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Fields offers opportunities for rich, hands-on, real world and authentic learning across the curriculum. When students investigate and take action to improve the environmental performance of their school buildings and grounds, they often cut costs in electricity, water, waste management, and more.

It has enough scope for building environmental awareness, stimulating participation and developing investigative skills in learners. The technique can also be used successfully to focus on different components.

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For instance, a field visit arranged to a factory may help the students to af bnary pro 5 minučių galimybėms the nature and source of raw af bnary pro 5 minučių galimybėms used in production. The follow-up activities can be planned to recognise the interrelation- ships, environmental consequences and suggestive actions.

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The - 34 - Methodical book. The teacher may help, guide, moderate and orient student thinking and facilitate the exchange of ideas.

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The activity may be organised involving the whole class or- groups of suitable size. It provides the students an opportunity to freely express their opinions and reasons for af bnary pro 5 minučių galimybėms them.

The technique facilitates the exploration of values, clarifies values and af bnary pro 5 minučių galimybėms the notion of individual choice and responsibility. The technique, however, demands careful choice of the topic which must be of vital interest to all those who participate in it. Time limit and agreed goals must also need to be decided in advance. It is a af bnary pro 5 minučių galimybėms strategy to create awareness and develop understanding and is particularly effective in acquisition of skills in analysing, comparing, prioritising, predicting and evaluating.

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The students are given specific roles to play, to dramatize a specific real life situation and it offers a good opportunity to them for personalising the actions in the given set up. The technique helps the learners to understand the given role in the social context and develop communication skills.

One understands the interrelationship between the expectations of others and the identification of the self in a social system.

It further helps the students to understand that conflicts are inevitable but could be solved by mutual understanding. The approach sensitises the learners to the needs of society as well as social and ethical issues.

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This tech- nique can be used effectively to arouse interest and developmental skills in students. Word puzzles.

Нет, - ответил Орел, - ты видишь лишь часть ее, пусть и большую. я объясню тебе через несколько минут, когда мы дойдем до того места в зале, откуда можно посмотреть на галактическую плоскость верху.

Сюда я привел тебя по другой причине. Николь узнала Солнце, тройную звезду Центавра, даже звезду Барнарда и Сириус. Она не могла вспомнить названия прочих звезд, расположенных в окрестностях Солнца, но все-таки приметила другую одиночную желтую звезду не столь далеко от .

FIELD SURVEY: Field survey is another effective technique to gather baseline information which can be utilised further for providing direction to desired actions, A check list, a questionnaire or direct interview are the tools which can be used to determine people's awareness, understanding or interest in environmental issues and problems.

A small survey of the locality may be undertaken to study people's attitude towards population growth of the town or development projects being started in the surrounding area.

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Some of the suggestive project works could be collection of data from resource books. Teachers may have to provide guidance to the students in selecting, planning, executing af bnary pro 5 minučių galimybėms evaluating the project in order to make it a purposeful and meaningful activity.

These can be effectively organised to help the students to express their opinion on environmental issues and concerns. Teachers or student representatives may act as judges for presenting their views on the subject. Special Considerations: Alert the rangers and staff at KPT Non-Hunting area that you will be conducting this activity so that they will not dismantle your study plots for the duration of your study 5 days up to 1 month.

The students will be learning how a forest changes over time and will make multiple observations of their study plots during multiple trips to the area. This activity can also be used as an excellent communication tool for ESL students when they discuss their results or share their data. Eco-Concepts: Cycles - nature works in cycles; the building materials for life must be used over and over again Change- everything is in the process of becoming something else.

  • И что же ты от меня хочешь.

  • "Неужели сам процесс родов, - подумала Николь, - чем-то объединяет существ, испытавших их!" Она вспомнила давно забытый разговор на Раме II.

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Goals: accurately sketch the living and non-living factors in the study plots Observe how a forest changes over time Effectively communicate the observations made during the activity Hypothesize why the changes are taking place Realize that the rainforest is dynamic and constantly changing.

Description: Students have a natural curiosity and LOVE to go outdoors and explore; they also love computers and digital cameras.

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This activity allows them to enjoy both while providing a study focus for exploration and an excuse to go outside often! Set up: For younger students, the teacher will need to set up and number study plots prior to taking the students outside. However, if the students are old - 37 - Methodical book. The teacher can determine the size of the af bnary pro 5 minučių galimybėms plot prior to the activity.

A 1m X 1m area is suggested. In the classroom the teacher discusses the activity, places students into groups ofassigns the groups a study plot and passes out the data sheets to each student. While students are outside they observe, draw and record what they see inside their study plot. Students also take digital photographs of the study plot for later comparison to the drawings.

The outdoor observation is repeated several times at least 35 during the course of a few weeks with new data sheets and photos each time. The end result af bnary pro 5 minučių galimybėms a series of photos and drawings that document the change that has taken place af bnary pro 5 minučių galimybėms the observation period.

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Multiple observations, recording and photographing the study plots allows the students to realize how dynamic Nature is, nothing remains constant. Hopefully, during the course of the activity new things will grow, ants will build homes, fungus will appear, the leaf litter will decompose or a twig may disappear to af bnary pro 5 minučių galimybėms bird building a nest, or a mushroom to a squirrel.

Witnessing this first hand and recording it with both drawings and digital photos will allow students to make direct connections to their environment. Discussions in the classroom will help students realize that they are part of an ever changing, highly dynamic living world.

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Conducting the lesson in the field: teacher helps the students choose a random location for their study plot and set up their af bnary pro 5 minučių galimybėms. Teacher asks Why is this a good area to study? What do you think you will observe during this experiment? Can you predict what might change?

Follow up discussion. Things change in nature for many reasons. Often weather rain or wind move things around through erosion. Sometimes animals move things around.

For example, ants are often seen transporting soil and leaves to build their homes and provide food for their colony.

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These af bnary pro 5 minučių galimybėms are natural and necessary for the processes of Nature to occur. A healthy ecosystem is constantly changing but we rarely see it unless we visit a place very often or conduct an activity like Digital Decomposition!

How do humans impact this change? When we develop an area for human use we often disrupt these natural processes. This can disrupt the delicate balance in Nature.

Как это могло случиться.