Australian Animals 2 1 Essay Example for Free

Australian Animals 2 1 Essay Unit Rationale: The unit focuses on the topic of Australian Animals, students will explore the local environment first hand to develop knowledge and understanding of the native animals that surround us. Throughout the unit students will engage in lessons that highlight different aspects of Australian animals such as habit, food chain, and physical appearance. In conjunction students will distinguish the relationship between Aboriginals and Australian animals through research and contact with indigenous community members. Using different learning strategies students will be able to identify native animals and their role in the environment; students will also create their own interpretation of dreamtime stories about Australian Animals. Towards the middle of the unit students will attend the Australian walkabout wildlife park where they will learn about Australian animals shelters, see how animals find or build shelters in the bush also interacting with wild animals living naturally, plus visit an ancient Aboriginal site to learn about hand stenciled caves, rock engravings and bush tucker. Class size: 23, 6 who identity as aboriginal, 2 whom are from a Pacific Islander background and 1 whom is from a Korean background. Class Description: Students in our class are of ages 6 and 7 and have seen to display mixed motivation levels when participating in activities. Most students are easily engaged in classroom activities, but only a small proportion of students are disengaged in some activities. Special considerations may need to be put in place in order for students to be motivated and keen to learn. As for scheduling, this unit will run for 1-hour once a week over 8 weeks in the semester. Our classroom will be equipped with a computer, projector and smartboard to support our lessons. School background. Wallace Public school is renowned for providing high quality primary education. The schools success has been the major factor in the growth of the school to its maximum capacity. Wallace Public School ranges from Kindergarten to Year 6 (ages 5-12). Enrollments in the school are 375 students of whom 63 students are identified as Aboriginal or Torres Strait Islanders. The school is supported by a fulltime Administration Manager, an Administration Officer, an Aboriginal Education Officer, Student Learning Support. Officers and a General Assistant. Wallace Public School delivers life skills based learning programs to address the needs of students within the framework of curriculum documents. The school also provides opportunities for community participation and work experience with community access being a major focus. Alilia Sikahele Teigan Power Abbey Bates Learning expectations and indigenous considerations Abbey Class role Name Gender Identifies as Special needs Ashley, Sue Female Aboriginal Bennet, John Male Cossa, Andrew Male Fijian Asthmatic Culler, Fiona Female Edwards, Emily Female Aboriginal Fields, Abel Male Fuller, Samuel Male Gideon, Samantha Female Aboriginal Harvey, Mark Male Loli, Esther Female. Tongan English as 2nd Language – require ESL tuition Luck, Tori Male Mullen, Greg Male Aboriginal Middle ear infection(otitis media) Oscar, Larry Male Palm, Giorgia Female Penny, Kira Female Pritchard, Bob Male Russell, Jack Male Aboriginal English as 2nd Language – require ESL tuition Smith, Luke Male Smith, Curtis Male Sullivan, Terri Female Tand, Kira Female Korean Trevor, Bianca Female Tyron, Aimee Female Aboriginal Wally, Dion Male Williams, Sam Male Allergic to nuts Wright, Amber Female Alilia Sikahele Teigan Power Abbey Bates Unit Lesson Outcomes KLA Lesson Focus Teaching/Learning activity Lesson 1 Lia Sikahele lesson English/pdhpe. Students will be using Australian animals to improve their oral skills by listening to sounds in words and segmenting them into syllables. This will give students an understanding of what animals are around us. An Aboriginal guest will also come in to demonstrate the pronunciation of the animal names in their local language. Lesson 2 Maths Students identify values of Australian coins as showed on the Smartboard. Discuss the Australian animals featured on the coins. WM1. 3. Lesson 3 Art Why did Aboriginal people use dot painting when depicting Australian animals? How did they make the paint? Why did they paint Australian animals? Lesson 4. English/art Aboriginal guest comes in to tell students some dream time stories, students will then go back and draw their interpretation of part of the dreamtime story Lesson 5 Excursion Students will attend the Australian walkabout wildlife park where they will learn about Australian animals shelters, see how animals find or build shelters in the bush also interacting with wild animals living naturally, plus visit an ancient Aboriginal site to learn about hand stenciled caves, rock engravings and bush tucker. http://www. walkaboutpark. com. au/ Lesson 6 Pdhpe. Focusing on ball skills- students to be allocated animal groups and when moving between activities to act like their animal for example kangaroos, wombat, snakes Alilia Sikahele Teigan Power Abbey Bates Lesson 7 Teigan Power lesson HSIE / art Shelters Get students to discuss what shelters do Australian animals live in natural or manmade? Identify what animal’s lives in what shelter and what they might be made out of and how they might make their shelter? Students will then create and construct their own shelter for a particular Australia animal. Lesson 8 English/ pdhpe Plan a sports carnival for 3 Australian animals to participate in. State the animals chosen, which events/races they would go in, who you think would win and why. Draw a picture of the animals in the events Lesson 9 Lesson 10 Individual Lessons Alilia Sikahele Teigan Power Abbey Bates Appendix References: ECU,. (2012) (1st ed. ). Retrieved from https://intranet. ecu. edu. au/__data/assets/pdf_file/0016/510073/8- Aboriginal-ways-of-learning-factsheet. pdf Board of Studies NSW (1998-2014) K-6 Syllabus documents. Sydney: Board of Studies NSW Public Schools. (2009). Retrieved from http://www. schools. nsw. edu. au/gotoschool/a-z/is_ps_staff. php What Works. The Work Program. (2014). Retrieved from http://www. whatworks. edu. au/dbAction. do? cmd=homePage.

King Sauls Development Essays -- Religion, God

In First Samuel chapter eight the Israelites request a king to reign over them. God appoints a man who’s name is Saul. He first appears as a typical young man who belongs to the small tribe of Benjamin. When he is appointed king he is somewhat intimidated by his new task. However, over time he experiences a series of events that make him a selfish, envious, and a power hungry ruler, and eventually insane. This development in his character starts from his son Jonathan’s disobedience to his orders, but its main source is his jealousy of David’s successfulness on the battlefield, and his failed attempts at killing David. The first time we meet Saul he is sent by his father to go look for their lost donkeys. After looking and not finding the donkeys, he wants to go home, because his father might be worried. â€Å"Let us turn back, or my father will stop worrying about the asses and begin to worry about us.† (1 Samuel 9:5) This is an ordinary reaction that an ordinary person would have to this situation. From Saul’s first utterance it is obvious that he is an average man who was worried about his father. Alter states that a biblical character’s first utterance is the defining moment of a character. However, from the moment of Saul’s first remark to the day of his death he changes drastically. Saul tells the Israelites that â€Å"Cursed be the man who eats any food before night falls and I take revenge on my enemies.† (1 Samuel 14: 24) However, Saul’s son Jonathan did not hear Saul’s declaration. When he spots honey spilt on the ground he tastes it and â€Å"his eyes lit up.† (1 Samuel 14:27) Although the other troops warned him that Saul had forbidden eating, Jonathan did not regret his decision in disobeying his father’s orders. â€Å"My fath... ...with him, and he knew that David was better fit for a king. Saul knew he could not stay king as long as David was around. Saul attempted to kill David many times. Each time he would fail. Every failure brought Saul closer to snapping. In chapters twenty-four and twenty-six David has two opportunities to kill Saul. Each time he spares Saul’s life, but he leaves a mark to let Saul know that he could have killed Saul. The first time David cuts part of Saul’s robe. The second time David takes Saul’s spear and his ______________________. David was playing with Saul’s mind. Saul was powerless in comparison to David. Saul had been determined to kill David, but each time he would fail. David gets two chances to kill Saul, and he spares Saul both times. Saul was no match for David and he knew it. Saul realizes he is unable to get rid of David, because God is with him. King Saul's Development Essays -- Religion, God In First Samuel chapter eight the Israelites request a king to reign over them. God appoints a man who’s name is Saul. He first appears as a typical young man who belongs to the small tribe of Benjamin. When he is appointed king he is somewhat intimidated by his new task. However, over time he experiences a series of events that make him a selfish, envious, and a power hungry ruler, and eventually insane. This development in his character starts from his son Jonathan’s disobedience to his orders, but its main source is his jealousy of David’s successfulness on the battlefield, and his failed attempts at killing David. The first time we meet Saul he is sent by his father to go look for their lost donkeys. After looking and not finding the donkeys, he wants to go home, because his father might be worried. â€Å"Let us turn back, or my father will stop worrying about the asses and begin to worry about us.† (1 Samuel 9:5) This is an ordinary reaction that an ordinary person would have to this situation. From Saul’s first utterance it is obvious that he is an average man who was worried about his father. Alter states that a biblical character’s first utterance is the defining moment of a character. However, from the moment of Saul’s first remark to the day of his death he changes drastically. Saul tells the Israelites that â€Å"Cursed be the man who eats any food before night falls and I take revenge on my enemies.† (1 Samuel 14: 24) However, Saul’s son Jonathan did not hear Saul’s declaration. When he spots honey spilt on the ground he tastes it and â€Å"his eyes lit up.† (1 Samuel 14:27) Although the other troops warned him that Saul had forbidden eating, Jonathan did not regret his decision in disobeying his father’s orders. â€Å"My fath... ...with him, and he knew that David was better fit for a king. Saul knew he could not stay king as long as David was around. Saul attempted to kill David many times. Each time he would fail. Every failure brought Saul closer to snapping. In chapters twenty-four and twenty-six David has two opportunities to kill Saul. Each time he spares Saul’s life, but he leaves a mark to let Saul know that he could have killed Saul. The first time David cuts part of Saul’s robe. The second time David takes Saul’s spear and his ______________________. David was playing with Saul’s mind. Saul was powerless in comparison to David. Saul had been determined to kill David, but each time he would fail. David gets two chances to kill Saul, and he spares Saul both times. Saul was no match for David and he knew it. Saul realizes he is unable to get rid of David, because God is with him.

About Writing Informal Short Reports Essay

Short reports are usually informal reports. Generally, these reports serve current needs and tend to have a limited readership. They tend to be between one and five single-spaced pages (ten double-spaced). They also tend to express a first person point of view. They use a personal style — we and you and a familiar vocabulary that conveys informality. They are often formatted for internal and external use. Memo-Reports Most informal reports follow the memo or letter format and are referred to as memo-reports and letter-reports. Use the memo-report format when writing internal or external communications about routine operations and familiar subject matter. Use it to inform colleagues about recent experiences — field trips, meetings, and seminars, and to report on achievements. Write a memo-report when you want to file a record of a decision, a transaction, a meeting, or a proposal. Any subject that needs documentation can be developed as a memo-report: new procedures and policies, background information for sales staff, new marketing strategies, and so on. See more:  First Poem for You Essay Since the subject matter is either routine or familiar or your readers, the one-line reference in the memo heading serves as the introduction. Arrange points for impact The standard of the memo-report are shown below in a conventional arrangement. †¢ Memo heading: To, From, Date, Subject. †¢ Source of the assignment: identification of the department head or superior who suggested or authorized the report (normally the person to whom you address your memo-report). †¢ Statement of the problem: a discussion of the background or status of the subject, a summary of the consequences of not taking action, and a reference to the scope and purpose of the report. †¢ Main points: introduced by headings. †¢ Summary and conclusions. Letter-Reports Any informal report can be developed in the letter-report format: a report on estimates for repairs or services, proposals for supplying a service or product, and updates on achievements, and so on. Arrange points for impact The standard parts of letter-reports are shown below in a conventional arrangement. †¢ Inside address †¢ Salutation †¢ Source the assignment †¢ Statement of the problem †¢ Main points †¢ Recommendations †¢ Complimentary close

The Effects Of Television On Children s Brain - 991 Words

Wrestling shows,seem by as many as 35 million people in the USA each week,include fighting,sexually explicit gestures,violent behaviors,and vulgar language.Watching World Wrestling Federation was significantly associated with increased use of cigarettes,alcohol,and drugs,data-fight perpetration and victimisation;and weapons carrying.TV episode with violence does not only affect adults ,but also give children grow huge impact.Because children s brain is not yet mature, their life experience is not enough. It causes many times they do not have the ability to judge right or wrong. They only reimbursing emulate and learn what they saw and heard.After that they will use television program of treatment to deal with things over and over again, to think with TV s way of thinking.So there is a very serious problem if children are in touch with violent TV programs,.What will happen? Of course, the children moods will be irritable, behavior will be aggressive and health will be dangerous by vi olence TV. First of allï ¼Å'moods are very hard to control when someone get connect with some violent things,so children’s moods will be irritable. Sometimes even adults could not control their moods,it’s less impossible for children.Thus people can often see some children were at home watching cartoons often very happy, when some sad episode occurred they will become very sad.The reason why people called children is ‘children’,because their ideology still in developing.But most movies, TV showsShow MoreRelatedThe Effects Of Television On Children s Brain1039 Words   |  5 Pages The Effects of Television on Children Television sets can be found in almost every American’s home. They’re used for news report, daily weather forecast and for pleasure. However, time spent in front of the tube is linked to having adverse affects in the development of children’s brains. 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They can find what interests them and use it to their abilities. Some may also have a negative effect, destroying the lives around them. Some children may have no effect at all. A person having no effect on theRead MoreThe Effect Of Screen Time On Children And Their Personalities And Cognitive Development Essay1199 Words   |  5 PagesThis pa per explores the research findings on how screen time can effect children and their personalities and cognitive development. I have found four credible articles on these subjects from online sources and scholarly publications. These articles discuss the results of different studies about children’s exposure to television and online content and how they have negative effects on the developing child’s brain in terms of cognitive development and personality traits. 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