Egg lesson
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This document discusses three main types of farming: intensive farming, organic farming, and free range farming. It provides details about each type: intensive farming involves animals in close confinement and quicker turnover of produce but can use antibiotics; organic farming allows animals to roam freely and be healthier/happier but is more expensive; free range farming uses natural resources and has the highest food standard but is also expensive to produce. The document instructs students to consider advantages and disadvantages of these farming methods and their effects on the environment and produced food.
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BIO 1100, Non-Majors Biology 1
Course Learning Outcomes for Unit VIII
1. Evaluate concepts of basic biological sciences.
1.1 Identify various aspects of photosynthesis.
1.2 Categorize plants.
7. Evaluate relationships between living organisms and nonliving factors in ecosystems.
7.1 Compare and contrast sustainable and unsustainable farming practices.
7.2 Evaluate the effects of excess carbon dioxide and the effect on greenhouse gases.
8. Apply lab simulations and activities for further scientific understanding.
8.1 Interpret and record data.
8.2 Examine various effects of transpiration on plants.
Reading Assignment
Chapter 5:
Life in the Greenhouse: Photosynthesis and Global Warming
Chapter 23:
Feeding the World: Plant Structure and Growth
Chapter 24:
Growing a Green Thumb: Plant Physiology
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This unit includes information from Chapters 5, 23, and 24. The materials in these chapters will help you
understand the important relationship between plants and the survival of the human race. You will learn what
plants need in order to grow and about agricultural practices that provide food to humans. In addition, you will
learn about the various plant structures and their functions. You will also learn about the future of agriculture.
We know that past and present agricultural practices have caused damage to the environment. How can we
reduce this damage, or can we?
At least three times a day, we sit down and eat. Do you ever really think about what you eatnot just whether
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animals. We eat a lot of eukaryotic organisms. What do you think makes up most of what you eat? If you are
eating a healthy diet, the majority of your food comes from plants. Even if you ate no plants at all, whatever
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that plants are important. We have to have food. Is that all we get from plants? Do plants just look nice and
provide us with food?
In Chapter 5, you will learn about the delicate relationship between plants (through photosynthesis) and
humans (through cellular respiration). Plants provide us with the sugars and oxygen that we need in order to
synthesize ATP, or energy. Plants are required for our survival. Recently, you have probably heard a lot in the
news about the greenhouse effect and global warming. There has been, and currently still is, a debate among
scientists, politicians, and other groups of whether or not global warming exists. As productive members of
society, you need to develop an understanding of these concepts. In this unit, you will learn about the
greenhouse effect and the gases that play an important role in the environment.
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揃 Learning Design Blueprint
揃 Interactive Learning Resource
揃 Cooperative Group Assessment
揃 Interactive Learning Resource Peer Review
揃 Grading Standards and the SOLO Taxonomy
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Beginning in the second week of the course, you will embark on a personal learning challenge where you will challenge yourself to learn a new skill. You are free to identify any safe and legal activity which you would like to learn and you will have four weeks to practice.
Skills which may interest you include:
揃 playing a musical instrument
揃 riding a bicycle or unicycle
揃 juggling
揃 cooking, baking, or grilling (!) a series of more challenging recipes
揃 breaking or starting a habit
You are encouraged to complete the learning portion of this activity with other people, either within the class or in your local community. For example, if there are several people who want to learn an instrument, you may want to work together, form a band, and learn a particular song.
The main point of the activity isn't for you to become perfectly proficient at your chosen skill, but for you to油experience油the challenges associated with literally changing your brain in order to learn something and then to油reflect油on those challenges and successes to油share油what you have learned with the rest of the class in relation to what you are learning about designing learning experiences.
In order to油reflect油on your experience, you will need to document your learning somehow. Data might include the ratio of successful to unsuccessful attempts, time spent practicing, subjective ratings of confidence in your ability, reports of others related to the quality of your performance, pictures, videos, audio recordings, etc. Once you have gathered some data, look for patterns. What time of day is best for you to practice? Was there a 'breakthrough' moment where everything came together? What was most difficult? What was easiest?
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3. A biodiversity hotspot is an area with a very high number of endemic plant and animal species.
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2) However, organic farming is inefficient and produces lower crop yields than conventional farming. While it avoids pesticides, the environmental benefits are small compared to transportation emissions from shipping organic food long distances.
3) Studies have found no significant nutritional or safety difference between organic and conventional crops. Factors like freshness, variety, and cooking method have a greater impact on food quality than farming practices.Seminar #7 reading section 2
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2) However, organic farming is inefficient and produces lower crop yields than conventional farming. While it avoids pesticides, the environmental benefits are small compared to transportation emissions from shipping organic food long distances.
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Download the presentation to see additional info and references in the notes of each slide. Organic foods
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BIO 1100, Non-Majors Biology 1
Course Learning Outcomes for Unit VIII
1. Evaluate concepts of basic biological sciences.
1.1 Identify various aspects of photosynthesis.
1.2 Categorize plants.
7. Evaluate relationships between living organisms and nonliving factors in ecosystems.
7.1 Compare and contrast sustainable and unsustainable farming practices.
7.2 Evaluate the effects of excess carbon dioxide and the effect on greenhouse gases.
8. Apply lab simulations and activities for further scientific understanding.
8.1 Interpret and record data.
8.2 Examine various effects of transpiration on plants.
Reading Assignment
Chapter 5:
Life in the Greenhouse: Photosynthesis and Global Warming
Chapter 23:
Feeding the World: Plant Structure and Growth
Chapter 24:
Growing a Green Thumb: Plant Physiology
Unit Lesson
This unit includes information from Chapters 5, 23, and 24. The materials in these chapters will help you
understand the important relationship between plants and the survival of the human race. You will learn what
plants need in order to grow and about agricultural practices that provide food to humans. In addition, you will
learn about the various plant structures and their functions. You will also learn about the future of agriculture.
We know that past and present agricultural practices have caused damage to the environment. How can we
reduce this damage, or can we?
At least three times a day, we sit down and eat. Do you ever really think about what you eatnot just whether
it is good for you, or if it is a vegetable, but what it is made of? In early chapters, we learned that there are two
types of cells: prokaryotes and eukaryotes. We learned that eukaryotes are fungi, protists, plants, and
animals. We eat a lot of eukaryotic organisms. What do you think makes up most of what you eat? If you are
eating a healthy diet, the majority of your food comes from plants. Even if you ate no plants at all, whatever
you are eating ate a plant or another organism, which probably ate a plant. What is the point? The point is
that plants are important. We have to have food. Is that all we get from plants? Do plants just look nice and
provide us with food?
In Chapter 5, you will learn about the delicate relationship between plants (through photosynthesis) and
humans (through cellular respiration). Plants provide us with the sugars and oxygen that we need in order to
synthesize ATP, or energy. Plants are required for our survival. Recently, you have probably heard a lot in the
news about the greenhouse effect and global warming. There has been, and currently still is, a debate among
scientists, politicians, and other groups of whether or not global warming exists. As productive members of
society, you need to develop an understanding of these concepts. In this unit, you will learn about the
greenhouse effect and the gases that play an important role in the environment.
UNIT VIII STUD ...WEEK6 - daily lesson log - TLE - HE .docx
WEEK6 - daily lesson log - TLE - HE .docxmarycristinelimbo9
油
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油
This document outlines a 5-step plan for using food therapy to improve child behaviors. The steps are: 1) learn how food impacts behavior, 2) identify problematic foods like sugar and dyes, 3) eliminate common food triggers, 4) add probiotics and fermented foods to support the microbiome, and 5) follow behavioral strategies while implementing the diet changes. The document provides examples of elimination diets and supplements that may help with issues like impulse control in children. Overall it promotes using dietary changes and eliminating certain "bad" foods to positively influence a child's behavior and development.2/8/12
2/8/12demilorant
油
Here are the answers to your questions:
1. One risk of using preservatives in food is that some people can have allergic or intolerant reactions that make them sick.
2. The benefits of using chemicals for sanitation include removing harmful bacteria from drinking water to make it safe. This treats illness and stops the spread of disease.
3. Using pesticides to grow crops has benefits of increasing food production. However, pesticides can also act as carcinogens and damage ecosystems. There are risks that must be weighed against the benefits of using them. Protecting the environment and human health should be top priorities in this analysis.
4. In summary, while pesticides increase crop yields, if they pose tooThe Ellis School
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The document discusses natural and synthetic food dyes. Naturally, plants grow, flower, produce fruit that ripens and is eaten, dispersing seeds. This benefits both plant and animal. However, processed foods artificially add synthetic dyes for color and allure consumers to keep buying more, without nutritional benefit. The document warns against synthetic dyes like Blue 1, Red 40 and recommends natural dyes instead, to avoid potential negative health effects.They Love What We Do-- They Just Don't Know It
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Agriculture has greatly benefited from biotech crops, yet these technologies have a poor public perception. Farmers are among the most trusted professionals in society, and they benefit from these innovations, yet they are less likely to engage a curious, concerned and sometimes critical public. This slide show was presented at InfoAg 2015 with the goal of encouraging farmers and other producers to join the conversation, and providing the tools and philosophy to discuss science in public space.揃 Personal Learning Challenge Reflective Practice揃 Learning De.docx
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油
揃 Personal Learning Challenge / Reflective Practice
揃 Learning Design Blueprint
揃 Interactive Learning Resource
揃 Cooperative Group Assessment
揃 Interactive Learning Resource Peer Review
揃 Grading Standards and the SOLO Taxonomy
Personal Learning Challenge/Reflective Practice (Individual) - 5 posts @ 7% = 35%
Beginning in the second week of the course, you will embark on a personal learning challenge where you will challenge yourself to learn a new skill. You are free to identify any safe and legal activity which you would like to learn and you will have four weeks to practice.
Skills which may interest you include:
揃 playing a musical instrument
揃 riding a bicycle or unicycle
揃 juggling
揃 cooking, baking, or grilling (!) a series of more challenging recipes
揃 breaking or starting a habit
You are encouraged to complete the learning portion of this activity with other people, either within the class or in your local community. For example, if there are several people who want to learn an instrument, you may want to work together, form a band, and learn a particular song.
The main point of the activity isn't for you to become perfectly proficient at your chosen skill, but for you to油experience油the challenges associated with literally changing your brain in order to learn something and then to油reflect油on those challenges and successes to油share油what you have learned with the rest of the class in relation to what you are learning about designing learning experiences.
In order to油reflect油on your experience, you will need to document your learning somehow. Data might include the ratio of successful to unsuccessful attempts, time spent practicing, subjective ratings of confidence in your ability, reports of others related to the quality of your performance, pictures, videos, audio recordings, etc. Once you have gathered some data, look for patterns. What time of day is best for you to practice? Was there a 'breakthrough' moment where everything came together? What was most difficult? What was easiest?
Sharing your experience will be based on the data that you gather and will take place on your blog. Please narrate your experience for the rest of the class. Tell us about your process. How did you plan your learning? How did you work through challenges? Is is better to practice alone or with someone else? If you practice with someone else, is it more helpful if they are more skilled than you? Share your data with us! You don't need to become a YouTube or Instagram influencer through this process, so don't worry too much if the media you share isn't sparkly and slickly produced. It is expected that this will be a formative process, meaning you will be really bad at the beginning, and more skilled at the end.
The most important part of this activity is for you to connect your learning process to what you are learning in this class about learning and learning design. It's all very meta.
Each of your 5 graded blog posts (due at the end of weeks 1-4 and 6) .Living green
Living greenGreg
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Living green provides multiple benefits. It lowers costs by reducing energy and water bills and through recycling which reduces production costs. It leads to healthier lives by improving air and water quality and reducing pollution. Living green also helps create a more sustainable world by reducing the depletion of natural resources and impacts of climate change. Additional benefits include the development of new green technologies, a better quality of life through healthier living and time spent in nature, and the pride and joy of helping the environment.How to Change the Hearts and Minds of a Concerned Public
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This document discusses strategies for communicating about agricultural biotechnology and genetically engineered crops. It begins by outlining common concerns people express about farming practices and corporate control of the food system. It then explains that the reality is our food supply is the safest and most abundant in history due to technologies like genetic engineering. The document provides tips for effective communication, such as starting discussions by emphasizing shared values like feeding the hungry and protecting the environment. It also recommends focusing on scientific facts and personal stories to build trust. Examples are given of genetically engineered crops that could help farmers and consumers but face opposition, like golden rice which could reduce vitamin A deficiency. The document concludes by discussing the promise of new technologies like gene editing.Plant Biotechnology, Science Writing, and Public Communication
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This presentation is a 45 minute talk to a plant biology faculty at North Carolina State University, 4/21/2015. The presentation speaks of the mechanisms that underlie the current biotech traits, what are the new opportunities, and why there is resistance to good technology-- along with how to get past it.Biodiversity Presentation
Biodiversity PresentationTeacherAndrew
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Here are the answers to the questions:
1. Biodiversity is the variety of plant and animal life in the world or in a particular habitat.
2. Four reasons why biodiversity is important are: many jobs are linked to a nation's biodiversity, tourists bring money to see biodiversity, many products and medicines come from biodiversity, and biodiversity gives us clean air and protects from floods and global warming.
3. A biodiversity hotspot is an area with a very high number of endemic plant and animal species.
4. Hotspots are important because when you lose them, you lose a large number of endemic species found nowhere else.
5. Four things you can do are reduce useWaste-less food consumption: facts and sources addressing the economic, envir...
Waste-less food consumption: facts and sources addressing the economic, envir...Lithuanian Consumer Institute
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Joseph Kennedy, the principal of N.P.S., decided in 1916 to build a memorial obelisk using bricks purchased by students for one penny each to honor the soldiers from World War I, as he had a son who fought in the war. The obelisk contains two plaques remembering former students who died in World War I from 1914-1918 and World War II from 1936-1945. Every year on November 11th at 11am, a trumpet plays The Last Post for one minute in remembrance of those who died in the wars.Anzac day
Anzac dayyear5learners
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Anzac day commemorates the Australian and New Zealand army corps (ANZAC) and is held on April 25th each year. It was named Anzac day in 1916 to honor the anniversary of the first major military action fought by Australian and New Zealand forces during World War I at Gallipoli in Turkey on April 25, 1915.Soldiers' Memorial
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The document discusses how Australians remember the Anzacs who fought in World War I. It describes how the Anzacs volunteered to fight for their country against Germany and the Ottoman Empire in Gallipoli. Many of the soldiers who died in Gallipoli were former students of Norwood Primary School. Despite the government forbidding war memorials out of fear of discouraging recruitment, Norwood Primary School built one by having each student donate one penny. Australians now honor the Anzacs through symbols like poppies, which grew on the battlefields, and Anzac biscuits, which were sent to soldiers for their durability.Anzac day Drew
Anzac day Drewyear5learners
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Anzac Day commemorates the soldiers from Australia and New Zealand who fought in World War I, especially those who died during the Gallipoli campaign. Poppies are worn and placed on wreaths to remember the soldiers who fought bravely for their countries. At the author's school, a memorial was built in 1916 to honor former students who died in the war, and every year on Anzac Day and Remembrance Day their sacrifice is honored.Anzac day
Anzac dayyear5learners
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ANZAC Day commemorates the landing of Australian and New Zealand Army Corps (ANZAC) at Gallipoli in 1915 during World War I. Over 5,000 Australian and New Zealand soldiers set off to fight in Gallipoli, where more than 3,000 died on that day and in the campaign that followed. The day is held on April 25 each year to honor those who fought for their country, especially those who paid the ultimate sacrifice. A memorial was also illegally built at Norwood Primary School in 1916 to remember students who died in the war, and it includes a roll of honor. Josef Kennedy was the principal at the time.The Anzacs'
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The document summarizes the Battle of Gallipoli during World War 1, where Australian and New Zealand troops (ANZACs) fought against Turkish forces. It describes how the ANZACs launched an invasion at Anzac Cove in 1915 but faced stubborn resistance from the Turkish troops. After months of fighting and many casualties, the ANZACs were forced to withdraw in 1915. It also discusses a memorial obelisk built at a school in 1916 to honor students who fought in WW1, and how the principal's son being injured in battle may have motivated building the memorial.The anzacs by meeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeee...
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The ANZACs landed at Gallipoli 100 years ago to fight for Australia and New Zealand but found an ugly battlefield instead of adventure. Students at NPS school illegally built an obelisk memorial for Gallipoli against the government's wishes to encourage more enlistment, with people contributing pennies for bricks. The Last Post bugle call honors those who died in battle.Anzac day
Anzac dayyear5learners
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The document discusses Anzac Day and the Gallipoli campaign. It describes how students at a school built a monument for soldiers who died in World War I but the government did not allow it. It then explains how the failed Battle of Gallipoli was a surprise for both sides, with the Turks unexpectedly taking the Anzacs by surprise. Finally, it mentions the Battle of Lone Pine which was intended as a diversion from other battles at Gallipoli and resulted in over 2,000 Australian casualties, and encourages respecting soldiers who fought for Australia.Soldiers' Memorial
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The document discusses how Australians remember the Anzacs who fought in World War I. It describes how the Anzacs volunteered to fight for their country against Germany and the Ottoman Empire in Gallipoli. Many of the soldiers who died in Gallipoli were former students of Norwood Primary School. Despite the government forbidding war memorials out of fear of discouraging recruitment, Norwood Primary School built one by having each student donate one penny. Australians now honor the Anzacs through symbols like poppies, which grew on the battlefields, and Anzac biscuits, which were sent to soldiers for their durability.Anzac Day Jake
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ANZAC Day commemorates Australian and New Zealand soldiers who fought in wars. It is held every year on April 25th to honor those who died fighting, especially during World War I at Gallipoli. The day was officially named ANZAC Day in 1916. ANZAC now represents all Australians and New Zealanders who served in World War I. Many schools in Australia and New Zealand have a white obelisk soldier's memorial to honor former students who died in wars.Anzac day and the school memorial edward
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The document discusses the history and purpose of a school memorial. Students built the memorial by hand after World War I to honor those from the school who fought and died in the war. They would pay pennies for bricks to construct it, as memorials were initially banned to prevent reminding people of the war dead and discouraging military enlistment. A 102-year-old man named George Main was interviewed and remembered laying one of the memorial's bricks as a student long ago.Anzac Day Ayden
Anzac Day Aydenyear5learners
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Anzac day commemorates the Australian and New Zealand army corps (ANZAC) and is held on April 25th each year. It was named Anzac day in 1916 to honor the anniversary of the first major military action fought by Australian and New Zealand forces during World War I at Gallipoli in Turkey on April 25, 1915.Soldiers' Memorial- by Emma
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The document discusses how Australians remember the Anzacs who fought in World War I. It describes how the Anzacs volunteered to fight for their country against Germany and the Ottoman Empire in Gallipoli. Many of the soldiers who died in Gallipoli were former students of Norwood Primary School. Despite the government forbidding war memorials out of fear of discouraging recruitment, Norwood Primary School built one by having each student donate one penny. Australians now honor the Anzacs through symbols like poppies, which grew on the battlefields, and Anzac biscuits, which were sent to soldiers for their durability.Soldiers memorial lexi and leila
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The Soldiers' Memorial is a white obelisk located on the corner of the school that commemorates old scholars who attended the school, fought in wars such as World War 1, and died. It represents soldiers who fought for the country. In the past, memorials were discouraged as the government wanted to promote fighting instead of focusing on death. The obelisk was begun by students in 1916 and finished before 1918, as shown by a photo. An Honor Roll in the library lists all old scholars who served in wars.Soldiers Memorial Lexi and Leila
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The Soldiers' Memorial is a white obelisk located on the corner of the school that commemorates old scholars who attended the school, fought in wars such as World War 1, and died. It represents soldiers who fought for the country. In the past, memorials were discouraged as the government wanted to promote fighting instead of focusing on death. The obelisk was begun by students in 1916 and finished before 1918, as shown by a photo. An Honor Roll in the library lists all old scholars who served in wars.Solar System
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The memorial is an obelisk built by students of the school who did not enlist in WWI to honor those who attended the school and fought in the war. Students and fathers helped construct the memorial between 1915 and an unknown completion date, even though building obelisks was illegal at the time to discourage remembrance of the dead. The inscription on the memorial plaque remembers the "brave lads who attended this school and who died for liberty and country in the Great War 1914-1918," and students could pay pennies per brick to contribute to the obelisk's construction.Holly memorial
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Egg lesson
- 1. Starter Look at the picture sheets on your table. Decide within your groups which picture belongs to which type of farming and why? There are 3 main types of farming: Intensive Farming Organic Farming Free Range Farming
- 2. Homework due Wednesday 5th December 2012 1. Complete page 4 Research Seasonal Produce in your booklets 2. Complete page 5 Research Practical Soup in your booklets 3. Improve your Task Analysis (page 2) using the EBI comments I have made Lesson details: Farming
- 3. WALT: explore the differences in farming styles and evaluate the impact they may have on our environment. WILF: an understanding of the advantages and disadvantages of each farming method. When watching the video I would like you to consider... The advantages and disadvantages of Organic farming What impact Intensive Farming is having on our environment What are the key differences between Organic and Free Range Farming?
- 4. WALT: explore the differences in farming styles and evaluate the impact they may have on our environment. WILF: an understanding of the advantages and disadvantages of each farming method. Understand the effects the different farming methods have on the produce. Intensive Farming 1. animals reared in close confinement 2. quicker and cheaper turnover of produce 3. can involve use of antibiotics to stop spread of diseases Organic Farming 1. animals can roam freely Free Range Farming 1. reared on natural resources 2. Gold (highest) rated food standard 3. is more expensive to produce and to buy 2. animals are healthier and can live longer 3. animals are considered happier
- 5. Why do you think these similarities/differences occur? What are the similarities/differences between the eggs? Using what you have learnt can you justify having caged chickens? Using what you have learnt, come up with one argument against having caged chickens. Can you think of an original, environmentally friendly and economical way to farm eggs?
- 6. Why do you think these similarities/differences occur? What are the similarities/differences between the eggs? Using what you have learnt can you justify having caged chickens? Using what you have learnt, come up with one argument against having caged chickens. Can you think of an original, environmentally friendly and economical way to farm eggs?