Assignment First

加拿大代写-灵活使用互联网资源。在教室里有使用视频技术的具体指导方针。选择任何带有apt视频剪辑的班级,并将这些剪辑应用于系统教学工具中(Berk, 2009)。

视频的名字叫Man。人类作为地球的主人并不关心地球上的植物、动物、任何资源。这是因为人类认为所有的资源都可以被他们利用。整个视频想要传达的信息是关于人类活动所消耗的每一种资源的种类,人类迟早会随着城市、经济和森林的发展而灭亡。动物会被杀死,水也会被污染。一切都将会失去,这是地球上所有的资源。那时人类什么都不是。

通过这个视频,学生可以了解到人力资源和自然资源的影响。观众会感到震惊,因为他们会思考自然资源和人类之间的关系。这也是一个机会,让他们重复他们已经从书中学习过的知识。

另一方面,课堂上可用的视频技术是一种简单实用的系统教学工具。学生很容易接受,这对新一代来说是一种熟悉的方式。

本研究的调查旨在探讨手性活动对学生兴趣的影响。活动动手体验与活动质量在各自的活动动手兴趣中呈显著正相关(Holstermann, Grube, Bogeholz, 2010)。

对学生来说,创建真正的生态系统是一件有趣的事情,理解生态系统是一个很好的实践。本研究选择水生生态系统作为课堂实践。它需要5个步骤:(1)得到一个有盖子的大玻璃瓶;(2)选择一些蜗牛、水生植物、PH缓冲液和砂砾放在瓶底;(3)就近取水,采集微生物、藻类、水蚤、缓步动物、原生动物;(4)生态系统中动物数量不多,否则生态系统会因过度进食而崩溃;把所有的东西和河水都放进罐子里。

从自我生态系统出发,学生应该对动手实验感兴趣,并思考更多的问题,比如如果水变得浑浊,我们能做什么?如果藻类在炎热的天气死亡,我们该怎么办?…教师可以鼓励学生关心生态系统,研究答案,自己解决问题。这是一个有用的和有效的教学。

加拿大代写 -Use Internet resources flexibly。 There is availability of concrete guidelines with the use of video technology available in the class room. The selection for any class with apt video clips and those clips were applied in a tool of systematic teaching (Berk, 2009).
The video’s name is Man. Humans as the owner of the earth do not care for the vegetation, animal, any resources on the earth. This is because humans think that all the resources can be used by them. The whole video wants to send information regarding the kind of each resource that is consumed by human activities, and sooner or later, one day, mankind will perish with the development of city, economy, and forest. The animals would be destroyed, and the water is contaminated. Everything would be lost, which are all of the resource on the earth. Humans are nothing at that time.
Through this video, students can understand the impact of human and natural resources. Audiences will be shocked, as they will think about the relationship between natural resources and human beings. It is also a chance to make them repeat the knowledge what they already studied before from the books.
On the other hand, available video technology in classroom is easy and useful systematic teaching tool. Students can easily accept and it is a familiar way for the new generation.
The investigation of this study explores the hands on activities’ influence on the interests of the students. The experience of hands on activities and quality of it is positively correlated in the respective hands on activities interests (Holstermann, Grube, Bögeholz, 2010).
Making real ecosystem is a fun and interesting thing for students and it is a good practice to understand what an ecosystem is. The Aquatic ecosystem is chosen in this study as the practice to make in class. It needs 5 steps: (1) Get a large glass jar with a lid; (2) Choose some snails, aquatic plants, PH buffers and gravel to set at the bottom of the jar; (3) Collect water from nearby river so that to get microorganisms and algae, daphnia, tardigrade, and protozoa; (4) Not too many animals are there in the ecosystem, otherwise the ecosystem would have collapse from overeating of food; (5) Put everything and river water in the jar.
From self ecosystem, students should be interested in the hands-on experiment, and think more questions, such as if the water is getting cloudy what we can do? If algae dies on hot days, what shall we do? …And teacher can encourage students to care the ecosystem, research the answers, and solve the questions by themselves. It is a useful and effective teaching and learning.