   the tasks to be presented;   Ã‚  Ã‚  Ã‚  Ã‚   the resources needed, etc. The decisions and final results depend on the teaching situation, the learners? level, needs, interests and the teacher’s understanding of how learners learn best, the time and resources available. Lesson Plan Part 1– What to teach (refer to group task in session) Background info (sts age – no of sts – time limit) Objectives Language skills Language Content: (structures, vocabulary, functions, etc) Resources Attitude Lesson Plan Part   2 –   Lesson Procedures (how we are going to teach)  §   Warm-up  §   Core lesson: teaching new language, recycling, project work, written and oral production.  §   Tasks (which sequence to follow)  §   Rounding off. Hints for effective lesson planning: O   When planning, think about your students and your teaching context first. O   Prepare more than you may need: It is advisable to have an easily presented, light â€Å"reserve† activity ready in case of extra time . Similarly, it is important to think in advance which component(s) of the lesson may be skipped. if you find yourself with too little time to do everything you have planned. O   Keep an eye on your time. Include timing in the plan itself. The smooth running of your lesson depends to some extent on proper timing. O   Think about transitions (from speaking to writing or from a slow task to a more active one). O   Include variety if things are not working the way you have planned. O   Pull the class together at the beginning and at the end. O   End your lessons on a positive note. Planning enables you to think about your teaching in a systematic way before you enter the classroom. The outcome of your planning is a coherent framework which contains a logical sequence of tasks to prepare the field for more effective teaching and learning. Plans only express your intentions. Plans are projects which need to be implemented in a real classroom with real students. Many things may happen which you had not anticipated. In the end you need to adapt your plans in order to respond to your pupils? actual needs. It is important to bear in mind Jim Scrivener’s words: Prepare thoroughly. But in class, teach the learners not the plan. First of all, a planned lesson is just better. Not all planned lessons are fabulous and not all unplanned lessons are a disaster, but even a bad lesson will be less bad planned, and even a great lesson can be greater with a plan. If you are good at teaching unplanned lessons, you will be even better at teaching with a plan. There are several reasons why a planned lesson is better. One of them is that having a lesson plan helps you maintain focus. With a classroom full of children, with their short attention spans and their natural desire to disrupt anything and everything, it is very easy for a lesson to be sidetracked or derailed completely, and the best way for you, the teacher, to steer the lesson back on course is if you happened to have brought your map along with you. Sorry about mixing the train and car metaphors there. Kids also notice when a teacher doesn’t really know what to do. If you show one sign of weakness, they will pounce. A primary school lesson is a battle of wills, and if you blink you lose. A lesson plan is your best weapon in that battle. Kids respond extraordinarily well to structure and regularity, and planning out your lessons gives them that structure. Kids respond to dead air in a lesson – to moments of uncertainty – by creating chaos. If you flounder at all in thinking about what to do, the kids will fill that time by escaping from the mentality of the lesson and into the mentality of play – from which it is often impossible to recover. A lesson plan keeps you on track and keeps the kids on track, but it also helps outside the context of the lesson itself. Lesson planning lets you track progress and problems. With planned lessons, you have actual paperwork of everything you’ve taught, so you can refer back to it later. If kids aren’t learning a particular point, you know which lesson plan to amend, which helps you learn from your own mistakes and missteps. If kids learn something really well, you can look at that lesson and figure out what about it really worked. You can start to learn to be a better teacher overall and for each particular class, and you don’t have to do it via memory. Lesson plans let you show off what you’ve taught. They’re good for your teaching portfolio, they make great blog posts, they’re great for showing other teachers, your director, other TLGVs, your parents, etc. what you do with your time. If you have a really great one, you can share it and others can benefit. People will think you are magically organized. Important When writing lesson plans, be sure to include what part of the textbook you are covering in the lesson, the target structure, new vocabulary, directions for all the activities you intend to use, and the approximate time each section of your lesson will take. The idea behind a lesson plan is that another teacher could pick it up and successfully teach your class without further instructions. If there is an activity where you plan to ask the students questions so that they use the past tense in their responses, write down the questions you plan to ask. It is more difficult to think of appropriate questions on the spot and you are more likely to ask them a question using vocabulary they are unfamiliar with as well. If there is a group activity in the lesson, write down about how many students should be in each group because two to four students is a lot different than five to ten. Writing out your lesson plan can also help you figure out what material you must prepare for a lesson because if your production activity will only take about ten minutes, then you are obviously going to need an additional activity to end the class with. Not all lessons will be conducted the same. In some instances, the introduction of new material may take an entire lesson or the production activity may be an entire lesson. It is always good to have familiar activities to fall back on in case something doesn’t work quite the way you had planned. If students are playing the board game without actually speaking, in other words just moving their pieces around the board, they are not getting the necessary practice so you may have to either join the group having difficulties or change activities altogether. At any rate, lesson plans are enormously helpful and if the following year you find yourself teaching the same material, preparation will be a breeze. Are lesson plans necessary? Although lesson plans constitute a major part of being a teacher, they are dreaded and sometimes their importance underestimated by some teachers. Some teachers even advance the unpredictability of some events in the classroom to discredit any attempt to provide any strict planning of what occurs in the classroom. Although this might be true, it should be noted that a lesson plan is a project of a lesson. It’s not (and cannot) be a description of what will exactly happen during lesson delivery. It provides, however, a guide for managing the classroom environment and the learning process. Reasons for lesson plans To have some hints on the importance of lesson plans on the teaching process, consider these reasons: * Clarity Lesson plans help to be clear about what you want to teach. teachers need to make wise decisions about the strategies and methods they will employ to help students move systematically toward learner goals. * Unpredictable Events Lesson plans may also include a room for unpredictable events. This helps teachers to be ready to cope with whatever happens. * Framework Lesson plans give your teaching a framework, an overall shape. * Reminder Lesson plans may also play the role of a reminder for teachers when they get distracted. * Commitment It suggests a level of professionalism and real commitment . In addition to the above reasons, it is worthwhile mentioning that lesson plans will have positive impact on both the teacher and the learner. * For the teacher * They don’t have to think on their feet. They don’t lose face in front of their learners. * They are clear on the procedure to follow. * They build on previous teaching and prepare for coming lessons * For the learner * They realize that the teacher cares for their learning. * They attend a structured lesson: easier to assimilate * They appreciate their teacher’s work as a model of well-organized work to imitate.

Training Cycle Essay Example

Review What Your Role, Responsibilities and Boundaries as a Teacher Would Be in Terms of the Teaching/Training Cycle Essay Example Review What Your Role, Responsibilities and Boundaries as a Teacher Would Be in Terms of the Teaching/Training Cycle Essay Review What Your Role, Responsibilities and Boundaries as a Teacher Would Be in Terms of the Teaching/Training Cycle Essay Theory Assessment: Review what your role, responsibilities and boundaries as a teacher would be in terms of the teaching/training cycle. When teaching we have several roles. We are a mentor, a manager, an assessor, to some we are guide to help them understand the context being taught, a trainer and a facilitator of providing a safe and healthy environment in which the learning can flourish.This system of teacher/training cycle is an important one as the individual and collective needs of students are recognised and incorporated into the planning of the lesson and by understanding that different groups of people can have different levels and styles of learning, and designing a lesson that suits everyone’s needs.The trainer has many responsibilities some of them are to ensure they are delivering the course at a balanced pace in a certain amount of time covering the correct content making sure it is processed and the learning is achieved. Delivering information at a right level which is understandable, providing a safe environment which is conducive to learning, a trainer should give everyone an equal opportunity.Their responsibility is to be able to differentiate between levels of trainees so they can provide teaching at different levels, to check the understanding and provide appropriate levels of support, to be up to date with their specialism and maintain this through continuous professional development(CPD) and make sure that the assessments are fair, accurate, positive and valid. We have to provide a happy environment in which pupils feels comfortable and at ease in which their thinking works better and they feel excited and thrilled to learn the subject as suggested by Maslow’s hierarchy of needs.In the light of teacher/training cycle we also have to be firm about accurate record keeping whether it is evaluating our own performance or our students and providing feedback to improvise learning, also reflec ting when planning and teaching can improve our performance tremendously. The boundaries of the teacher are to know their own limits personally and professionally whilst remaining in control and being as fair and ethical as possible. . In my speciality of teaching Medical Terminology I have to ensure that the course content is simple yet effective.I use different aids to make it exciting and vibrant for the students, I design a course with students in mind with a lay man background with little or no previous medical knowledge and gradually build their confidence and vocabulary and facilitate by using lovely diagrams, playing games in small groups and doing creative exercises which enhances learning. I assess those using different methods and try and give positive feedback. I reflect a lot on my taught lessons and think how I can make it better next time and also evaluate students’ performance. BIBLIOGRAPHY Petty,G. (2009) Teaching Today 4th Edition. Nelson Thornes.

How to Make Glow-in-the-Dark Alum Crystals

How to Make Glow-in-the-Dark Alum Crystals Alum crystals are among the quickest, easiest, and most reliable crystals you can grow. Did you know you can make them glow in the dark by adding a common household ingredient to the crystal growing solution? Glow in the Dark Alum Crystal Materials Fluorescent highlighter pen (I used yellow, but you can use another color for different colored glowing crystals. Check to make certain the highlighter will glow under an ultraviolet or black light. Pretty much all yellow highlighters glow, as do most other colors. Many blue pens will not glow.)Alum (sold as a pickling spice)Water Grow Glowing Alum Crystals Carefully cut open the highlighter and remove the strip that contains the ink. You may want to wear gloves since highlighter can stain your fingers.Pour 1/2 cup of hot tap water into a clean container.Squeeze the highlighter strip into the water to color it with the fluorescent ink. Discard the ink strip when you are finished.Slowly stir in alum, a little at a time, until it stops dissolving.Loosely cover the jar with a coffee filter or paper towel (to keep dust out) and allow the jar to sit undisturbed overnight.The next day, you should see small alum crystals at the bottom of the container. If you dont see crystals, allow more time. You can let these crystals grow, though they will compete with each other for material. Alternatively, you can use one of these crystals to grow a large single crystal. Growing a Large Single Crystal If crystals are present, pour the alum solution into a clean jar. Collect the small crystals, which are called seed crystals.Tie nylon line around the largest, best-shaped crystal. Tie the other end to a flat object (e.g., popsicle stick, ruler, pencil, butter knife). You will hang the seed crystal by this flat object into the jar far enough so that it will be covered in liquid, but wont touch the bottom or sides of the jar. It may take a few tries to get the length just right.)When you have the right string length, hang the seed crystal in the jar with the alum solution. Cover it with the coffee filter and grow a crystal.Grow your crystal until you are satisfied with it. If you see crystals starting to grow on the sides or bottom of your jar, carefully remove your crystal, pour the liquid into the clean jar, and put the crystal in the new jar. Making the Crystal Glow When you are satisfied with your crystal, remove it from the crystal growing solution and allow it to dry. Just shine a black light (ultraviolet light) on the crystal to make it glow. Depending on the ink you used, the crystal may glow under fluorescent light or sunlight. You can display your crystal or store it. You can wipe dust from a display crystal using a cloth, but avoid dampening it with water or else you will dissolve part of your crystal. Crystals kept in storage may be wrapped in paper for added protection from dust and changed in temperature and humidity. True Glow in the Dark Crystals If you want the crystals to really glow in the dark (no black light), then you stir phosphorescent pigment into a solution of alum and water. Usually, the glow will remain on the exterior of the crystal rather than get incorporated into the crystal matrix. Alum crystals are clear, so another way to make the crystals glow is to mix phosphorescent pigment with clear nail polish and simply paint regular alum crystals. This also protects the crystals from damage by water or humidity, preserving them.

IS globalization a new stage in the development of capitalism Essay

IS globalization a new stage in the development of capitalism - Essay Example The premise of capitalism banks on the philosophy of holding wealth on the part of the privately owned entities. This is a drastic philosophy – and one that can have lasting effects on the long run contextual meaning of the globalization regimes. Since globalization looks to provide benefits to both the developed nations as well as the comity of nations that can only be remarked as the underdeveloped, what in essence it does is to instigate the capitalist entities in a very aggressive manner. The political ramifications that come attached with such globalization undertakings under the capitalist modules need serious thinking and proper action, before one could deduce the overall success or failure of such regimes in entirety. As a matter of fact, capitalism is generally not a very favored phenomenon within any region of the world. If the globalization regimes are taken as a new stage or a new sub-cultural norm within the capitalist settings, then one can only think of havoc coming in within the respective economic and political undertakings of the state. Politically speaking, globalization aims to bring wealth and prosperity for any country and thus the proponents of globalization generally favor the tide which is coming their way. The publics seem to understand that with the wave of globalization within their folds, success will actually creep in, though in a slow fashion. However one can comprehend that success is indeed significant from the long term scheme of things and if globalization provides the boost within the interaction mechanisms of people with their respective governments, then the latter usually allow the globalization regimes to come in within the countries and flourish to the optimum pos sible levels (Maitra 1996). This means a win-win scenario for the people as their government understands how to bring prosperity and growth basis within the country. It helps the political groups in winning the electorates and thus sweeps the elections as and

Trust in EU Literature review Example | Topics and Well Written Essays - 750 words

Trust in EU - Literature review Example As a result, EU is more of an organisation for support between governments. There are three key decision making institutions which comprises the European Parliament which characterizes the EU’s inhabitants, and they pick directly, the Council of the European Union which characterizes the body member states and finally the European Commission, which characterizes the problem of the Union entirely. The institutional triangle creates the rules and regulations that apply all through the European Union. Theoretically, it is the Commission that suggests new laws, only that the Council and Parliament that puts them into practice. The member states and the Commission subsequently employ them, and the Commission inflict them. The supremacy and tasks of the EU institutions and the set of laws and measures are set down in the Treaties on which the EU is established. The Treaties are approved by the presidents and prime ministers of all the EU states and then endorsed by their parliaments . A conceptualization of trust in international relations by Hoffman, A Scholarly and guideline makers have realized a connection amid trust and the diplomatic pledge of interstate quarrels. For instance, over forty years ago, Karl Deutsch et al., (1957) identified trust as part of the strength at which peaceful relations are made. Recently, Koffi Annan, the UN secretary general characterized the December 2000 peace agreement connecting Ethiopia and Eritrea as a chance for the two countries to work for reconciling (Associated press, 12 December 2000). In 1993, there was a joint declaration of peace connecting British and Irish governments explicitly connected trust to the success of an agreed peaceful era. Nonetheless, it is evident that the failures to improve the peace that people’s understanding of how interstate associations come up is a concern that needs to be acted upon. The assumption of the traditional approach that trust is a necessary condition for cooperation is r ather invalid. Therefore, the author of this had an objective of developing a chain of actions that are more susceptible to the existence of trusting associations than already present indicators. This is therefore a theoretical project since it measures the way abstract constructs are conceptualized (Adock and Collier, 2000.et al) This article is considering to the definition of trust. Scholars concur on fundamentals that a description of trust have to comprise, with one exemption, some link trust with enthusiasm to take peril and the anticipation that others will respect specific requirements.(Baier, 1986 et al.,) they also have the same opinion that trusting relationships are behavioral expressions of trust. Snijders (1996) claims that trusting relationships develops when actors give others judgment over other concerns founded on the belief that those concerns will not be laid up. Third they also concur that the concentration and capacity of trust and trusting affairs have the abi lity for disparity. With regard to trust, intensity is the potency of an actor’s notion of the trust worth whereas regarding trusting relations; the strength is the quantity of judgment trustors give trustees over their concerns. On the other hand, Hardin contends that trust is never absolute, that it always involves a three part relation, as in A and B to do with x or subject of x (Hardin, 1998) Conversely, many others propose that trust amid parties can be wide-ranging, spreading over the

The Critique of Critical Thinking Essay Example for Free

The Critique of Critical Thinking Essay To think is already an achievement in itself, but to think critically is a lot better than settling with what one already know. To critically think enables the individual to explore new perspectives and world-views, contrary to a dogmatic stance on beliefs and thoughts. To think critically entails a deep and broader look into a subject or system of thought, that to expose an ideology is to not look on its only positive aspects but also to explore more on its adverse   and corresponding developments in that field. A dogmatic world-view will limit the intellect into a specific area of advocacy or belief and it rejects any idea that is outside or alien to the existing thought. This often results in a backward progression of intellectual capability since there is no room for exploration of different ideas. In addition, a restrained or limited intellectual capacity to understand more things does not ultimately guarantee a real grasp of truth. But through critical thinking, there are many accounts and views that may help in achieving a clear understanding of the truth.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In line with critical thinking is the ability to take into account other sentiments, world-views and opinions of different people and cultures, combining them into a synthesized argument. The main point of critical thinking is to necessarily limit the borders of thinking into a single belief but also reconsiders other individuals own sentiments and formulating a new idea. This also brings for an opportunity of discourse and not debate since in debate an idea must be defended rhetorically in order to prove its credibility. In discourse however, it consists of a discussion between different individuals with no use of any rhetoric method. The discussions are not limited to a side that would win but the main aim is to create or improve an idea or concept.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In summary, to think critically enables the individual to consider other opinions other than the self.

College Acceptance :: essays papers

College Acceptance I am more than what meets the eye. There is only a certain part of me that people observe and judge me by in my everyday life. Some people know me as the boy who rushes down to the Harmon Cove bus stop every morning half awake and half asleep juggling several items in my hands. In one hand I have my books that I 'attempted' to read for homework the previous night and my other hand is holding on to my Sony metallic cd player for my bus ride to school. My peers and acquaintances wait for my arrival on the yellow school bus expecting me to begin their day off by cracking few jokes and sharing stories of my wild weekends. Only I wish they would know that not all my 'wild' weekends which I brag about are spent at raving clubs and parties, surprisingly most of them are really time spent home alone listening to music and helping my parents around the house. Also, I am a student who walks through the halls of Secaucus High School always teasing girls on my way to classes, promoting my style of Aerocrombie & Finch clothing and perfume, and many other tactics that some people find amusing and others find immature. One may hear my name traveling through the air prompting them to relate an encounter with me and sticking a label upon my character and personality. I wish everyone would understand the Xavier that the world knows, is only a part of an image that people can see and the remainder of me is a mystery to for them to unveil. It may seem people have already discovered my personal ideas through predicting my next move, but there exists a private world of my own. I think I should admit few things about myself and accept them as a part of me. Common sense comes to me much easier than book smartness because I enjoy interacting with people and my environment, than sitting in a corner reading a book and making my mind visit the twilight zone. Even my mother told me that I can cross the street safely, but if I have to read a map to get to my destination-forget about that. My teachers may think I am careless when it comes to my studies, but when it is time to become serious I do.

Compare the Techniques Of My First Sonne and Limbo Essay

When looking at the two poems it is clear that On my First Sonne is composed to deal with a father losing his seven year old son. While in comparison the poet Brathwaite is highlighting the topic of slavery. When comparing the two poems it is quite noticeable that they deal with life issues of death and sadness. However, once studying the two poems it is quite noticeable that both poems distinguish and highlight religion. This is highlighted in Limbo as it say’s in the last line â€Å"on the burning ground.† Which can be clearly suggested that it is portraying the Christian image of Hell. Which can be defined as a place where you’re in torture, which relates to the life of an African Slave where there struggling for life in places e.g. the sugar plantations. In On My First Sonne it’s communicating to the reader about religion like Limbo. However, instead of comparing religion to torture, it is discussing can people envy his son because he’s going to heaven? This is particularly shown in the following line where he leaves a question mark â€Å"Will man lament the state he should envie?† Looking at both the poems there’s a huge contrast in there individuality and uniqueness. This is clearly shown through the way that both the poems are written. For example, Limbo is presented in free verse which is probably suggesting that the slaves once had an identity. The word â€Å"Limbo† emphasises that the free verse is trying to show that the slaves were his ancestors with an African past. However, Brathwaite is presenting that the slave dealers stripped his ancestors of an identity for example â€Å"the dumb Gods are raising me.† Showing that the poet has no knowledge of Africans God’s or culture. While in contrast, the techniques used in On My First Sonne shows a traditional English poem about his love to his son. It is also writing about the English tradition of the Church of England and an identity about what it is to be English. Which during it’s time was to believe in the old tradition of religion and heaven. Which when comparing the two it is noticeable that On My First Sonne show’s identity and Limbo conveys lost identity. On My First Sonne it uses Trochaic pentameter in order to create the feeling of sadness by the use of a stressed and then a unstressed syllable. By using this technique it creates a feeling that the author is clueless which is shown through sentences like â€Å"Will man lament the state he should envie?† Limbo also uses Trochaic pentameter in order to create the feeling of sadness as the poem is talking about the struggle of slavery â€Å"long dark deck and the water surrounding me.† When looking at the tenses of On My First Sonne it uses past, present and future. For example in the first four lines there is a use of past. This is shown as he talks about his seven year old child and uses in the last sentence â€Å"on the just day.† It then changes to present, as the poet talks about in the next four lines â€Å"Will man lament the state he should envie?† suggesting he should envy his son because he is in heaven. This quote also shows that he has accepted the death of his son. It then goes to future as the poet mentions in â€Å"soft peace.† This poem shows to the reader that the poet wrote this poem over a long period of time. Showing to the reader the past represents that his child died, the present in between lines is mentioning the child’s burial and the future is that the child is buried and now in heaven. In Limbo there is a use of only present tense and repetition of the title â€Å"limbo†. This technique is used to make the poem capture the audience and get into the character of a slave. Furthermore, the use of repetition creates a tempo and the beat is indicated as it uses the word â€Å"drummers†. However, in On My First Sonne there is a use of punctuation to create the tempo meaning the audience are less involved with the poem. In conclusion this essay shows to the reader the background of the poems one to do with slavery and another to do with England and the Church of England of faith. Furthermore, I’m showing how both poems contrast and how language is used to show tempo and contrast.

Civilian in Space

I can only imagine what it would be like traveling to space. It is not something I sit around and think about doing. Those who had the pleasures of going to space, like the astronauts, are those who had been preparing for such a career. This does not make me want to go to space, going to space Is like dying and going to the other side, you just do not know what to expect. Science tells us that space Is like a never ending hole. This sounds a little creepy, but space really Is not all that scary, It Is quite amazing actually.Science tells us that space Is a galaxy with many stars, planets, and rocks. However, I am against civilians In space because clansman are Inexperienced and the cost can become extremely high. If It takes astronauts years to train In order to travel to space, what chances do a Cleveland has? The story, â€Å"Clansman In Space,† states, â€Å"Traveling beyond Earth has been a privilege for a select few, namely, astronauts. † Civilians must be more qua lified than the average astronaut. They must understand the dynamics and velocity of space.In case of an emergency, would a civilian know what to do? The story â€Å"Civilians in Space† gives many fascinating examples like: it is an â€Å"Amazing Experience,† and â€Å"The view of Earth and the stars must be spectacular, and the experience of living in zero gravity would be fascinating. † Equally important to training is the cost of civilians traveling to space. The cost to traveling back and forth to space ranges in the billions, according to the story, â€Å"Civilians in Space. † This money comes from â€Å"Corporate Sponsorship.When civilians lack the knowledge, danger is expected, the story states, â€Å"There are many unknown risks involved. † Then there is the matter of insurance. Car insurance here, on earth, is extremely high; can you imagine the cost of insurance to go to space. In the story, â€Å"Civilians in Space† it states â⠂¬Å"Companies that specialize in manufacturing travel, marketing, insurance, law, and finance would all have to be involved. † The most important point in the story that expresses a major point of view is how Problems like poverty and disease† should be a priority over taking me into space.All in all, space traveling should be left to the experts. Traveling in space is ministering. However, it is not like going to the mall, Movie Theater, out to dinner, or to Disney World. It is not all about the basic that fascinates civilians to want to travel to space, but about trained experts that can cope with any surprises at any given moment. Civilian in Space By abominating make me want to go to space, going to space is like dying and going to the other side, o Just do not know what to expect.Science tells us that space is like a never ending hole. This sounds a little creepy, but space really is not all that scary, it is quite amazing actually. Science tells us that space is a galaxy with many stars, planets, and rocks. However, I am against civilians in space because civilians are inexperienced and the cost can become extremely high. If it takes astronauts years to train in order to travel to space, what chances do a civilian has? The story, â€Å"Civilians in Space,†

The Best AP US History Notes to Study With

The Best AP US History Notes to Study With SAT / ACT Prep Online Guides and Tips Want some notes to help break down your AP US History class? Or are you looking to brush up on a historical period you’re having a hard time remembering? We have detailed notes organized by US History units, which fit under the most recent 2015-16 AP US History guidelines. Read on to get help with AP US History and be prepared for the test. Wait, What? New AP US History Guidelines? Yes, the AP US History course has undergone some revision. For the 2015-16 school year, the APUSH course will be using revised guidelines. These guidelines build on revisions in recent years to make the class more skills-based, though the most recent changes were affected by a political controversy. These new guidelines are in response to a controversy regarding the curriculum raised by political conservatives. In short, conservatives thought the curriculum was an overly negative look at US History that didn’t emphasize ideas like American exceptionalism. You can read a summary of the controversy here if you’re interested. Regardless of how the new guidelines came about or how you feel about them, the reality is that APUSH now has new guidelines we have to work with. We will briefly break down these new guidelines before getting into the chronology of US History and notes. AP US History has three broad learning objectives: historical thinking skills (basically how you analyze what you learn), thematic learning objectives (themes to look for in each period of US History), and finally the concept outline (the traditional division of US History by time periods). We will go over the first two areas (historical thinking skills and thematic learning objectives) so you know what to look for as you dig into the notes, which are chronological and thus fall under the third objective. You can read the complete description of the new guidelines here if you’re curious about the changes. Historical Thinking Skills The AP program wants to help US History students develop historical thinking skills, rather than just memorize a string of facts about a certain place or time period. Especially since AP US History is notorious for requiring students to memorize tons of dates, facts, and names, the new curriculum aims to develop history skills so the course isn’t mostly memorization-based. Each APUSH exam question will test one or more of these skill-based objectives as well as one or more of the thematic objectives. So keep these skills in mind as you go through the chronological notes. Your AP US History teacher should be working on these skills with your class. If they’re not, we recommend getting a prep book, which will review the skills in detail and show you how to demonstrate them in the essays. The skills are as follows: Analyzing historical primary and secondary sources and evidence: this skill teaches you to compare the content of a source with the authorship, point of view, purpose, audience, and format or medium of a source. You also have to decide how useful or flawed the source is as historical evidence. Making historical connections: can you compare, contextualize, and synthesize various historical developments? Chronological reasoning: you'll learn to identify causation and patterns of continuity and change over time. You'll also learn about periodization (how historians create different chronological periods and why that matters). Creating and supporting an argument: you'll learn how to define and frame a question about the past and then make a claim or argument about that question. A strong historical argument requires a specific thesis or claim, supported by detailed analysis of different types of historical evidence. The argument and evidence used should be framed around the application of a specific historical thinking skill (comparison, causation, patterns of continuity and change over time, or periodization). Thematic Learning Objectives Beyond just the basic facts of US History and broad historical thinking skills, the AP program wants you to get a bigger-picture understanding of major themes and developments across America’s history, like you would in a college course. Have you ever heard the phrase "missing the forest for the trees"? The same goes here - the AP program doesn't want you to memorize a bunch of years and names without understanding the larger relevance of them. The goal is to be able to connect these themes between different periods in US History and be able to discuss them in an essay. As we get into the concept outline, which breaks down APUSH by time periods and where we are linking to notes, think about these themes and see if you can connect them to the outline notes. These are important themes to trace throughout all of your AP US History studying! American and National Identity: how and why definitions of American and national identity and values have developed, including citizenship, constitutionalism, foreign policy, assimilation, and American exceptionalism. Politics and Power: how different social and political groups have influenced society and government in the United States, as well as how political beliefs and institutions have changed over time. Work, Exchange, and Technology: the factors behind the development of systems of economic exchange, particularly the role of technology, economic markets, and government. Culture and Society: the roles that ideas, beliefs, social mores, and creative expression have played in shaping the United States, as well as how various identities, cultures, and values have been preserved or changed in different contexts of U.S. history. Migration and Settlement: why and how the various people who moved to and within the United States both adapted to and transformed their new social and physical environments. Geography and the Environment: the role of geography and both the natural and human-made environments on social and political developments in what would become the United States. America in the World: the interactions between nations that affected North American history in the colonial period, and on the influence of the United States on world affairs. The Concept Outline by Time Period Finally, the AP US History course is organized by chronological periods as well as the historical skills and themes discussed above. In other words, this is your basic "first A happened, then B, then C" structure you're probably used to from past history classes, the specific dates, names, and events of history. After all, a great essay about the development of democracy in America would be weakened if you didn't know the year the Constitution was ratified. That was in 1788, by the way. So yes, chronology is the easiest way to think about history. But remember to think about the seven themes and try to connect them to the basic facts you're learning. For example, when thinking about secession, you should know when the Southern states seceded (in 1860 and 1861), but you could also connect the "Culture and Society" theme to explain why: "the belief in a distinctively Southern way of life and a refusal to abandon it drove the Southern states to secede." In short, understanding those themes will help you gain a broader understanding of the names and dates you're learning. Plus, being able to write about them will take your essays from good to great. These chapter outlines come from APStudyNotes.org. The source is The American Pageant, one of the best AP US History textbooks. The time periods don’t always exactly match up with AP’s guidelines, which is going to be true of most textbooks (there are only a few out there written exclusively for APUSH). But we have organized the outlines so they mostly match up with the AP US History's division of the timeline. Whether you’re using The American Pageant or not, these outlines well provide helpful overviews which can help you study either over the course of the year or in the run-up to the AP exam. 1491 - 1607 (5% of exam) The Planting of English America: 1500-1733 1607-1754 (10% of exam) Settling the Northern Colonies: 1619-1700 American Life in the Seventeenth Century: 1607-1692 1754-1800 (12% of exam) Colonial Society on the Eve of Revolution: 1700-1775 The Road to Revolution: 1763-1775 Launching the New Ship of State: 1789-1800 1800-1848 (10% of exam) The Second War for Independence and the Upsurge of Nationalism: 1812-1824 The Rise of a Mass Democracy: 1824-1840 The Ferment of Reform and Culture: 1790-1860 The South and the Slavery Controversy: 1793-1860 Manifest Destiny and Its Legacy: 1841-1848 1844-1877 (13% of exam) Renewing the Sectional Struggle: 1848-1854 Drifting Toward Disunion: 1854-1861 Girding for War, The North and the South: 1861-1865 The Furnace of Civil War: 1861-1865 1865 - 1898 (13% of exam) Paralysis of Politics in the Gilded Age: 1869-1896 Industry Comes of Age: 1865-1900 America Moves to the City: 1865-1900 The Great West and the Agricultural Revolution: 1865-1896 1890 - 1945 (17% of exam) The Path of Empire: 1890-1899 America on the World Stage: 1899-1909 Progressivism and the Republican Roosevelt: 1901-1912 Wilsonian Progressivism at Home and Abroad: 1912-1916 The War to End War: 1917-1918 American Life in the Roaring Twenties: 1919-1929 The Politics of Boom and Bust: 1920-1932 The Great Depression and the New Deal: 1933-1939 Franklin D. Roosevelt and the Shadow of War: 1933-1941 America in World War II: 1941-1945 1945 - 1980 (15% of exam) The Cold War Begins: 1945-1952 The Eisenhower Era: 1952-1960 The Stormy Sixties: 1960-1968 The Stalemated Seventies: 1968-1980 1980 - present (5% of exam) The Resurgence of Conservatism: 1980-2000 Notice that the textbook’s chapters fall roughly within the APUSH guidelines for chronology in terms of the amount of time spent on each period. All US History textbooks approved by College Board will have good coverage of all chronological topics, so if you have chapter guides or notes from your own class's US History Textbook, you can (and should!) use those as well. What’s Next? Did you know many colleges require SAT Subject Tests to apply? Luckily you can put your AP subjects to use on these – for example you could take the US History SAT Subject Test after you study for AP US History. Find out which colleges require SAT subject tests and the best time in your high school career to take them. Also studying for the SAT/ACT? Find out when you should take the SAT/ACT and learn about the best prep books you can buy for the SAT/ACT. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Whats the Difference Between the SAT and the SAT Subject Test?

For many students, the SAT test is the focus of an enormous amount of effort. There are prep classes, study books, online tutorials and much more to juggle. Some students, though, don’t realize that there is more than one type of SAT test. SAT Subject Tests (formerly known as SAT IIs) are also the subject of much effort and sometimes equally as much confusion. While both kinds of SAT are administered by the College Board, they each have a unique purpose and their format and content are significantly different. In this post, we will outline the primary differences between the SAT and SAT Subject Tests, along with how each is used by admissions committees and how students should plan for each. To learn more about SAT Subject Tests and how they stack up to the SAT, keep reading. Before we get into the nitty gritty details, let’s take a look at each test and what it aims to do. The SAT is a general assessment of your college readiness. It contains sections that test your skills in math, both with and without a calculator, along with reading, writing and language, and an optional essay section. The skills assessed by the SAT are broad ones—essentially, it intends to gauge your readiness for college level work by assessing your critical and analytical thinking skills and your ability to apply knowledge across multiple disciplines. The SAT does not assess specific content knowledge, but will sometimes ask you to apply your knowledge in new or different ways. To learn more about the format and content of the SAT, check out these posts: SAT Subject Tests fill in where the regular SAT does not. It, in essence, sheds light onto your specific content area knowledge and measures your achievement in a particular subject area. For a comprehensive list of tests, see our post Complete List of SAT Subject Tests . Unlike the SAT, each of the SAT Subject Tests assesses only your knowledge within that content area. To learn more about SAT Subject Tests, see our post What Are SAT Subject Tests? SATs (along with the ACT) are one of the standardized tests accepted to meet standardized testing requirements at many colleges across the country. If you plan to attend a college with a standardized testing requirement, you’ll need to either submit an SAT or an ACT score. SAT Subject Tests are not required by nearly as many schools and those that do require them often allow you to choose which you take. For example, some schools will request that you submit two SAT Subject Test scores of your own choosing. Others will request that you submit one SAT Subject Test score in a foreign language or other specific discipline. In these cases, you will have at least some leeway over which tests you choose to take. Still other colleges don’t require any SAT Subject Test scores to be submitted, but most will still review your scores should you choose to submit them anyway. The SAT measures broad skills and general college readiness. It assesses your critical and analytical thinking skills along with your ability to apply what you know. SAT Subject Tests measure your skills and content specific knowledge within specific subject areas. You can think of them as standardized tests to assess how much you have learned in particular high school classes. Our students see an average increase of 250 points on their SAT scores. The SAT takes about half a day to complete. If you are taking the optional essay section, your testing time will be just under four hours. If you choose not to compete the essay, your testing time will be closer to three hours. SAT Subject Tests, in contrast, take much less time to complete. They generally last only a little more than an hour. SAT Subject Tests are offered on the same days and at the same testing centers as the regular SAT, with a few exceptions. While the SAT is offered seven times per year, SAT Subject Tests are only available on six of those dates. In addition, it’s important to know that not all SAT Subject Tests are available on every date. For a comprehensive calendar of when each SAT Subject Test is offered, see the CollegeBoard’s SAT Subject Test Dates . The SAT is scored on a scale from 400-1600 with a separate score given for the optional essay. It is not scored on a curve, and points are not deducted for wrong answers. SAT Subject Tests are scored on a scale from 200-800. Like the SAT, they are not scored on a curve, but unlike the SAT, a fraction of a point is deducted for each wrong answer on multiple choice questions. Without a doubt, the SAT is more heavily weighted in admissions decisions than are SAT Subject Tests. SATs are accepted by every four-year college across the country and are in fact one of two tests required by many. They are often regarded as a major component of your application. In contrast, the weight given to SAT Subject Tests varies widely. Often, SAT Subject Test scores are weighted similarly to other application components like AP classes and scores, and honors level work. Sometimes, though, if you apply to a specific program or specialty, your SAT Subject Test might take on more weight. For example, if you are hoping to enter a BS/MD program, your Chemistry SAT Subject Test will be given more consideration. Further, your SAT Subject Test scores can sometimes be used to test out of certain introductory requirements or prerequisites at your college. For example, if you score well on the French SAT Subject Test, you might not be required to meet your school’s foreign language requirement. Because the SAT is a very unique test that evaluates skills you may have never been tested in before, you need to prepare specifically for it. That often means joining SAT study groups, taking online tutorials, completing multiple practice tests, and sometimes even using an SAT tutor to help brush up on your strategy. SAT Subject Tests are still unique tests, so your preparations might be fairly similar to the SAT, but you will also need to brush up on your content level knowledge, too. Overall, while you’ll still take practice tests and work on test strategy, you’ll also need to spend a lot of time studying the subject-specific knowledge that you’re likely to find on the test.

Multiple Topics to Choose Essay Example | Topics and Well Written Essays - 750 words

Multiple Topics to Choose - Essay Example In the story, she happened to host the Earl of Beresford, a passenger from Canada, who got caught in her beauty to the extent, that he proposed her. Despite being an average girl with nothing materialistic to take pride in, she would refuse the proposal of any lad accoutered with utmost richness and wealth just like a princess, though she had completely different and unique reasons for doing so. â€Å"No princess of the blood could have been more stalely, self-possessed and politely determined to keep one at a distance† (Stowe 123). Although she was a house girl and did not have interaction with strangers in her unmarried life, yet she was brave and bold enough to have argument with a stranger like the Earl of Beresford. She refused to marry the Earl of Beresford because she could not feel attracted to all the fantasies he attempted to make her realize being his wife. Her priorities in life were far from materialism. She believed in succeeding through struggle. She would not t ake success for granted. She was determined and consistent. That was why, she had complete confidence in George. Mary was portrayed by Stowe as a character that had no materialistic proof to have faith in George but her own confidence and determination. Moved by her encouragement and confidence in him, George struggled and ultimately became a minister. All credit went to her. She married him. Conversion of an ordinary man into an American Minister is indeed, an achievement. This tells how important role women play in building an educated, learned and civilized society. Harriet Beecher Stowe has portrayed woman as having equipped with extreme courage, bravery, boldness and determination that contrasts with her intrinsic beauty and delicacy. The fundamental cause of George’s success was Mary. This tells that a woman keeps all the potential to cause a big change in the society remaining within the premises