Ecosystems, Variation and Practical Ecology Work 5 days

Size: px
Start display at page:

Download "Ecosystems, Variation and Practical Ecology Work 5 days"

Transcription

1 A Level Biology Eduqas Ecosystems, Variation and Practical Ecology Work 5 days This packed five day course for A level students covers AS and A level content. Ecology topics 1.5 Population size and ecosystems, 2.1 All organisms are related through evolutionary history and 2.6 Variation and evolution which students often find difficult in exams will be covered. Students will have the opportunity to cover specified practical work relating to Ecology and reinforce the practical and experimental work covered in school. Students will develop their maths skills (10% of total marks) and receive guidance and time to enable assessment of the specified practical work.

2 Example Course Timetable DAY MORNING AFTERNOON EVENING 1 Arrive Midday Students will be greeted by FSC staff, with a welcome talk followed by a brief tour of the Centre and the local area. Ecosystems and Life Outline of the Course Allocation of wellies/waterproofs. During this session, students will have the opportunity to immerse themselves in a stunning, natural location. Inspired by their surroundings, students will lead the session themselves by being encouraged to explore, observe and be curious, asking questions about the wide variety of plants and animals they encounter. Skilled FSC field teachers will direct students enthusiasm towards real-life projects and the reasoning behind the learning that will take place during their visit. This wider context will provide an ideal platform on which to build the rest of the course content. Climate Change and Carbon Cycle Students will explore the effects of human activities on the carbon cycle by considering the local plants and animals. FSC Centres will provide real-world examples using long term data sets for students to explore how climate change affects the distribution of species. Further information will be available about the Natural Recording Schemes and how this data is used in monitoring climate change impacts. 2 Ecosystems and Sampling Working within an outstanding ecosystem close to the Centre, students will carry out the Specified Practical Work: Investigation into the abundance and distribution of organisms in a habitat. They will use appropriate equipment to investigate the effects of different sampling methods on estimates of the size of a population. They will be introduced to a range of ecological techniques used to assess abundance and distribution. Biomass and Trophic Levels Transfer of biomass is a key principle of ecology and one that students often find difficult to understand without experiencing data collection first-hand. Students will investigate the transfer of biomass from plants to animals including trophic levels, the efficiency of the transfer and pyramids of biomass. 3 Habitat Biodiversity Students will investigate a named habitat using a range of sampling methods and techniques in order to assess the biodiversity of that habitat. They will consider how biodiversity can vary spatially and over time, as well as investigate some of the influencing factors. Students will also investigate the different types of adaptations of organisms to their environment including case studies of specific organisms. The Specified Practical Work: Investigate into biodiversity in habitat will be undertaken. Choose from: Advanced Field Surveying Data Analysis and Maths Workshop Exam Skills Workshop 4 Succession Students will investigate first-hand how succession progresses from bare rock to woodland, increasing the species and niches present. The concepts of primary and secondary succession will be investigated, together with the abundance and distribution of organisms within the habitat. Options exist to complete the Specified Practical Work: Investigations into the abundance and distribution of organisms in a habitat and to conduct the fieldwork on a sand dune system. Choose from: Advanced Field Surveying Data Analysis and Maths Workshop Exam Skills Workshop 5 Continuous Variation Students will carry out the Specified Practical Work: Investigation of continuous variation in a species, including the use of the Student s t-test. They will investigate the environmental factors that produce variation between individuals, examining some of the adaptations that plants show which allow them to cope with environmental stresses such as lack of water or differences in light levels. Variation in these plants will be summarised mathematically using averages and standard deviations. Depart at Midday A final farewell from FSC staff as the students depart at midday. Please note: to ensure safe and quality learning experiences for students, the timetable may alter depending on weather conditions and local factors at Centres. Mathematical skills will be embedded throughout the field course, using real-world contexts and data sets. Students will have the opportunity to select and use the chi-squared test, the Student s t-test and the correlation coefficient, as detailed in the specification and specimen assessment materials.

3 Ecosystems and Life Students will be immersed in a local habitat with the goal of expanding their knowledge and enthusiasm for the study of natural history and the animals and plants within these local habitats. This session will provide the basis for the rest of the course, outlining the wide range of habitats, organisms and basic underpinning concepts of ecology. It is a chance for students to ask questions and be inspired and forms the basis for the learning in the rest of the course. Begin to appreciate the processes that underpin ecosystems and biodiversity. Consider reasons for classification. Start to explore the concepts of niches and adaptation. Appreciate the need for biologists to identify, name and classify species. Explain the term biodiversity in detail, using a specific habitat as an example. Use biological specimens to illustrate taxonomic hierarchies. Explain, using specific examples, how natural selection can lead to adaptation and evolution. Give examples of recent new taxonomic groupings and the processes needed to ensure valid data recording. Students will have the opportunity to observe, discuss and be inspired by the environment. Students will be encouraged to engage with FSC field teachers, their teachers and peers to fully explore the surroundings, deepening their appreciation of, and competence, in the scientific processes relating to ecology. Using AfL techniques, FSC field teachers will start to identify the students personal competence level in practical skills, enabling weaker areas to be targeted during the course. It is the moments where students have the opportunity to be inspired by an environment that have a deep rooted impact on a person. Students who attend an FSC course have time to reflect on the deeper concepts associated with biology. They will consider how the vast range of biodiversity has occurred on Earth, looking in detail at species adaptation and natural selection. Using local seasonal examples students will investigate classification, the natural resources provided by biodiversity and the evolutionary relationships within local habitats. FSC field teachers primary role will be to facilitate engagement with the environment. They will spend time allowing students to get to know the natural history of the local area and will be keen to talk with students about whatever inspires them. FSC field teachers will introduce ideas and concepts to promote discussion within the group through challenging questions and providing detailed information when necessary. Blencathra mountain near FSC Blencathra (at 868m) towers above our Field Centre - widely regarded as having one of the best views in the FSC.

4 Climate Change and Carbon Cycle Using FSC long-term data sets, this session will encourage students to apply their knowledge of biodiversity and the carbon cycle to a changing environment. They will consider the scientific evidence for a changing climate and how this will affect the phenology of natural systems. Students will consider how a changing climate will affect natural selection, evolution and speciation. They will also have the opportunity to consider the ways in which scientific conclusions are made about controversial issues. Develop their understanding of the carbon cycle. Understand the different types of evidence for a changing climate and its causes. Evaluate the future impact of a changing climate on the species in question. Assess their learning through practising exam questions. Be able to analyse the impacts that rising temperature, changing rainfall and changes in seasonal cycles are having on the species in question. Compare climatic effects across several species. Explain how changes in particular species such as distribution development and life-cycles could affect ecosystems. Group mini-presentations and individual feedback sessions will provide opportunities for students to examine the gaps in their knowledge and understanding of climate change. By contextualising the activities using a local example of climate change, students will have the opportunity to apply their knowledge to a previously unseen situation. will focus on ensuring students are able to take real-world data and evidence, understand its uses and limitations, and correctly identify the ways in which exam question command words may be used to test this understanding. By using local habitats around our Centres, interspersed with classroom-based research time, students will explore the effects of climate change on the local plants and animals. FSC Centres will provide real-world examples, using long-term data sets, for students to explore the changes in species distribution and development. Evidence for climate change will be discussed and the process of collection of data used within climate change models will be evaluated, in relation to model limitations. ICT will be used to support learning. This exploratory session will be led by FSC field teachers using a series of specially developed resources based on the Centre s local long-term data sets. The resources provided will facilitate the students in interpreting the data by guiding the students through a series of differentiated questions and brainstorming activities. Initially students will be asked to extrapolate key bits of information, which will then be synthesised with their own knowledge and species information provided by the FSC field teachers. Emperor Moth males can detect the pheromones released by females over distances of several kilometres.

5 Ecosystems and Sampling The focus of this session is to ensure students have the opportunity to study a range of ecological techniques, e.g. types of quadrats, transects, ACFOR scales percentage cover and individual organism counts. They will complete the specified practical work and be assessed by the school staff according to the Common Practical Criteria (CPAC) guidelines. FSC field teachers will provide support and resources for the students. Specified Practical Work: Investigation into the abundance and distribution of organisms in a habitat. Use appropriate equipment and techniques to carry out a range of mini-investigations in a named ecosystem. Carry out different sampling techniques, e.g. random sampling, transects, use of ACFOR scales. Use basic sampling equipment, e.g. frame quadrats, point quadrats, abiotic meters. Identify a range of species within this ecosystem. Describe how different sampling methods impact on the estimates of the size of a population. Make accurate observations and measurements relevant to the investigation. Take account of the hazards associated with working in the selected habitat and produce a report of their findings. Understand and be able to select the appropriate ecological sampling techniques according to the ecosystem and organism being studied. Assess the risks as an individual associated with working in the selected habitat and follow a series of control measures. Select the most suitable techniques to estimate abundance of a variety of species present in this habitat. Give reasons why a particular statistical test has been selected and describe the outcome of the test. Justify the choice of sampling technique with reference to precision, accuracy and reliability. Identify the complex array of variables present and begin to consider how to control these. Justify the amount of data collected. Explain the trends in secondary data with reference to key abiotic and biotic factors. FSC field teachers will use a variety of methods to ensure that students have grasped the key concepts and skills including questioning, peer and self-assessment and plenary activities. arrangements for the specified practical work will ensure teachers have the opportunity to assess their students against the CPAC. During the field course so far FSC field teachers will have monitored and developed students competencies in the range of CPAC skills to ensure that students are familiar with the standards required of them in to order to achieve a pass in the practical endorsement. Working in groups students will carry out an in-depth study of an ecosystem, finding out about the distribution and abundance of species and how these are linked to biotic and abiotic factors. Students will have the opportunity to compare a variety of sampling techniques, e.g. different quadrat types and sizes, random sampling and transects, ACFOR scales, percentage cover and individual counts. They will then find the effect of the method chosen on estimating population size and decide which methods are most appropriate for a particular species. They will have opportunities to estimate results, construct and interpret frequency tables and collect data for an appropriate statistical test. FSC field teachers will demonstrate a range of ecological sampling techniques and any new practical techniques needed. There will be opportunities for students to work in groups, sharing their results with other groups, but making sure students have the opportunity to demonstrate and record independent evidence. FSC field teachers will also play a monitoring role, ensuring that safety guidelines are followed and that students are working within accepted practices.

6 Biomass and Trophic Levels The focus of this session will be to collect numerical data to quantify the efficiency of transfer of biomass and energy between trophic levels. This data will be used to introduce ideas about how human activities can influence the efficiency of biomass transfer. Students will also investigate the functioning of the ecosystem in terms of predator-prey relationships, the interactions between organisms and their environment and their role in the regulation of the size of populations. Be able to carry out appropriate mathematical (handling, computational and graphical) techniques on fieldwork data. Gain an understanding of the interactions that take place within an ecosystem and how those interactions play a role in ensuring the stability of ecosystems. Show their understanding of the processes by which biomass transfers take place between trophic levels and of the relative efficiencies in different situations. Start to make synoptic links to other parts of the specification. Develop an appreciation of the impact of human activities on the efficiency of biomass transfer. Understand the relevance of these topics to a wider understanding of global issues. Understand how the study of ecology links to ideas of personal lifestyle choices and wider environmental sustainability. Formative assessment of this part of the course will comprise a rich mixture of extended opportunities for students to construct scientific meanings fully and accurately. FSC field teachers will ensure students have time to practise practical techniques with teacher and peer feedback, which enable them to develop and refine their practical methods and procedures. Students will investigate how biomass transfers through an ecosystem. They will develop their understanding of key ecological concepts including carrying capacity and predator-prey relationships. They will begin to work independently, deciding which factors to measure and justifying their choices of sampling strategies. Building on the skills, knowledge and understanding gained so far in the course, students will have taken much of the responsibility for the design of the fieldwork for the session. To achieve this FSC field teachers will use a range of techniques to encourage students and help them to collectively agree on an appropriate strategy for the session. Yorkshire Dales surrounding FSC Malham Tarn. The Tarn is one of only eight upland alkaline lakes in Europe.

7 Habitat Biodiversity The day will provide a first-hand experience that will contextualise ecological theories. Students will gather data using sampling techniques such as random sampling or belt transects with quadrats assessing frequency or percentage cover to determine species richness and calculate an index of diversity. They will complete the Specified Practical Work: Investigation into biodiversity in a habitat. Data will be analysed using bar graphs and an appropriate statistical test to develop an understanding of the impacts that human activities have on ecosystems. Be introduced to contrasting habitats. Be able to measure species richness and calculate Simpson s index of diversity. Draw suitable graphs and carry out appropriate mathematical analysis of their data. Carry out statistical analysis of their data. Develop an understanding of the differences between species in contrasting habitats and suggest reasons for this. Justify the choice of apparatus and techniques used. Justify the choice of sampling techniques used. Draw conclusions from the data collected and appreciate the limitations of experimental data. Interpret the significance of the calculated value of Simpson s Diversity Index. Be able to apply their understanding of the habitats studied to novel habitats and ecosystems. Justify the amount of data collected. FSC field teachers will provide direct feedback to students on the practical and theoretical aspects of the investigation. They will also provide challenging questions to individuals and groups, to ensure progress. arrangements for the specified practical work will ensure teachers have the opportunity to assess their students against the CPAC. During the field course so far FSC field teachers will have monitored and developed students competencies in the range of CPAC skills to ensure that students are familiar with the standards required of them in to order to achieve a pass in the practical endorsement. Students will collect quantitative and qualitative data to investigate biological diversity in contrasting habitats. Investigations will focus on the variation found in nature, from phenotypic variation within a species through to diversity within a community. Students will gather data using sampling techniques such as random sampling or belt transects with quadrats, assessing frequency, counts or percentage cover to determine species richness and calculate an index of diversity. FSC field teachers will lead an introduction in the form of mini-lectures and questioning, introducing the investigation. Students will then take more responsibility for their learning with support and help, focusing on structured discussions and questioning. The Pembrokeshire coast near FSC Orielton - many Centres lie within or near to one of the 15 UK National Parks.

8 Advanced Field Surveying The emphasis of this inspiring session is to introduce students to advanced field surveying skills that they would not otherwise have time to do at this level of study. Professional equipment and sampling methods will be discussed and used, as well as developing students detailed knowledge about one or two species. Describe a relevant method of capture needed for the species or family studied. Give reasons for the ethical constraints of mammal or insect surveying. Discuss niche adaptations and basic behaviours of the mammals or insects studied. Explain the principles behind the Lincoln index and concepts of population sizes. Explain the significance of variation within a species to changing habitat conditions. Students will be monitored to ensure that they are developing more complex practical skills in field monitoring. FSC field teachers will also use assertive questioning to ensure all students are challenged and that their interest in ecology is stimulated. All FSC Centres have long term monitoring projects and an extensive range of surveying equipment. Students may use the latest digital technologies to locate and monitor the Centre s bat populations or a light trap to monitor moths within the area. Opportunities are available to use Longworth traps to estimate the local population of small mammals or compare populations in different habitats. The ethical frameworks behind animal surveying will be covered and further opportunities to be involved in local and national societies will be introduced. FSC field teachers will use a variety of styles to convey the skills needed to monitor organisms. Building on students prior knowledge of practical techniques developed during the course, teaching methods will vary from instructional when introducing new equipment to student-led when looking at sampling strategies. Small mammal trapping a highlight of many courses. The data we collect gives important information about fluctuations in mammal populations.

9 Data Analysis and Maths Workshop This session will build students knowledge of the mathematical skills included in Energy For Life and Continuity Of Life. There will be opportunities to develop depth in students understanding of the t-test or Spearman s rank or provide further practice for students who need to consolidate their learning of the basics. Depending on the group s needs this session will provide an opportunity for students to really get to grips with statistical investigations, or provide a workshop to ensure that any gaps in students knowledge or understanding is filled. Select the relevant statistical test when presented with a data set. Identify the rules associated with a test relating to the number of samples required. Calculate and interpret the result of a statistical test. Suggest limitations to a given investigation. Develop specific skills such as using ratios, fractions and percentages, making estimates of results and using scatter diagrams. Suggest improvements for future investigations. Consolidate their understanding of the principles of sampling as applied to scientific data. Formative and summative assessment will be used in this session, with the goal of ensuring students can apply their knowledge to solving real-world problems and using statistical reasoning, throughout the stages of an investigation. Sample Materials (SAMs) will also be used to ensure that students can apply their knowledge to discrete sections of a pre-formed statistical investigation or provided data set. This session aims to allow for re-enforcement of the principles learnt relating to statistical investigations. Students will consider the four stages of an investigation (1) Posing the question(s) (II) Collecting the data (III) Analysing the data (IV) Interpreting the results. They will be provided with data sets from a range of investigations, which will be used as a basis to reinforce learning and ensure individual students have a complete understanding of the three required statistical tests. This will depend on the nature of the workshop. An in-depth focus on the background of statistical investigations will be facilitated in an exploratory way, enabling students to question, build thought experiments, use peer explanation and write mark schemes for selected SAMs. For students who are in need of some targeted intervention to ensure the basics are consolidated, FSC field teachers will use a range of techniques from instruction, modelling and demonstrations. Woodland surrounding FSC Juniper Hall in Surrey this county has the highest proportion of woodland in the UK, at 20%.

10 Exam Skills Workshop The main focus for this session is to ensure students have the confidence and abilities to feel as relaxed as possible in an exam situation, while answering ecology-based questions. They will have opportunities to practise and refine their knowledge and techniques, while learning some strategies to take away for revision time. Students will have opportunities to become comfortable with a range of exam questions on practical, mathematical and knowledge-based areas of ecology, biodiversity and ecosystems. Identify the key ecological principles which are fundamental in answering exam questions. Understand that the principles that they have learned are transferable between different ecosystems. Attempt a variety of question types based on different areas of the ecology specification and practicals. Assess their answer in relation to the mark scheme and develop their answer after reading exemplar materials. Identify the areas of exam technique where they will need additional support. Transfer the skills they have learned to other areas of biology and to other subjects. Recognise the barriers to improving their achievement and what they can do to overcome these. After answering an exam question, students will be provided with a mark scheme or exemplars from which they can assess the level that they are working at and improve on their answers. There are opportunities for self and peer assessment, constructing mark schemes within groups, improving answers on a carousel, correcting draft work and devising exam questions. FSC field teachers will help students to recognise the key ecological principles which will form the basis of exam answers no matter what context they are set in. Students will then have the opportunity to answer past exam questions and get expert feedback on their responses. We will highlight the ways in which the principles covered at one learning location are transferable to other ecosystems. FSC field teachers will provide structured guidance including time-saving techniques on how students can improve their answers to gain higher marks to different types of questions. Through a range of co-operative teaching techniques, such as collaborative group work, modelling answers, peer and teacher feedback and immersive mini-mock exams, students will work to produce answers to part and full exam questions. Wake Valley Pond near FSC Epping Forest is home to Bladderwort - a carnivorous plant that preys on microscopic zooplankton.

11 Succession An initial study will be made of an example of primary or secondary succession which demonstrates the key characteristics of increasing cover, diversity and stability as we move from pioneer to climax communities and ties these changes in with increasing soil depth and fertility. The diversity of the latter stage of this exemplar system will be compared to that of three sites which are the result of deflected succession, habitats managed for conservation (e.g. flower rich meadow), recreation (e.g. golf course) and agriculture (e.g. moderately or heavily grazed pasture). Use correct ecological terminology to describe the basic pattern of changes resulting from successional processes. Know examples of a range of habitats which are the result of deflected succession. Use Simpson s Diversity Index to describe the biodiversity of the sites investigated and be able to contrast the biodiversity of these sites with more natural examples of climax communities. Be able to apply the mathematical skills they have learnt to novel situations. Be taking principles learnt in this session and applying them to global considerations of the possible consequences of a loss of, for example, biodiversity, destruction of habitats, loss of pollinators and reduction in soil fertility. arrangements for this practical will ensure teachers have the opportunity to assess their students against the Common Practical Criteria (CPAC). During the field course FSC field teachers will have monitored and developed students competencies in the range of CPAC skills to ensure that students are familiar with the standards required of them to achieve a pass. This session will refer to and build on ideas covered earlier in the course and deal with ecological concepts at an ecosystem level. Students will explore successional processes in a natural system including primary and secondary succession, pioneers, sere and climax community. Links will be made to current environmental issues such as loss of biodiversity, habitat destruction, loss of pollinators and lessening of soil fertility. The teaching approach will be varied to match the learning styles of individual students and allow them to assess their own progression. They will be assisted in this process by experienced FSC field teachers who can also help them to make links to present and future concerns about issues (such as loss of biodiversity, habitat destruction, sustainability or climate change) and the lifestyle choices that people make. Studying sand dune succession in North Wales ecology comes to life as students see real changes in stunning locations.

12 Continuous Variation Students will be immersed in a selection of local habitats that will enable them to explore the concept of variation and improve their identification of a range of species. They will conduct a series of mini-investigations into the adaptations of plants to environmental factors such as temperature, light and water. Adaptation and selection pressures will also be considered in relation to the process of evolution. Become familiar with the hierarchy of taxonomic ranks and the structure of phylogenetic classification systems. Learn about ways of describing mathematically the variation in a set of measurements using averages (mean, median and mode) and standard deviations. Choose appropriate averages for summarising different types of data. Be able to explain the relative merits of summarising the spread of data using range, interquartile range or standard deviation. Evaluate the relative merits of different types of classification systems. Formative assessment of this part of the course, will comprise a rich mixture of extended opportunities for students to construct scientific meanings fully and accurately. They will work in both theoretical and practical contexts, applying their knowledge and understanding of scientific processes and ideas. Students may use assessment proformas to match learning to goals and explain their understanding and competencies of the enquiry process, their practical ecology skills and manipulation of messy real-world data sets. Students will investigate a number of local habitats to introduce ideas about variation and identification. They will examine some of the adaptations that plants show which allow them to cope with environmental stresses such as lack of water, water-logging and differences in light levels. Variation in these plants will be summarised mathematically using averages and standard deviations. As well as looking at environmental variation, genetic variation may be highlighted using models such as the banded snail. The teaching approach will be varied to match the learning styles of individual students and allow them to assess their own progression. They will be assisted in this process by experienced FSC field teachers who can also help them to make links to present and future concerns about issues (such as loss of biodiversity, habitat destruction, sustainability or climate change) and the lifestyle choices that people make. Two colour forms of the banded snail subject of classic studies linking phenotype to habitat.

Measuring physical factors in the environment

Measuring physical factors in the environment B2 3.1a Student practical sheet Measuring physical factors in the environment Do environmental conditions affect the distriution of plants? Aim To find out whether environmental conditions affect the distriution

More information

Probability and Statistics Curriculum Pacing Guide

Probability and Statistics Curriculum Pacing Guide Unit 1 Terms PS.SPMJ.3 PS.SPMJ.5 Plan and conduct a survey to answer a statistical question. Recognize how the plan addresses sampling technique, randomization, measurement of experimental error and methods

More information

level 5 (6 SCQF credit points)

level 5 (6 SCQF credit points) Biology: Life on Earth (National 5) SCQF: level 5 (6 SCQF credit points) Unit code: H209 75 Unit outline The general aim of this Unit is to develop skills of scientific inquiry, investigation and analytical

More information

Algebra 1, Quarter 3, Unit 3.1. Line of Best Fit. Overview

Algebra 1, Quarter 3, Unit 3.1. Line of Best Fit. Overview Algebra 1, Quarter 3, Unit 3.1 Line of Best Fit Overview Number of instructional days 6 (1 day assessment) (1 day = 45 minutes) Content to be learned Analyze scatter plots and construct the line of best

More information

Lesson M4. page 1 of 2

Lesson M4. page 1 of 2 Lesson M4 page 1 of 2 Miniature Gulf Coast Project Math TEKS Objectives 111.22 6b.1 (A) apply mathematics to problems arising in everyday life, society, and the workplace; 6b.1 (C) select tools, including

More information

How the Guppy Got its Spots:

How the Guppy Got its Spots: This fall I reviewed the Evobeaker labs from Simbiotic Software and considered their potential use for future Evolution 4974 courses. Simbiotic had seven labs available for review. I chose to review the

More information

This Performance Standards include four major components. They are

This Performance Standards include four major components. They are Environmental Physics Standards The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science. The Project 2061 s Benchmarks for Science Literacy

More information

4th Grade Science Test Ecosystems

4th Grade Science Test Ecosystems 4th Grade Science Free PDF ebook Download: 4th Grade Science Download or Read Online ebook 4th grade science test ecosystems in PDF Format From The Best User Guide Database 4th Grade--LIFE SCIENCE. Unit

More information

Programme Specification

Programme Specification Programme Specification Title: Accounting and Finance Final Award: Master of Science (MSc) With Exit Awards at: Postgraduate Certificate (PG Cert) Postgraduate Diploma (PG Dip) Master of Science (MSc)

More information

SCORING KEY AND RATING GUIDE

SCORING KEY AND RATING GUIDE FOR TEACHERS ONLY The University of the State of New York Le REGENTS HIGH SCHOOL EXAMINATION LIVING ENVIRONMENT Wednesday, June 19, 2002 9:15 a.m. to 12:15 p.m., only SCORING KEY AND RATING GUIDE Directions

More information

Statistical Analysis of Climate Change, Renewable Energies, and Sustainability An Independent Investigation for Introduction to Statistics

Statistical Analysis of Climate Change, Renewable Energies, and Sustainability An Independent Investigation for Introduction to Statistics 5/22/2012 Statistical Analysis of Climate Change, Renewable Energies, and Sustainability An Independent Investigation for Introduction to Statistics College of Menominee Nation & University of Wisconsin

More information

Politics and Society Curriculum Specification

Politics and Society Curriculum Specification Leaving Certificate Politics and Society Curriculum Specification Ordinary and Higher Level 1 September 2015 2 Contents Senior cycle 5 The experience of senior cycle 6 Politics and Society 9 Introduction

More information

Every curriculum policy starts from this policy and expands the detail in relation to the specific requirements of each policy s field.

Every curriculum policy starts from this policy and expands the detail in relation to the specific requirements of each policy s field. 1. WE BELIEVE We believe a successful Teaching and Learning Policy enables all children to be effective learners; to have the confidence to take responsibility for their own learning; understand what it

More information

EQuIP Review Feedback

EQuIP Review Feedback EQuIP Review Feedback Lesson/Unit Name: On the Rainy River and The Red Convertible (Module 4, Unit 1) Content Area: English language arts Grade Level: 11 Dimension I Alignment to the Depth of the CCSS

More information

Coimisiún na Scrúduithe Stáit State Examinations Commission LEAVING CERTIFICATE 2008 MARKING SCHEME GEOGRAPHY HIGHER LEVEL

Coimisiún na Scrúduithe Stáit State Examinations Commission LEAVING CERTIFICATE 2008 MARKING SCHEME GEOGRAPHY HIGHER LEVEL Coimisiún na Scrúduithe Stáit State Examinations Commission LEAVING CERTIFICATE 2008 MARKING SCHEME GEOGRAPHY HIGHER LEVEL LEAVING CERTIFICATE 2008 MARKING SCHEME GEOGRAPHY HIGHER LEVEL PART ONE: SHORT-ANSWER

More information

STA 225: Introductory Statistics (CT)

STA 225: Introductory Statistics (CT) Marshall University College of Science Mathematics Department STA 225: Introductory Statistics (CT) Course catalog description A critical thinking course in applied statistical reasoning covering basic

More information

Unit 7 Data analysis and design

Unit 7 Data analysis and design 2016 Suite Cambridge TECHNICALS LEVEL 3 IT Unit 7 Data analysis and design A/507/5007 Guided learning hours: 60 Version 2 - revised May 2016 *changes indicated by black vertical line ocr.org.uk/it LEVEL

More information

CFAN 3504 Vertebrate Research Design and Field Survey Techniques

CFAN 3504 Vertebrate Research Design and Field Survey Techniques Syllabus Thailand International Field Course: December 27 2016 / 15 January 2017 CFAN 3504 Vertebrate Research Design and Field Survey Techniques 1. COURSE DESCRIPTION This course provides participants

More information

Numeracy Medium term plan: Summer Term Level 2C/2B Year 2 Level 2A/3C

Numeracy Medium term plan: Summer Term Level 2C/2B Year 2 Level 2A/3C Numeracy Medium term plan: Summer Term Level 2C/2B Year 2 Level 2A/3C Using and applying mathematics objectives (Problem solving, Communicating and Reasoning) Select the maths to use in some classroom

More information

HARPER ADAMS UNIVERSITY Programme Specification

HARPER ADAMS UNIVERSITY Programme Specification HARPER ADAMS UNIVERSITY Programme Specification 1 Awarding Institution: Harper Adams University 2 Teaching Institution: Askham Bryan College 3 Course Accredited by: Not Applicable 4 Final Award and Level:

More information

INTRODUCTION TO TEACHING GUIDE

INTRODUCTION TO TEACHING GUIDE GCSE REFORM INTRODUCTION TO TEACHING GUIDE February 2015 GCSE (9 1) History B: The Schools History Project Oxford Cambridge and RSA GCSE (9 1) HISTORY B Background GCSE History is being redeveloped for

More information

PROJECT LEARNING TREE 4 th grade Language Arts Correlation to the Texas Essential Knowledge and Skills

PROJECT LEARNING TREE 4 th grade Language Arts Correlation to the Texas Essential Knowledge and Skills PROJECT LEARNING TREE 4 th grade Language Arts Correlation/TEKS Language Arts Students are expected to: Activity 4.3A summarize and explain the lesson or message of a work of fiction as its theme 18, 89

More information

2 Participatory Learning and Action Research (PLAR) curriculum

2 Participatory Learning and Action Research (PLAR) curriculum 2 Participatory Learning and Action Research (PLAR) curriculum 2.1 Principles and objectives of the PLAR approach approach, based on adult learning in groups of 20 to 25 farmers, curriculum covers the

More information

BIODIVERSITY: CAUSES, CONSEQUENCES, AND CONSERVATION

BIODIVERSITY: CAUSES, CONSEQUENCES, AND CONSERVATION Z 349 NOTE to prospective students: This syllabus is intended to provide students who are considering taking this course an idea of what they will be learning. A more detailed syllabus will be available

More information

Lesson Plan Title Aquatic Ecology

Lesson Plan Title Aquatic Ecology Lesson Plan Title Aquatic Ecology Name (last, first): Larson, Don Scientific Theme(s): C-2: develop an understanding of the structure, function, behavior, development, life cycles, and diversity of living

More information

AGS THE GREAT REVIEW GAME FOR PRE-ALGEBRA (CD) CORRELATED TO CALIFORNIA CONTENT STANDARDS

AGS THE GREAT REVIEW GAME FOR PRE-ALGEBRA (CD) CORRELATED TO CALIFORNIA CONTENT STANDARDS AGS THE GREAT REVIEW GAME FOR PRE-ALGEBRA (CD) CORRELATED TO CALIFORNIA CONTENT STANDARDS 1 CALIFORNIA CONTENT STANDARDS: Chapter 1 ALGEBRA AND WHOLE NUMBERS Algebra and Functions 1.4 Students use algebraic

More information

Statewide Framework Document for:

Statewide Framework Document for: Statewide Framework Document for: 270301 Standards may be added to this document prior to submission, but may not be removed from the framework to meet state credit equivalency requirements. Performance

More information

Learning and Teaching

Learning and Teaching Learning and Teaching Set Induction and Closure: Key Teaching Skills John Dallat March 2013 The best kind of teacher is one who helps you do what you couldn t do yourself, but doesn t do it for you (Child,

More information

Biological Sciences, BS and BA

Biological Sciences, BS and BA Student Learning Outcomes Assessment Summary Biological Sciences, BS and BA College of Natural Science and Mathematics AY 2012/2013 and 2013/2014 1. Assessment information collected Submitted by: Diane

More information

GUIDE CURRICULUM. Science 10

GUIDE CURRICULUM. Science 10 Science 10 Arts Education Business Education English Language Arts Entrepreneurship Family Studies Health Education International Baccalaureate Languages Mathematics Personal Development and Career Education

More information

1 Use complex features of a word processing application to a given brief. 2 Create a complex document. 3 Collaborate on a complex document.

1 Use complex features of a word processing application to a given brief. 2 Create a complex document. 3 Collaborate on a complex document. National Unit specification General information Unit code: HA6M 46 Superclass: CD Publication date: May 2016 Source: Scottish Qualifications Authority Version: 02 Unit purpose This Unit is designed to

More information

The lab is designed to remind you how to work with scientific data (including dealing with uncertainty) and to review experimental design.

The lab is designed to remind you how to work with scientific data (including dealing with uncertainty) and to review experimental design. Name: Partner(s): Lab #1 The Scientific Method Due 6/25 Objective The lab is designed to remind you how to work with scientific data (including dealing with uncertainty) and to review experimental design.

More information

EGRHS Course Fair. Science & Math AP & IB Courses

EGRHS Course Fair. Science & Math AP & IB Courses EGRHS Course Fair Science & Math AP & IB Courses Science Courses: AP Physics IB Physics SL IB Physics HL AP Biology IB Biology HL AP Physics Course Description Course Description AP Physics C (Mechanics)

More information

Inquiry Learning Methodologies and the Disposition to Energy Systems Problem Solving

Inquiry Learning Methodologies and the Disposition to Energy Systems Problem Solving Inquiry Learning Methodologies and the Disposition to Energy Systems Problem Solving Minha R. Ha York University minhareo@yorku.ca Shinya Nagasaki McMaster University nagasas@mcmaster.ca Justin Riddoch

More information

Level 1 Mathematics and Statistics, 2015

Level 1 Mathematics and Statistics, 2015 91037 910370 1SUPERVISOR S Level 1 Mathematics and Statistics, 2015 91037 Demonstrate understanding of chance and data 9.30 a.m. Monday 9 November 2015 Credits: Four Achievement Achievement with Merit

More information

Business. Pearson BTEC Level 1 Introductory in. Specification

Business. Pearson BTEC Level 1 Introductory in. Specification Pearson BTEC Level 1 Introductory in Business Specification Pearson BTEC Level 1 Introductory Certificate in Business Pearson BTEC Level 1 Introductory Diploma in Business Pearson BTEC Level 1 Introductory

More information

Lesson 1 Taking chances with the Sun

Lesson 1 Taking chances with the Sun P2 Radiation and life Lesson 1 Taking chances with the Sun consider health benefits as well as risks that sunlight presents introduce two ideas: balancing risks and benefits, reducing risks revisit the

More information

Evolution in Paradise

Evolution in Paradise Evolution in Paradise Engaging science lessons for middle and high school brought to you by BirdSleuth K-12 and the most extravagant birds in the world! The Evolution in Paradise lesson series is part

More information

Fifth Grade Science Inquiry Questions

Fifth Grade Science Inquiry Questions Fifth Inquiry Free PDF ebook Download: Fifth Inquiry Download or Read Online ebook fifth grade science inquiry questions in PDF Format From The Best User Guide Database Science. Grade-Level Expectations:

More information

This document has been produced by:

This document has been produced by: year 9 This document has been produced by: The All Wales ESDGC Officer Group to support schools introducing the National Literacy and Numeracy Framework through ESDGC activities. With support from: Developing

More information

Teaching NGSS in Elementary School Third Grade

Teaching NGSS in Elementary School Third Grade LIVE INTERACTIVE LEARNING @ YOUR DESKTOP Teaching NGSS in Elementary School Third Grade Presented by: Ted Willard, Carla Zembal-Saul, Mary Starr, and Kathy Renfrew December 17, 2014 6:30 p.m. ET / 5:30

More information

Grade 6: Correlated to AGS Basic Math Skills

Grade 6: Correlated to AGS Basic Math Skills Grade 6: Correlated to AGS Basic Math Skills Grade 6: Standard 1 Number Sense Students compare and order positive and negative integers, decimals, fractions, and mixed numbers. They find multiples and

More information

St Michael s Catholic Primary School

St Michael s Catholic Primary School St Michael s Catholic Primary School Inspection report Unique Reference Number 10477 Local Authority Wolverhampton Inspection number 77076 Inspection dates 19 20 September 2011 Reporting inspector Sharona

More information

Document number: 2013/ Programs Committee 6/2014 (July) Agenda Item 42.0 Bachelor of Engineering with Honours in Software Engineering

Document number: 2013/ Programs Committee 6/2014 (July) Agenda Item 42.0 Bachelor of Engineering with Honours in Software Engineering Document number: 2013/0006139 Programs Committee 6/2014 (July) Agenda Item 42.0 Bachelor of Engineering with Honours in Software Engineering Program Learning Outcomes Threshold Learning Outcomes for Engineering

More information

Coral Reef Fish Survey Simulation

Coral Reef Fish Survey Simulation Your web browser (Safari 7) is out of date. For more security, comfort and Activitydevelop the best experience on this site: Update your browser Ignore Coral Reef Fish Survey Simulation How do scientists

More information

1. Listen carefully as your teacher assigns you two or more rows of the Biome Jigsaw Chart (page S2) to fill in.

1. Listen carefully as your teacher assigns you two or more rows of the Biome Jigsaw Chart (page S2) to fill in. Biome Bags - Student Guide In this activity, you will explore ecology and biodiversity will be to work cooperatively to: in seven terrestrial biomes. Your task 1. Research and share information to complete

More information

Mathematics subject curriculum

Mathematics subject curriculum Mathematics subject curriculum Dette er ei omsetjing av den fastsette læreplanteksten. Læreplanen er fastsett på Nynorsk Established as a Regulation by the Ministry of Education and Research on 24 June

More information

Use the Syllabus to tick off the things you know, and highlight the areas you are less clear on. Use BBC Bitesize Lessons, revision activities and

Use the Syllabus to tick off the things you know, and highlight the areas you are less clear on. Use BBC Bitesize Lessons, revision activities and Use the Syllabus to tick off the things you know, and highlight the areas you are less clear on. Use BBC Bitesize Lessons, revision activities and tests to do. Use the websites recommended by your subject

More information

Higher education is becoming a major driver of economic competitiveness

Higher education is becoming a major driver of economic competitiveness Executive Summary Higher education is becoming a major driver of economic competitiveness in an increasingly knowledge-driven global economy. The imperative for countries to improve employment skills calls

More information

Programme Specification

Programme Specification Programme Specification Title of Course: Foundation Year in Science, Computing & Mathematics Date Specification Produced: January 2013 Date Specification Last Revised: May 2013 This Programme Specification

More information

INSTRUCTIONAL FOCUS DOCUMENT Grade 5/Science

INSTRUCTIONAL FOCUS DOCUMENT Grade 5/Science Exemplar Lesson 01: Comparing Weather and Climate Exemplar Lesson 02: Sun, Ocean, and the Water Cycle State Resources: Connecting to Unifying Concepts through Earth Science Change Over Time RATIONALE:

More information

Text: envisionmath by Scott Foresman Addison Wesley. Course Description

Text: envisionmath by Scott Foresman Addison Wesley. Course Description Ms. Burr 4B Mrs. Hession 4A Math Syllabus 4A & 4B Text: envisionmath by Scott Foresman Addison Wesley In fourth grade we will learn and develop in the acquisition of different mathematical operations while

More information

University of Toronto Mississauga Degree Level Expectations. Preamble

University of Toronto Mississauga Degree Level Expectations. Preamble University of Toronto Mississauga Degree Level Expectations Preamble In December, 2005, the Council of Ontario Universities issued a set of degree level expectations (drafted by the Ontario Council of

More information

Planting Seeds, Part 1: Can You Design a Fair Test?

Planting Seeds, Part 1: Can You Design a Fair Test? Planting Seeds, Part 1: Can You Design a Fair Test? In this investigation, your team will choose 2 or 3 seeds in order to design an investigation to learn something more about them. First, you will need

More information

LITERACY ACROSS THE CURRICULUM POLICY

LITERACY ACROSS THE CURRICULUM POLICY "Pupils should be taught in all subjects to express themselves correctly and appropriately and to read accurately and with understanding." QCA Use of Language across the Curriculum "Thomas Estley Community

More information

How to Read the Next Generation Science Standards (NGSS)

How to Read the Next Generation Science Standards (NGSS) How to Read the Next Generation Science Standards (NGSS) The Next Generation Science Standards (NGSS) are distinct from prior science standards in three essential ways. 1) Performance. Prior standards

More information

Science Fair Project Handbook

Science Fair Project Handbook Science Fair Project Handbook IDENTIFY THE TESTABLE QUESTION OR PROBLEM: a) Begin by observing your surroundings, making inferences and asking testable questions. b) Look for problems in your life or surroundings

More information

Missouri Mathematics Grade-Level Expectations

Missouri Mathematics Grade-Level Expectations A Correlation of to the Grades K - 6 G/M-223 Introduction This document demonstrates the high degree of success students will achieve when using Scott Foresman Addison Wesley Mathematics in meeting the

More information

PROGRAMME SPECIFICATION

PROGRAMME SPECIFICATION PROGRAMME SPECIFICATION 1 Awarding Institution Newcastle University 2 Teaching Institution Newcastle University 3 Final Award M.Sc. 4 Programme Title Industrial and Commercial Biotechnology 5 UCAS/Programme

More information

Assessment Pack HABC Level 3 Award in Education and Training (QCF)

Assessment Pack HABC Level 3 Award in Education and Training (QCF) www.highfieldabc.com Assessment Pack HABC Level 3 Award in Education and Training (QCF) Version 1: December 2013 Contents Introduction 3 Learner Details 5 Centre Details 5 Achievement Summary Sheet 6 Declaration

More information

Lecture 1: Machine Learning Basics

Lecture 1: Machine Learning Basics 1/69 Lecture 1: Machine Learning Basics Ali Harakeh University of Waterloo WAVE Lab ali.harakeh@uwaterloo.ca May 1, 2017 2/69 Overview 1 Learning Algorithms 2 Capacity, Overfitting, and Underfitting 3

More information

AGRICULTURAL AND EXTENSION EDUCATION

AGRICULTURAL AND EXTENSION EDUCATION Agricultural and Extension 1 AGRICULTURAL AND EXTENSION EDUCATION Undergraduate Program Information The department offers a broad-based curriculum with majors, options and minors that prepare students

More information

Biome I Can Statements

Biome I Can Statements Biome I Can Statements I can recognize the meanings of abbreviations. I can use dictionaries, thesauruses, glossaries, textual features (footnotes, sidebars, etc.) and technology to define and pronounce

More information

Standards Alignment... 5 Safe Science... 9 Scientific Inquiry Assembling Rubber Band Books... 15

Standards Alignment... 5 Safe Science... 9 Scientific Inquiry Assembling Rubber Band Books... 15 Standards Alignment... 5 Safe Science... 9 Scientific Inquiry... 11 Assembling Rubber Band Books... 15 Organisms and Environments Plants Are Producers... 17 Producing a Producer... 19 The Part Plants Play...

More information

THE UNITED REPUBLIC OF TANZANIA MINISTRY OF EDUCATION SCIENCE AND TECHNOLOGY SOCIAL STUDIES SYLLABUS FOR BASIC EDUCATION STANDARD III-VI

THE UNITED REPUBLIC OF TANZANIA MINISTRY OF EDUCATION SCIENCE AND TECHNOLOGY SOCIAL STUDIES SYLLABUS FOR BASIC EDUCATION STANDARD III-VI THE UNITED REPUBLIC OF TANZANIA MINISTRY OF EDUCATION SCIENCE AND TECHNOLOGY SOCIAL STUDIES SYLLABUS FOR BASIC EDUCATION STANDARD III-VI THE UNITED REPUBLIC OF TANZANIA MINISTRY OF EDUCATION SCIENCE AND

More information

Thameside Primary School Rationale for Assessment against the National Curriculum

Thameside Primary School Rationale for Assessment against the National Curriculum Thameside Primary School Rationale for Assessment against the National Curriculum We are a rights respecting school: Article 28: (Right to education): All children have the right to a primary education.

More information

Food Chain Cut And Paste Activities

Food Chain Cut And Paste Activities Cut And Paste Activities Free PDF ebook Download: Cut And Paste Activities Download or Read Online ebook food chain cut and paste activities in PDF Format From The Best User Guide Database CO #3: Organise

More information

Rendezvous with Comet Halley Next Generation of Science Standards

Rendezvous with Comet Halley Next Generation of Science Standards Next Generation of Science Standards 5th Grade 6 th Grade 7 th Grade 8 th Grade 5-PS1-3 Make observations and measurements to identify materials based on their properties. MS-PS1-4 Develop a model that

More information

Qualification handbook

Qualification handbook Qualification handbook BIIAB Level 3 Award in 601/5960/1 Version 1 April 2015 Table of Contents 1. About the BIIAB Level 3 Award in... 1 2. About this pack... 2 3. BIIAB Customer Service... 2 4. What are

More information

Johns Hopkins University

Johns Hopkins University 1 Section 1 Instructor, Course Information & Objectives Advanced Academic Programs Zanvyl Krieger School of Arts and Sciences AS.420.620.81.FA17: Soils in Natural and Anthropogenic Ecosystems The soil

More information

Edexcel GCSE. Statistics 1389 Paper 1H. June Mark Scheme. Statistics Edexcel GCSE

Edexcel GCSE. Statistics 1389 Paper 1H. June Mark Scheme. Statistics Edexcel GCSE Edexcel GCSE Statistics 1389 Paper 1H June 2007 Mark Scheme Edexcel GCSE Statistics 1389 NOTES ON MARKING PRINCIPLES 1 Types of mark M marks: method marks A marks: accuracy marks B marks: unconditional

More information

HOLMER GREEN SENIOR SCHOOL CURRICULUM INFORMATION

HOLMER GREEN SENIOR SCHOOL CURRICULUM INFORMATION HOLMER GREEN SENIOR SCHOOL CURRICULUM INFORMATION Subject: Mathematics Year Group: 7 Exam Board: (For years 10, 11, 12 and 13 only) Assessment requirements: Students will take 3 large assessments during

More information

2015 Academic Program Review. School of Natural Resources University of Nebraska Lincoln

2015 Academic Program Review. School of Natural Resources University of Nebraska Lincoln 2015 Academic Program Review School of Natural Resources University of Nebraska Lincoln R Executive Summary Natural resources include everything used or valued by humans and not created by humans. As a

More information

Knowle DGE Learning Centre. PSHE Policy

Knowle DGE Learning Centre. PSHE Policy Knowle DGE Learning Centre PSHE Policy Knowle DGE Learning Centre PSHE POLICY Our Mission Staff and Governors of the Learning Centre believe that young people at Knowle DGE will DISCOVER new learning opportunities

More information

TIEE Teaching Issues and Experiments in Ecology - Volume 1, January 2004

TIEE Teaching Issues and Experiments in Ecology - Volume 1, January 2004 TIEE Teaching Issues and Experiments in Ecology - Volume 1, January 2004 ISSUES FIGURE SET What's Killing the Coral Reefs and Seagrasses? Charlene D'Avanzo 1 and Susan Musante 2 1 - School of Natural Sciences,

More information

Biscayne Bay Campus, Marine Science Building (room 250 D)

Biscayne Bay Campus, Marine Science Building (room 250 D) COURSE SYLLABUS BIOLOGY OF MARINE MAMMALS OCB-4303 GENERAL INFORMATION PROFESSOR INFORMATION Instructor: Dr. Jeremy Kiszka Phone: (305) 919-4104 Office: Biscayne Bay Campus, Marine Science Building (room

More information

Mie University Graduate School of Bioresources Graduate School code:25

Mie University Graduate School of Bioresources Graduate School code:25 Mie University Graduate School of Bioresources Graduate School code:25 Web site: http://www.bio.mie-u.ac.jp/en/index.html 1. Graduate School code 2. Maximum number of participants 3. Fields of Study Sub

More information

Using research in your school and your teaching Research-engaged professional practice TPLF06

Using research in your school and your teaching Research-engaged professional practice TPLF06 Using research in your school and your teaching Research-engaged professional practice TPLF06 What is research-engaged professional practice? The great educationalist Lawrence Stenhouse defined research

More information

CERTIFICATE OF HIGHER EDUCATION NEW PROGRAMME SPECIFICATION. 1. Awarding Institution University of Leicester

CERTIFICATE OF HIGHER EDUCATION NEW PROGRAMME SPECIFICATION. 1. Awarding Institution University of Leicester 1 CERTIFICATE OF HIGHER EDUCATION NEW PROGRAMME SPECIFICATION 1. Awarding Institution University of Leicester 2. Teaching Institution Institute of Lifelong Learning, Faculty of Education, University of

More information

AGN 331 Soil Science Lecture & Laboratory Face to Face Version, Spring, 2012 Syllabus

AGN 331 Soil Science Lecture & Laboratory Face to Face Version, Spring, 2012 Syllabus AGN 331 Soil Science Lecture & Laboratory Face to Face Version, Spring, 2012 Syllabus Contact Information: J. Leon Young Office number: 936-468-4544 Soil Plant Analysis Lab: 936-468-4500 Agriculture Department,

More information

Programme Specification. MSc in International Real Estate

Programme Specification. MSc in International Real Estate Programme Specification MSc in International Real Estate IRE GUIDE OCTOBER 2014 ROYAL AGRICULTURAL UNIVERSITY, CIRENCESTER PROGRAMME SPECIFICATION MSc International Real Estate NB The information contained

More information

Qualification Guidance

Qualification Guidance Qualification Guidance For awarding organisations Award in Education and Training (QCF) Updated May 2013 Contents Glossary... 2 Section 1 Introduction 1.1 Purpose of this document... 3 1.2 How to use this

More information

Digital Media Literacy

Digital Media Literacy Digital Media Literacy Draft specification for Junior Cycle Short Course For Consultation October 2013 2 Draft short course: Digital Media Literacy Contents Introduction To Junior Cycle 5 Rationale 6 Aim

More information

Shockwheat. Statistics 1, Activity 1

Shockwheat. Statistics 1, Activity 1 Statistics 1, Activity 1 Shockwheat Students require real experiences with situations involving data and with situations involving chance. They will best learn about these concepts on an intuitive or informal

More information

A Pilot Study on Pearson s Interactive Science 2011 Program

A Pilot Study on Pearson s Interactive Science 2011 Program Final Report A Pilot Study on Pearson s Interactive Science 2011 Program Prepared by: Danielle DuBose, Research Associate Miriam Resendez, Senior Researcher Dr. Mariam Azin, President Submitted on August

More information

Programme Specification

Programme Specification Programme Specification Title: Crisis and Disaster Management Final Award: Master of Science (MSc) With Exit Awards at: Postgraduate Certificate (PG Cert) Postgraduate Diploma (PG Dip) Master of Science

More information

White Paper. The Art of Learning

White Paper. The Art of Learning The Art of Learning Based upon years of observation of adult learners in both our face-to-face classroom courses and using our Mentored Email 1 distance learning methodology, it is fascinating to see how

More information

Stakeholder Debate: Wind Energy

Stakeholder Debate: Wind Energy Activity ENGAGE For Educator Stakeholder Debate: Wind Energy How do stakeholder interests determine which specific resources a community will use? For the complete activity with media resources, visit:

More information

Final Teach For America Interim Certification Program

Final Teach For America Interim Certification Program Teach For America Interim Certification Program Program Rubric Overview The Teach For America (TFA) Interim Certification Program Rubric was designed to provide formative and summative feedback to TFA

More information

This document has been produced by:

This document has been produced by: year 6 This document has been produced by: The All Wales ESDGC Officer Group to support schools introducing the National Literacy and Numeracy Framework through ESDGC activities. With support from: Developing

More information

Software Maintenance

Software Maintenance 1 What is Software Maintenance? Software Maintenance is a very broad activity that includes error corrections, enhancements of capabilities, deletion of obsolete capabilities, and optimization. 2 Categories

More information

Observing Teachers: The Mathematics Pedagogy of Quebec Francophone and Anglophone Teachers

Observing Teachers: The Mathematics Pedagogy of Quebec Francophone and Anglophone Teachers Observing Teachers: The Mathematics Pedagogy of Quebec Francophone and Anglophone Teachers Dominic Manuel, McGill University, Canada Annie Savard, McGill University, Canada David Reid, Acadia University,

More information

Self Study Report Computer Science

Self Study Report Computer Science Computer Science undergraduate students have access to undergraduate teaching, and general computing facilities in three buildings. Two large classrooms are housed in the Davis Centre, which hold about

More information

ACTL5103 Stochastic Modelling For Actuaries. Course Outline Semester 2, 2014

ACTL5103 Stochastic Modelling For Actuaries. Course Outline Semester 2, 2014 UNSW Australia Business School School of Risk and Actuarial Studies ACTL5103 Stochastic Modelling For Actuaries Course Outline Semester 2, 2014 Part A: Course-Specific Information Please consult Part B

More information

National Literacy and Numeracy Framework for years 3/4

National Literacy and Numeracy Framework for years 3/4 1. Oracy National Literacy and Numeracy Framework for years 3/4 Speaking Listening Collaboration and discussion Year 3 - Explain information and ideas using relevant vocabulary - Organise what they say

More information

2016 School Performance Information

2016 School Performance Information 2016 School Performance Information Under the Australian Government funding requirements and in line with the schools Assistance Act 2008, La Salle College is required to publish specific information via

More information

Module 12. Machine Learning. Version 2 CSE IIT, Kharagpur

Module 12. Machine Learning. Version 2 CSE IIT, Kharagpur Module 12 Machine Learning 12.1 Instructional Objective The students should understand the concept of learning systems Students should learn about different aspects of a learning system Students should

More information

SOCIAL STUDIES GRADE 1. Clear Learning Targets Office of Teaching and Learning Curriculum Division FAMILIES NOW AND LONG AGO, NEAR AND FAR

SOCIAL STUDIES GRADE 1. Clear Learning Targets Office of Teaching and Learning Curriculum Division FAMILIES NOW AND LONG AGO, NEAR AND FAR SOCIAL STUDIES FAMILIES NOW AND LONG AGO, NEAR AND FAR GRADE 1 Clear Learning Targets 2015-2016 Aligned with Ohio s Learning Standards for Social Studies Office of Teaching and Learning Curriculum Division

More information

MADERA SCIENCE FAIR 2013 Grades 4 th 6 th Project due date: Tuesday, April 9, 8:15 am Parent Night: Tuesday, April 16, 6:00 8:00 pm

MADERA SCIENCE FAIR 2013 Grades 4 th 6 th Project due date: Tuesday, April 9, 8:15 am Parent Night: Tuesday, April 16, 6:00 8:00 pm MADERA SCIENCE FAIR 2013 Grades 4 th 6 th Project due date: Tuesday, April 9, 8:15 am Parent Night: Tuesday, April 16, 6:00 8:00 pm Why participate in the Science Fair? Science fair projects give students

More information

To provide students with a formative and summative assessment about their learning behaviours. To reinforce key learning behaviours and skills that

To provide students with a formative and summative assessment about their learning behaviours. To reinforce key learning behaviours and skills that To provide students with a formative and summative assessment about their learning behaviours. To reinforce key learning behaviours and skills that are important for lifelong learning and academic success.

More information