Darwinism Essays - Charles Darwin, Coleopterists,

Darwinism Charles Darwin Like many students, Charles Darwin was only intrested in topics that was intresting to him and although his father was a doctor, Darwin was very unintrested in medicine and he also couldnt stand the sight of surgery. He did eventually get a degree in Theology from Cambridge University, Although Theology was a minor intrest to him. What Darwin really liked to do was climb over hills, observe plants and animals, collecting new specimens, studying their structures, and categorizing his findings. In 1831, when Darwin was 22 years old, the British government sent her Majesty's ship The Beagle on a 5 year expedition that would take them along the coastline of South America and then onward around the world. During the trip the Beagle would carry along a naturalist to observe and collect Geological and Biological specimens. Thanks to a recomendation from one of Darwins old college professors, he was offered the position aboard the Beagle. The Beagle sailed to South America, ma king many stops along the coast. Here Darwin observed the plants and animals of the tropics and was stunned by the diversity of species compared with Europe. The most significant stop the Beagle made was the Galapagos Islands off the northwestern coast of South America. It was here that Darwin found huge populations of Tortoises; and he found out that diffrent islands were home to diffrent types of tortoises. He found that islands without tortoises, pricky pear cactus plants grew with their fruits spread all over the ground. And on Islands that had lots of tortoises, the prickly pears grew really thick, tall, bearing the fruit high above the tortoises reach. He wondered if the differences in the two plants were from being isolated from one another on seperate islands. In 1836, Darwin returned to England after his 5 year expedition. He became established as one of the best naturalists of his time. But Darwin sought to prove his idea of evolution with simple examples. Darwin maintaine d that seperate species evolve as a result of Natural Selection, or survival of the fittest. Darwin never said that human beings evolved from apes. He said that all life began with molecules acting on each other. So from the first single celled organism all life came. One single organism, by many diffrent molecules could make many diffrent species of animals. It was in this way that he stated Ape and Man are similar by each having similar life beginning. Darwin's theories caused people to begin to question where they actually came from. His response was the book on the origin of species. In his book he addressed the concerns of the people. He said It is interesting to contemplate an entangled bank, clothed with many plants of many kinds, with birds singing in the bushes, with various insects flitting about, and with worms crawling through the damp earth, and to reflect that these elaborately constructed forms have all been produced by laws acting around us. These laws, taken in the highes sense, being growth with reproduction; Inheritance and Variability; a Ratio of Increase so high as to lead to a strugle for life, and as a consequence to Natural Selection, entailing Divergence of charector and extinction of less-improved forms. There is grandeur in this view of life, with its several powers, having been originally breathed into a few forms or into one, and that, whilst this planet has gone cycling on according to the fixed laws of gravity, from so simple a beginning endless forms most beauthiful and most wonderful have been, and are being, evolved.

Lesson Plan 2 Essays - Learning, Human Behavior, Education, Grammar

Lesson Plan 2 Essays - Learning, Human Behavior, Education, Grammar Age: Kindergarten Subject: Reading Topic : 5 W's Time + Pacing Central Focus of Lesson: At the end of the lesson, students should feel comfortable answering the 5 W (Who, What, When, Where, Why) questions about a book. Part 2: Content Objectives Answer questions about a story with prompting. Make predictions about what will happen in a story using reasoning and illustrations. Differentiate between the 5 W's (who, what, when, where, and why) when answering questions Name the things that a story needs (5W's). Key Vocabulary Who What When Where Why Prior Academic Learning and Prerequisite Skills: Students should have some prior experience with the 5 W's. Students will be using reasoning and clues from illustrations to make predictions about what will happen in a story. They will also be using prior knowledge and experiences to create a new scene for the book. Students should also have a prior knowledge of how to use art supplies such as markers, colored pencils, or crayons. Materials Needed Blank Paper (one for each child) Markers, colored pencils, or crayons "Pete the Cat: Trick or Pete" by James Dean. Board Projector Back Up Plan: If this lesson does not take place near Halloween, a different book can be chosen. Part 3: Lesson Introduction Gather the children in a group and explain that they are going to be learning about the 5 W's. Ask them to listen carefully to the video/song for the 5 things that a story needs. 5 min Introduction of New Information Play video: HYPERLINK "https://www.youtube.com/watch?v=vXWK1-L41f0t=25s" \o "The Five W's Song | Scratch Garden" The Five W's Song | Scratch Garden After the video ends, ask the children what the 5 things a story needs. If they are having trouble with this, then play the song again Using the information from the song, the children should be able to come up with the 5 question words. When the children say each of the words, write them on the board (Who, What, When, Where, Why). 5 min Learning Activities Tell the children that we are going to be reading a story. Read "Pete the Cat: Trick or Pete" by James Dean. (https://www.youtube.com/watch?v=0WWcLKeBIXI) While reading this story, take time to ask questions. Have the children answer these questions. They will be using clues about what they know happens on Halloween and clues from the illustrations to make predictions. Examples: On the first page: What do you think is going to be behind the flap by the moon? On the third page: What do you think is going to be in the tree? On the fifth page: What do you think is going to be in the yard? After the story is finished, begin to ask comprehension questions and write what the children say on the board. First, ask the children if each of the question words on the board were answered in the story. Then begin to ask more specific questions. Examples: Who was this story about? After children answer this question with "Pete the Cat" prompt them to give more characters such as Callie and Pete's dad. This can be done using a question like: Was there anyone else in this story? What was Pete the Cat doing? After the children answer "trick-or-treating" ask other what questions like: What were some things that Pete saw while he was trick or treating? What was Pete the Cat dressed up as? Where was Pete the Cat? This question may be difficult for students, so if they are having difficulty, prompt them using follow up questions like: Was he outside or inside? Where do you normally go trick or treating? When is Pete the Cat going trick or treating? The children will probably answer this question with Halloween, so prompt them to think about the time of day also. This can be done by asking questions like: When do you normally go trick or treating? Is it light or dark out? In the pictures, is the sky light or dark? Why do you think that Pete the Cat is scared? This question requires the children to think outside of things that happened in the story, so it may take more prompting. They must think of things that make them scared in their own life to come up with some reasons that he could be scared. Questions to prompt them include: Do you think the dark is scary? Are some people's costumes on Halloween really scary? 20 min (time can

Describe three commonalities Essay Example | Topics and Well Written Essays - 250 words

Describe three commonalities - Essay Example The three sources portray professional educators as capable of influencing student behaviour and learning outcomes. Educators prepare students to become responsible people in the future. They empower them with skills such as effective communication and critical thinking (Conceptual Framework, 2015). Educators embrace the social needs of different students by showing respect to issues like culture. They prepare students to work in distinct settings. Educators should influence their students positively from both academic and personal perspectives (Professional Dispositions of Learners, 2015). Special educators create a positive impact on the lives of individuals with exceptionality by treating them fairly, helping them achieve academic excellence and implementing behaviour change disciplinary measures (Special Education Professional Ethical Principles and Practice Standards, 2010). Effective education professionals  exhibit integrity and ethical behaviour. Professional teachers are well educated and skilled. Additionally, they display a high level of commitment and compassion in their line of duty (Conceptual Framework, 2015). Professional behaviour towards students, colleagues and families amongst others is influenced by dispositions. Dispositions are the ethical standards and values that educators uphold, and they significantly influence various student learning processes including motivation and achievement (P. D.L, 2015). Professional ethical standards for special educators emphasize that educators display professional competence by exercising respect, integrity and commitment when serving individuals with exceptionalities (S.E.P.E. P.P.S, 2010). The named commonalities are important to teachers and students because they establish a foundation for teaching practises. They provide effective guidelines that when adhered to can result in academic excellence. The