Microteach #1 Lesson Plan Essay Example for Free

Microteach #1 Lesson Plan Essay Root Tip tip of a plant root that protects the growing tip and secretes mucilage to ease the movement of the root through soil Zone of Elongation absorbs food water, cell growth pushes root tip down, elongating the root Zone of Maturation Zone where root cells differentiate, or form different kinds of tissues that make up a mature root Xylem transports water up from roots through the plant Phloem transports the nutrients made from photosynthesis to all parts of the plant as needed Primary Root Develops into either â€Å"tap root† or â€Å"fibrous roots†; Other smaller roots branch off; Develops from hypocotyl; Roots provide water and minerals to the plant from the soil Adventitious Roots Additional roots that emerge from parts of the plant other than the root system; Burrow into the ground for nutrients Leaves Plumule Also known as â€Å"epicotyl†, emerges after primary root is established and becomes the â€Å"shoot† system above ground Stem Also known as â€Å"axis†; The main â€Å"stalk† of a branch or of the whole plant Apical Bud a. k.a. â€Å"terminal bud†; At the tip of a growing plant; Contains actively dividing cells called apical meristem; Growth here lengthens the plant; grows upward Node – point on the axis, or stem, where the leaf, petiole, another axis, or flower attaches Internode – distance between two nodes Petiole Stalk attaching the leaf blade to the stem Axillary Bud Bud located between the stem (axis) and the petiole; Can develop into a new branch, leaf or flower Leaf Blade Flattened, green site of photosynthesis  Sessile leaves attaches directly to the stem with no petiole Flowers Sepal Provide protection for flower bud; supports petals after flower blooms calyx – many sepals Petals Often brightly colored or unusually shaped to attract pollinators corolla – many petals Stamen – male flower part Anther: pollen-producing reproductive organ Filament: support structure for anther; Produces male gametes, or spores (plant version of sperm) Carpel Also called pistil; Female reproductive organ in flowers that produces seeds; Consists of ovary, ovule, stigma, and style Stigma Sticky, receptive tip of a carpel; The stigma receives pollen from bees Style pillar-like stalk through which pollen tubes grow to reach the ovary Ovary Pollen fertilizes eggs here and develop into seeds; develops into the pericarp Pericarp The outer layer In fleshy fruits; Often edible for human and animals; Develops from the ovary wall of the flower; Surrounds the seeds. (Vajravelu, 2009) Procedure: Anticipatory Set: â€Å"Now that everyones here, lets leave!† Invite students to travel outside and collect a plant sample that they would like to identify. State Objective Tell students that they are going to be learning about their samples, to identify their parts, and to learn their functions. Model: I will show a Microsoft PowerPoint slideshow with pictures or plant structures, their names, and descriptions of their functions. (ESOL Strategy for Edith: Use of visuals) Slideshow will contain brief and simple definitions for structures. (ESOL Strategy for Edgar: Describing items in simple terms; Bulleted lists rather than extended texts) I will point to the structures as I say their names out loud. (ESOL Strategy for Edith: Pointing/Gesturing) There will be an individual slide for each important structure with additional information, synonyms and pictures (ESOL Strategy for Edgar: Expand vocabulary through paraphrasing) I will try to repeat the names of the structures as many times as I can instead of saying â€Å"it† to aid in pronunciation and understanding. (ESOL Strategy for Edith: Repetition) Input I will ask students if they can provide me with any examples of various structures from their experiences, diets, etc. For example, carrots are tap roots. (ESOL Strategy for Tasir: Linking content to students personal life) Guided Practice – I will provide some  of my own plant samples and place them under the dot cam. I will then dissect samples and state the names of various structures. (ESOL Strategy for Edgar: Correcting Phonological Errors) (ESOL Strategy for Edith: Repetition) Check for Understanding I will ask students to present their samples in groups on the dot cam and name their structures without my assistance. (ESOL Strategy for Tasir: Group Activities with Comprehension Checks) Independent Practice: Student will be asked to fill out a worksheet as homework. The students will be required to label unlabeled plant illustrations, and answers questions about the functions of each structure. Closure: Briefly review the material with students. This time without the visual aid, ask students if they can reiterate or paraphrase the purposes and functions of various structures. Ask students to relate reproductive structures to the embryonic structures they create, and then the embryonic structures to the adult structure they develop into. Assign homework. Give students something to look forward to for the next class, ex: interesting fact about photosynthesis. â€Å"I hope you have a wonderful afternoon! See you tomorrow!† Resources and References: Vajravelu, R. (2009). Ethnobotany: A Modern Perspective. (1st ed., pp. 20-35). Dubuque, IA: Kendall Hunt. Microsoft PowerPoint (OR) Linux LibreOffice Impress Samples from Landscaping and/or School Garden Dot Cam Evaluation: Upon being presented with an unlabeled plant sample or illustration, students should be able to identify the name each structure. Students should be able to recognize correlations between different structures for plants in different stages of the life cycle (Example: hypocotyl and primary root). Students should be able to understand what functions each structure has that contribute to the survival of the plant. ESOL Strategies: For Edith, who is at the beginning level of language development, used multiple visual aids for each structure. I will state the name of each structure while pointing to the structure, being sure to clearly enunciate, and will repeat the names of the structures as many times as possible. I have placed arrows and animations on the PowerPoint slides for things that I am not able to reach, point to, etc. A real life example that she has collected personally, and can touch and play with at her desk, will be useful as another visual aid. For Edgar, who is in the intermediate levels of language acquisition, I have provided very simplified definitions and brief bulleted lists of additional information. Animations in slides and gestures to structures coupled with me carefully enunciating while I speak the vocabulary words should help to clear up any phonological errors he may experience. Tasir, who is at the advanced levels of language acquisition, will benefit from note-taking in the classroom. Having the correctly spelled vocabulary words provided on the screen next visual examples will help her to spell them correctly in her notes, which will in turn build up her writing skills. Having me read aloud the words on the screen may help her with her reading skills. Peer review in group activities and guided practice will help correct any errors. Her spelling on her homework will help me to assess her level of success. I will link concepts to her personal life, such as tap roots and carrots, to help her understand that improvement in class will lead to skills she will use in life. Copy of PowerPoint is attached.

Confucianism and the Chinese View of Life Essay -- Papers

"The superior man, when resting in safety, does not forget that danger may come. When in a state of security he does not forget the possibility of ruin. When all is orderly, he does not forget that disorder may come. Thus his person is not endangered, and his States and all their clans are preserved.† – Confucius -- Confucianism created the Chinese view of life. The Confucian view is based on the ancient Chinese tradition. It can be stated that the view of Confucius and that of the Chinese began in the same place (  Bush, 15). In subsequent centuries Confucius’ teachings exerted a powerful influence on the Chinese nation. Therefore, the history that surrounds both Confucius as well as Confucianism is relevant to how many eastern people live their life today. Confucius was born in 551B.C., to the noble K’ung family. He was born in the state of Lu, which is present day the Shandong in the Shantung Province. Confucius’ real name was Ch’iu, which means a hill. This was because there was a noticeable bump on his head. His literary name however is Chung-ni. These names have been rarely used because of the Chinese practice of showing reverence by avoidance. K’ung Futzu which means the Great Master has been his most popular name (DeVous and Slote 9). Confucius was born into an impoverished noble family. At the time of his birth, the imperial court of the Chou dynasty had lost its power and the empire virtually disintegrated into a number of feudal states. Confucius’ father who was the commander of a district in Lu died three years after Confucius was born. This left the family in poverty (DeVous and Slote 12). Nevertheless, Confucius received an upscale education. Even in his childhood, Confucius liked to play ceremonies, whi... ... Walter H. Slote ed. Confucianism and the Family. New York: State University, 1998. Fowler, Jeaneane D., Chinese Religions: Beliefs and Practices. Brighton:Sussex Academic, 2008. Print. Mungello, David E. Leibniz and Confucianism the Search for Accord. Honolulu: The University Press of Hawaii, 1977. Robinson, B.A. â€Å"Religion in China.† Ontario Consultants on Religious Tolerance. 17 Jun. 2005. Web. 10. April. 2014.   Nivison, David S. The Ways of Confucianism. ed. Bryan W. Van Norden. Chicago: Carus Publishing Company, 1996. Overmyer, Daniel. "Religion in China Today: Introduction."  China Quarterly  (2003): 307-316. Web. 21 Jun 2014. Twitchett, Denis and Arthur F. Wright ed. Confucian Personalities. Stanford: Stanford University Press, 1962. Wolf, Arthur P. ed. Religion and Ritual in Chinese Society. Stanford: Stanford University Press, 1974.

Formal Analysis of Durer’s Knight, Death and the Devil

Uriah Funk Leila Armstrong Art 110 7 February, 2013 Formal Analysis of Durer’s Knight, Death and the Devil My first impression upon looking at Durer’s â€Å"Knight, Death and the Devil† is one of impending doom met with courage and a feeling of resigning to one’s fate. The figure of the Knight is surrounded by the figures of Death on his sickly horse and the beast faced Devil, along with a treacherous landscape that seems to fold in upon itself and hold other unseen dangers.The knight marches forward seeming to ignore the threats, as he leaves the safety of the city behind he is safe in his armor upon his loyal steed, for now. This engraving was done on copper; giving it a warm earthy tone. The absence of other colors gives the piece a dark feeling. Durer’s etching uses light very realistically, giving the figure of the horse especially a very convincing sheen. The absence of light behind the figures lends an abyssal element of danger connecting the literal dangers of Death and the Devil in the upper part of the work to the implied dangers in the lower part of the etching.With the abundance of hatching and cross hatching, lines appear from the texture of the objects and figures themselves, while other line work is direct and bold such as along the armor work of the knight. The eye is drawn to the left along the work at first by the implied motion of the knight and his dog. Other directional forces like the knight’s pike and sword as well as the trees in the background and the devils horn and spear draw the eye back across the space.The magnificent etching makes full use of shape, volume, shading, mass, size, scale, and texture to create an almost scientific realism that would not be out of place in biology textbooks. Durer uses space in the piece to create a sense of closing in around the knight with all of the darkest parts being immediately around the horse and rider. The only open space, or escape, is the sky above a nd behind the knight and he is not heading in this direction, further increasing the sense of danger. Atmospheric and linear perspective while present is minimal and only serve to reinforce the claustrophobic feel of the foreground.At first, the composition seems quite stable, the knight presenting a strong vertical line and his horse firmly grounding the rider, yet the relationship with background characters creates precarious unbalanced shapes. Overall these elements present a foreboding scene for the knight no matter how stable the stance of his horse and rigidity of his spine. The piece gives a very humanist feel, with texture, shading, and mass of the figures and objects having a down to earth almost touchable quality. Other elements like the lizard and skull suggest symbolism that intrigues the viewer to further investigation.Created by Albrecht Durer in 1513 Germany, the piece, according to the Metropolitan Museum of Art, has a connection to a religious literary work titled H andbook of a Christian Soldier. The engraving is 9. 6in x 7. 5in on copper. The small size probably allowed for detail in the work as well as to be useful in book illustration. Works Cited â€Å"Albrecht Durer: Knight, Death, and the Devil (43. 106. 2)†. In Heilbrunn Timeline of Art History. New York: The Metropolitan Museum of Art, 2000–. http://www. metmuseum. org/toah/works-of-art/43. 106. 2 (October 2006)

Refecting Images of the Body with Computed Tomography

Question 1: The computed tomography (CT) scan is a procedure that uses x-rays and digital technology to construct conception of the body. It can make a reflection of every part of the body, for example bone and blood vessels.CT scans are used to examine the inner structures of the body which cannot be seen by human eye.Examples are blood cots or tumors.CT scan can also be used to measure precisely the density of bone in assess osteoporosis. Question 2: The writers draw out that CT scans can be useful and harmful to us.CT scans can be used to detect the diseases in your body but at the same time,it can also harm our body due to the expose to radiation which can possibly cause cancer.CT scans is good at identifying diseases fast for the patient to get treatment immediately but it is actually giving out lots of radiation which may cause cancer.CT scans is indifferent depending on the situation. Question 3: CT scan is a fast and painless way to diagnose diseases which human eyes cannot detect.Although CT scan is not a cure for the disease but it is sure to facillate the diagnosis.This is important as it may be used to detect life-threatening diseases which may need an immediate treatment.People normally abuses the use of CT scans and these people may have a higher chance of getting cancer as they are exposed to a huge amount of radiation.The more and often you are exposed to radiation,the higher chance you would probably get cancer.Although CT scans is