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  • Why Is Preserving Ecosystems Important?
    All other living beings, humans are dependant on natural ecosystem services to survive. We need it to get the food we eat, the water we drink and to transform raw materials into our everyday products. So in order to keep our living conditions, it’s truly important that we preserve natural ecosystems. For example, the agriculture that provides our food depends on the characteristics of a specific ecosystem. Cereals or vegetables grow only under certain conditions of temperature and humidity. They also need certain natural processes, such as pollination, to take place. If we change these characteristics too intensely, there is the risk that we aren’t able to produce what we produce today, or at least not in the same way. That’s why there are some agricultural techniques that understand and manage food production
    By: rupali
    Wednesday, May 12, 2021
    WATER, ENERGY, AND THE ENVIRONMENT
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  • How Do Natural Ecosystems Work?
    Natural ecosystems are “balanced” systems. This means the interactions between the different organisms that make up the ecosystem contribute to a certain stability. For example, in grassland ecosystems, herbivores consume grass, but also feed the soil with their droppings, which allows the grass to grow back and allows some sort of balance. Still, this doesn’t mean an ecosystem, even a healthy one, is static. In reality, ecosystems are constantly evolving as they are based on dynamic processes that are constantly changing. For instance, biocenosis are living organisms that interact with their environment and constantly transform it. How? Because animals compact the soil, plants create humidity or regulate the temperature and bacteria help in the microscopic world by protecting all sorts of animals from diseases and helping in their digestion process. As well, an ecosystem also evolves due to external or unforeseen events. A climatic or natural phenomenon, for example, can lead to transformations in the environment. In this way, biocenosis the ecosystem’s living organisms to adapt to these new constraints, and change happens.
    By: rupali
    Wednesday, May 12, 2021
    EDUCATION

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  • Ecosystem
    “An ecosystem is defined as a community of lifeforms in concurrence with non-living components, interacting with each other.”   What is an Ecosystem? The ecosystem is the structural and functional unit of ecology where the living organisms interact with each other and the surrounding environment. In other words, an ecosystem is a chain of interaction between organisms and their environment. The term “Ecosystem” was first coined by A.G.Tansley, an English botanist, in 1935. Read on to explore the structure, components, types and functions of the ecosystem in the ecosystem notes provided below. An ecosystem can be as small as an oasis in a desert, or as big as an ocean, spanning thousands of miles. There are two types of ecosystem: Terrestrial Ecosystem Aquatic Ecosystem
    By: rupali
    Wednesday, May 12, 2021
    WATER, ENERGY, AND THE ENVIRONMENT
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  • Students with ADHD
    Primer text from The College of William & MaryADHD is one of the most commonly diagnosed conditions of children (Centers for DiseaseControl and Prevention, 2015).    In a 2016 Centers for Disease Control and Prevention study, scientists found that 6.1 million children aged 2-17 years living in the U.S. had been diagnosed with attention-deficit/hyperactivity disorder (ADHD), which is similar to previous estimates. Ages 2-5: Approximately 388,000 children Ages 6-11: Approximately 2.4 million children Ages 12-17: Approximately 3.3 million children   The diagnostic term attention deficit/hyperactivity disorder (ADHD) refers to individuals who display patterns of inattention, impulsivity, and overactive behavior that interfere with daily functioning (American Psychiatric Association [APA], 2013).
    By: Jen Martins Henzansanath
    Wednesday, May 12, 2021
    HEALTH AND NUTRITION
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  • Examination
    Learner Participates in a Collaboration Protocol (Tool 4; see Resources) as outlined here: Setting norms—Facilitator reminds team of the norms. Present—Presenter briefly describes the context within which the assessment was administered. Examination—Teachers look briefly at the task, student work, rubric, and score sheet. Clarifying questions—Teachers ask the presenter any factual questions necessary for them to score the work. Read and score—Group m
    By: Jen Martins Henzansanath
    Wednesday, May 12, 2021
    CULTURE AND SOCIETY
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  • Pyramid of Biomass
    The Biomass Pyramids show the amount of biomass (living or organic matter present in an organism) present per unit area at each trophic level. It is drawn with the producers at the base and the top carnivores at the tip. Pyramid of biomass is generally ascertained by gathering all organisms occupying each trophic level separately and measuring their dry weight. Each trophic level has a certain mass of living material at a particular time called standing crop, which is measured as the mass of living organisms (biomass) or the number in a unit area. Upright Pyramid of Biomass Ecosystems found on land mostly have pyramids of biomass with large base of primary producers with smaller trophic level perched on top, hence the upright pyramid of biomass. The biomass of autotrophs or producers is at the maximum. The biomass of next trophic level, i.e. primary consumers is less than the producers. Similarly, the other consumers such as secondary and tertiary consumers are comparatively less than its lower level respectively. The top of the pyramid has very less amount of biomass.
    By: rupali
    Wednesday, May 12, 2021
    WATER, ENERGY, AND THE ENVIRONMENT

  • What is communication (and what isn’t it)?
    The P21 framework emphasizes effective use of oral, written, and nonverbal communication skills for multiple purposes (e.g., to inform, instruct, motivate, persuade, and share ideas). It also focuses on effective listening, using technology to communicate, and being able to evaluate the effectiveness of communication efforts—all within diverse contexts (adapted from P21). Note that working in partners is a great way to collaborate or build shared understanding but a critical part of communication is sharing with an authentic audience.
    By: Jen Martins Henzansanath
    Wednesday, May 12, 2021
    CULTURE AND SOCIETY
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  • Communication to Support Student Learning in a Digital Learning Environment
    Key Method Educator provides evidence of their understanding of communication and outlines and provides evidence of a lesson that uses technology to support students’ use of communication in learning. Method Components What are the 4Cs? The 4Cs for 21st century learning are Creativity, Critical Thinking, Communication, and Collaboration. They are part of the framework for 21st Century Learning and are designed to support student learning in today’s world and are skills they can use in college and career. What is communication (and what isn’t it)? The P21 framework emphasizes effective use of oral, written, and nonverbal communication skills for multiple purposes (e.g., to inform, instruct, motivate, persuade, and share ideas). It also focuses on effective listening, using technology to communicate, and being able to evaluate the effectiveness of communication efforts—all within diverse contexts (adapted from P21). Note that working in partners is a great way to collaborate or build shared understanding but a critical part of communication is sharing with an authentic audience. Example strategies that use technology to support communication in the classroom: Host a TED-style conference or showcases for your students to present original ideas on a topic of interest to them to an authentic, external audience. Record and post the videos to a youtube stream. Provide opportunities to listen and ask questions through back channel tools like Today’s Meet or even Twitter. Have your students publish their work through blogs, by creating websites, and by building other online resources that are shared with authentic audiences. For other ideas see the resources below. View Printable Version  
    By: Jen Martins Henzansanath
    Wednesday, May 12, 2021
    CULTURE AND SOCIETY
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  • Recognize perspectives
    test : .doc Students must engage in activities and explorations where they are able to investigate their world beyond their immediate environment. Research that is age-appropriate should be conducted where problems are framed that are significant at the local, regional, or global level.
    By: Jen Martins Henzansanath
    Wednesday, May 12, 2021
    CULTURE AND SOCIETY

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  • Connecting Knowledge to Action
    Key Method The educator builds upon the identified considerations for practice by incorporating strategies and activities that support global education practices. The educator reflects and categorizes them according to the four global competencies. Method Components Global Education Global education helps students develop their capacity to be informed, open-minded, and responsible people who are responsive to diverse perspectives. Global education prepares us to address the world’s most pressing issues collaboratively, equitably, and sustainably. Global education helps students understand that pressing issues must be faced in an interdisciplinary way, given the complexity of environments and competing needs and interests. Through global education, students will prepare to thrive and lead change in an interconnected world. Students will engage in dimensions of cultural diversity to reach common understandings and goals. Through a stronger awareness of global issues, students will be able to address today’s greatest challenges and make a difference in the world, both collaboratively and equitably. Global Education Strategies and Activities Preparing students for responsible global citizenship must include strategies and activities that reflect the increasing diversity of today’s global population. The cooperative learning strategy can be incorporated as a global education structure where heterogeneous groups are formed and engage in interactive opportunities. This offers a platform where students can be exposed to diverse individuals, as well as prepared for successful global cooperation and competition. Additionally, a structure of project- or problem-based learning can be employed. The project or problem of focus would be a global concern or issue that is investigated. Global Competence Framework The four-part framework (investigating the issue, recognizing perspectives, communicating ideas, taking action) incorporated into this micro-credential reflects the changing role of our students in the 21st century. Students must have a substantive understanding of the complex, diverse, and interdependent world in which they live. Educators will delve into the research that supports the students becoming globally competent through inquiry. The four-part framework is described below. Additional resources are available in the “Supporting Rationale and Research” section and should be examined prior to completing this micro-credential.
    By: Jen Martins Henzansanath
    Wednesday, May 12, 2021
    CULTURE AND SOCIETY

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  • Global Education Competency
    Global Education Strategies and Activities Preparing students for responsible global citizenship must include strategies and activities that reflect the increasing diversity of today’s global population. The cooperative learning strategy can be incorporated as a global education structure where heterogeneous groups are formed and engage in interactive opportunities. This offers a platform where students can be exposed to diverse individuals, as well as prepared for successful global cooperation and competition. Additionally, a structure of project- or problem-based learning can be employed. The project or problem of focus would be a global concern or issue that is investigated.  
    By: Jen Martins Henzansanath
    Wednesday, May 12, 2021
    HEALTH AND NUTRITION
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  • Agri and food Scholar
    In order for a student to be diagnosed with ADHD, symptoms must appear before age 12 and be exhibited across at least two settings. They must also have adverse effects on academic performance, occupational success, or social-emotional development (APA, 2013).    To add to the complexity of the diagnosis, children with ADHD are likely to have co-existing emotional, behavioral, developmental, learning, or physical conditions (Wolraich & DuPaul, 2010).    As a result of the behaviors listed above, students with ADHD are at greater risk of academicdifficulties, social/emotional issues, and limited educational outcomes. The degree to which attention impacts a student’s academic and social performance is related to the interactions between the student’s academic and behavioral needs and the environmentaldemands.    Therefore, it is not unusual for the student to perform differently across settings.  For example, a student with ADHD may experience academic success in elementary school;however, when he enters middle school, the increased academic and organizational demandsmay increase his need for additional academic and behavioral supports.
    By: Scott Matin
    Wednesday, May 12, 2021
    HEALTH AND NUTRITION

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