OUR CHANGING PLANET MACKENZIE 4TH EDITION PDF

Chapter 3: Ethics in Public Speaking Learning objectives After reading this chapter, the student will be able to: Explain the legal, cultural, philosophical, and social origins of ethics in public speaking; Explain the difference between plagiarism and correct appropriation of source materials; Understand the value of ethics in building a solid reputation as a speaker; Correctly use source material in a presentation. Chapter Preview 3. Among its numerous benefits, a public speaking course will create more self-confidence; the creation of good arguments will build your critical thinking and research skills; and you will meet new people in your class in a different way and be exposed to their ideas. Also, the course will prepare you for presentations you will be expected to give in later classes and believe us, there will be many , in your civic and personal life, and for your eventual career. Another very important reason to take a public speaking course such as this one goes beyond these immediate personal benefits. In fact, these are the reasons the ancient Athenian Greeks emphasized that all citizens should be educated in rhetoric: so that they could take part in civil society.

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By the end of the unit students will know: Earth changes and is shaped through slow and rapid processes. Through a series of hands-on investigations students will experience the effects of weathering and erosion. Students will learn how to identify rocks and minerals via their properties. The Grade 4 Earth Science Unit is presented to students through a series of investigations, experiments, active learning experiences, questions, and assessments.

Assessments include: pre-, post-, and 1 formative assessment. Conceptual Flow Narrative: The Grade 4 Conceptual Flow Narrative for Earth Science: builds on the concepts presented on conceptual flow graphic by describing the concept s addressed in each lesson and the links that connect each lesson to the next. Lessons are linked to the previous lesson and the lesson that follows via a conceptual storyline. This ensures the development of student understanding as students progress from one concept to the next.

A Powerpoint presentation and video clip of the Mount St. In the previous lesson, students learned about rapid processes that change the Earth. Students experience weathering as the result of acid rain, roots, freezing and thawing of water. A Powerpoint presentation is included in the lesson to illustrate the effects of weathering.

In Lesson 2 students learned about the effects of weathering. A Powerpoint presentation is included in the lesson to illustrate the effects of slow processes that change landforms. In the next lesson students learn that rocks are transformed through the rock cycle. After Lesson 4, students complete Formative Assessment 1. This assessment is aligned to the learning objectives of Lessons and provides feedback to the teacher, students, and parents about what students have learned in the beginning of the unit.

The teacher is able to use information from this formative assessment to determine if additional instruction is necessary for student understanding of the concepts presented in Lessons before proceeding to the next section of the unit. In the next lesson students learn that rocks can also be identified based upon how they are formed. A Powerpoint presentation provides additional support for student understanding of this concept.

In the previous lesson students learned that rocks are made of organic materials and minerals such as quartz, calcite, feldspar, mica, and hornblende. In the previous lesson, students learned how minerals are formed, and that they have a crystalline structure. After Lesson 9, students complete a post-assessment to determine their overall understanding of the concepts presented in the unit.

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Tilling,2 Peter R. Vogt3,1 Stephen H. Kirby,2 Paul Kimberly,1 and David B. Stewart2 Cartography and graphic design by Will R. Schindler2 1Smithsonian Institution, 2U. Geological Survey, 3U. Naval Research Laboratory, 4Institute of Earth Sciences Jaume Almera, Spanish National Research Council Introduction Our Earth is a dynamic planet, as clearly illustrated on the main map by its topography, over 1, volcanoes, 44, earthquakes, and impact craters.

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This Dynamic Planet

By the end of the unit students will know: Earth changes and is shaped through slow and rapid processes. Through a series of hands-on investigations students will experience the effects of weathering and erosion. Students will learn how to identify rocks and minerals via their properties. The Grade 4 Earth Science Unit is presented to students through a series of investigations, experiments, active learning experiences, questions, and assessments. Assessments include: pre-, post-, and 1 formative assessment.

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