Talk:Deforestation/Effects

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Contents

Thread titleRepliesLast modified
Spheres021:56, 3 October 2009
Target level409:18, 30 September 2009
Photos of plants/animals etc.109:03, 28 September 2009
Flow chart208:32, 28 September 2009
UN Report108:22, 28 September 2009
Wonderings reflection006:41, 27 September 2009
Reading006:39, 27 September 2009
Social constructivism001:40, 27 September 2009
Merging of effects107:49, 26 September 2009

Hi All, I had a look at the spheres stuff and have tried to make it more accessiblle to our learners, Have a look and see what you think. BTW any grammar experts out there, I'm not sure about affect and effect so if we are keeping it someone may want to check. Its my Achilles heel T

Whaeatina (talk)21:56, 3 October 2009

Target level

Hi there,

Some of this content is above the target learner level. Tina may I have your opinion on this. Can the provider of this content please check this out?

Kind regards, Leigh

Leigh.dell (talk)08:21, 28 September 2009

Hi Leigh, I think this one is from the google docs. Can we dump it without losing learner time? I don't think we have time to rework it at this stage and there has already been substantial reading in this module. Let me know what you think (I'm keen to cut it)

Whaeatina (talk)09:00, 28 September 2009

Is this the spheres stuff? I'm happy to take it out if we don't need the time. It seems a little high in level to me ...

Hmlamond (talk)07:15, 29 September 2009

I was talking about the UN article but I know what you mean about the spheres stuff. I have tried to rework it to suit our target audience as much as I can. Maybe we could put it in the teachers notes as an extension activity but you might want to check with Stanley before you cut it. Its one of his. We could move the board game from the final module into this module if we wanted to replace spheres. T

Whaeatina (talk)08:27, 30 September 2009

Ah! If you're happy with the spheres stuff then I'm fine - its a long time since I was 8 ;-) and since I don't have any children or work with children I'm finding it tricky to think about level. Can I leave this decision with you guys? Just tell me what you want to do ...

Hmlamond (talk)09:17, 30 September 2009
 
 
 
 

Photos of plants/animals etc.

Hi there,

Please can someone provide at least some photos (if not all) of all the animals and plants mentioned, otherwise they just become meaningless text. Personally it is not meaningful or authentic to me to learn names of animals or plants if I have no idea what they look like.

Thanks. Leigh

Leigh.dell (talk)08:08, 28 September 2009

I'm not sure about the lists of animals and plants. I could create an activity around plant/.animal info if that's what we wanted T

Whaeatina (talk)09:03, 28 September 2009
 

Flow chart

I don't want to create an activity on this flow chart until I know where it comes from (and if we have permission to use it) I went to the TinEye site and it couldn't be found there. If we can't work out where it is from we should ditch it or replace it with something useable. Any ideas? T

Whaeatina (talk)07:42, 28 September 2009

Hi Tina It came from our Google docs dumpbox, no source that I can find - not sure who put it there ... H

Hmlamond (talk)08:14, 28 September 2009

I may have put it there. I don't remember but I think we should get rid of it at this stage. I will look at replacing it with something else. T

Whaeatina (talk)08:32, 28 September 2009
 
 

Hi there,

Isn't the link to the source in the wrong place? Shouldn't it be at the bottom?

Thanks. Leigh

Leigh.dell (talk)08:12, 28 September 2009

Do you mean the links in the middle? FOIE etc? If so, they were part of the original article and I uploaded them as such. I'm not sure we can move them and keep the integrity of the UN article (most usages state that you cannot alter content). Cheers H

Hmlamond (talk)08:22, 28 September 2009
 

Wonderings reflection

Hi there,

This reflection still requires instructions, and the format of the questions need to be identical throughout the unit. Please refer to our template, Module One (Introduction)for format.

Many thanks, Leigh

Leigh.dell (talk)06:41, 27 September 2009

Hi there,

If students are required to do any readings, please do not provide a link - rather provide the entire/relevant content, or ask the educator to print it and hand it out to the learners, in which case the link has to be moved to teacher notes. Remember, we can't assume the learners have access to internet or computers... thanks! - leigh.

Leigh.dell (talk)06:39, 27 September 2009

Social constructivism

Definitely need to amend some activities so that there is group work involved. If we use the KWL and big question at the end of each lesson as a summary this mey help with the continuity of an authentic context T

Whaeatina (talk)01:40, 27 September 2009

Merging of effects

Hi Heather and everyone,

Heather, please will you merge Effects I and Effects II. Please will you add the content of Effects II under Effects I for both the learner and teacher notes. Please will you then rename it to Effects of Deforestation. These modules are too sparse and combining what we can will help with the focus. Also, two modules with the same topic will be more difficult to pad out and there will end up being duplication of both content and effort e.g. as they stand each module requires a separate set of teacher notes that need to be created/added to, validated, quality controlled etc.

Thanks.

Kind regards, Leigh

Leigh.dell (talk)22:28, 25 September 2009

Done. There is some tidying up to do. Will do the obvious now H --Hmlamond 07:49, 26 September 2009 (UTC)

Hmlamond (talk)07:49, 26 September 2009