How Many Paracetamol Is Enough To Kill Yourself

The Universe and Earth

Introduction:

Geography: The word geography was adopted in the second century BC by the Greek scholar Eratosthenes and means literally 'description of the Earth. " The geographical study includes both the physical environment as the relationship of humans with the physical environment, ie the actual geographical features such as climate, soils, landforms, water or vegetation, together with the elements studying human geography, such as public institutions, different cultures, communication networks and other man-made changes in the physical environment. It is, therefore, an interdisciplinary science using proprietary information from other sciences such as economics, history, biology, geology or mathematics, among others.


Academic degree:

5th. Superior grade


students Features:

Students from 9 to 10 years old just graduated from 4th. Superior grade. Basic skills.

objective:

To help students identify characteristics of the stars that make up the Solar System.

Specific objectives:


The student:

- Understanding the origin of the stars that make up the Solar System.

- Characterization of the inner and outer planets in relation to its location in the Solar System.

- Comparison of travel time and average temperature of the planets in relation to their distance from the Sun, from the information boxes.

- Recognition of rotational and translational motions of the moon.

- Description of the eclipses of the Sun and Moon and of the root causes.

- Importance of the study of eclipses for development of scientific knowledge.

- Identification of the day and night following the rotation of the Earth.

- List of seasons with the shifting of the Earth and the distribution of sunlight.

- Recognition of the light and heat suitable for life as a result of the position of the Earth to the Sun

- Identify the functions of the atmosphere for the development of life on Earth.

- Understanding the importance of life-light, heat, water and oxygen.

Learning Strategies:

Exploration of previous ideas.
Documentary research (literature and Internet)
Identifying the concepts and main ideas in the texts consulted.
emission scenarios and strategies for the contrast resolution of the cases, exposure of subjects investigated. Using ICT

Development of a Power Point presentation. Register
main ideas in the book.
Watch video digital whiteboard: enciclomedia, encarta, wwww.youtube.com, http://dsc.discovery.com/ and http://www.google.com.mx/ .
Organization of information through main ideas to produce an album for the 4 sessions will include: Drawing: Solar System, Rating: Planets in the Solar System, Description: Eclipses of the Sun and the Moon from models (drawings) and what is the cause that originate. Exhibition
album of all partners, invitation to parents. Exhibition
PowerPoint presentations, invitation to potatoes. (The same day the two exhibitions).


selection and development of materials and contents.

MATERIALS:

- Computer with Internet (Web pages with content on the subject, and Power Point).
- Prints explanatory and descriptive.
- Blackboard, chalk, notebook.
- Pizarra digital.

CONTENTS:

- Conceptual:

General characteristics of the solar system. + The planets, their size and location in the Solar System. + Location of the Earth and Moon to the Sun + position, shape, rotation and translation of the Earth. + Conditions and elements that allow the existence of life on Earth. + The presence of water and favorable weather conditions.

- Procedural:

comparison, analysis, oral communication, research, identification, development of educational materials using the computer.


- Attitudes:

Accountability, collaboration, participation, respect, informed skepticism, honesty and solidarity, creativity, autonomy, interest,


methodology of learning: Constructivist and

cognositivista.

- Lead the student learning to build on the representations and ideas they have and consider the possible challenges in learning for the student to seek solutions and build your knowledge on the subject.

- Develop learning activities in the classroom using the resources available (blackboard, whiteboard, computer) and other research topics using resources that the student has to reach outside the classroom (computer, library, magazines)

- Promote the active role of students in activities and provide individual learning opportunities with peers through collaborative work.

- Enabling critical reflection on the topic controversial situations.

Learning Activities


Home Activities:

(Duration 1 session of 40 minutes)

- After watching a series of images, the teacher will make certain questions about the unknowns that humans always have wondered: How did
the Universe, the Earth and everything that's in it?
What do you know about the origin of life and its evolution?

_ And through them and generating another set of questions the teacher will encourage brainstorming among students by ensuring that their responses highlighting the concepts
Evolution, origin of stars, planets characterization of internal and external in relation to its location in the Solar System.

- Ask students to develop a writing in his notebooks and drawings.


Development activities:

(Duration 4 sessions of 40 minutes)

- Instruct students to conduct an inquiry about the universe and the Earth and other evidence that prove the evolution of the Universe. Form teams of 5 elements and the information collected (registration, testing) organized to develop a summary table that includes some descriptive images.

- Arrange equipment for research and exhibition of the following topics: (shared equitably and strategically subjects)

a) .- The natural processes that gave rise to the Universe and Earth.

b) .- To describe the eclipses of the sun and moon from models (drawings) and what causes that originate them.

c) .- Research: When was the last lunar eclipse was observed, report results and comments.

d) .- Research: What is the movement of rotation and translation of the Earth?. To model and explain the Earth.

e) Functions the atmosphere for the development of life on Earth
. (Power Point file.)

f) importance to the life, light, heat, water and oxygen (video file).

g) Prepare drawings, writings, life on Earth before settling it and it is now. (Using the whiteboard), explain.

Note:

of 35 students of which were formed 7 teams of 5 elements each team will endeavor to highlight the collaborative work in preparation for the exposition of the subject, the materials for the exhibition, written in their journals each exposure that were made with drawings.

- Upon completion, each student will give their opinion about the exhibitions.


Closing Activities:

(3 sessions lasting 40 minutes)

- Explore the Universe and Earth.

- 7 teams Develop in a PowerPoint presentation, emphasizing the characteristics of the stars that make up the Solar System.

- present to their group and generate discussion on relevant aspects so as to encourage curiosity, skepticism and critical thinking informed the group.

- Prepare for an individual on the issues addressed in the teaching unit.

rating:

- Process formative and summative evaluation during the development of start-up activities, development and closure.

- Determine assessment strategies consistent with the purposes and designed experiments that allow evidence of learning achievement of students. (Identify the assessment rubrics development activities and products developed: Research, works in Power Point, digital whiteboard, prints, models, books, videos ... etc.

- At the end of the topic undertake their activities SEPpp Paper .11-12-13-17-18-22-25 30.

- Book of support. Laboratory pp.338 to 344.

- NOTE: These two book reviews and Laboratory SEP will be performed during the 4 sessions or the entire month of September.


ANNEX:

http://www.scribd.com/doc/17671766/A-Nexo-5

Teaching Unit developed by: Ana Isabel Barrera Villarreal. Instituto La Salle Chihuahua . Level: upper primary. See Chihuahua. July 2009.

Top Speed Honda 400ex

Obtain and organize information

Introduction:

is intended to student to complete the instructional unit to expand its powers as an investigator and to improve their skills for presenting summaries to find condensed information to distinguish relevant ideas, interpret various diagrams and charts, prepare briefs and present condensed information in brochures,


academic degree :

Secondary 1,

Characteristics of Students: Students

between 11 and 12 students in Secondary 1, lower-middle class in a private school tuition very affordable and with few resources technological

objective:

Students will expand their skills as a researcher, to identify and practice study procedures, identify various diagrams and charts to organize information in texts.


Specific objectives:


Review, select and synthesize information, distinguish relevant ideas, prepare summaries, organizing information and material to present and cite information.


Learning Strategies:


They send information via e-mail to students with instructions activities that can be done at home that have internet-connected computer that are most and those who do not count on it may review it in an internet cafe soon.

selection and development of materials and contents.

MATERIALS:

Computer, Textbook, workbook, sheets, pens, pencils, printer, internet and office programs

CONTENTS:

- Conceptual:

informational texts

Map and monographic bibliographic record

Plans Steps to research.
Different ways to organize information.
The summary. The summary

The concept map
Interpret information on graphs
Interpret information on bars. Forms

diagrams in texts citation
paraphrase

- Procedural:

The student seeking information on specific topics and city of your choice.
Perform a triptych of a city to be chosen to investigate.
The student will compare images of maps to choose to include in your brochure.
seek and select information from different texts.
analyze an instructional video to make your own brochure.

- Attitudes:

- Interest and willingness to carry out the task entrusted by the Internet.
- Teamwork in group


Learning methodology:



Congnositivista Constructivist and learning activities


Home Activities: (Duration)

Analysis of Goals and Objectives of the project and analysis of definitions of concepts. These same activities will serve as a diagnostic evaluation.

Development activities: (Duration)

will be sent an email to students with instructions for the preparation of a triptych.

Closing Activities: (Duration)

The delivery of the triptych, The filling of the self-assessment activities, the bimonthly review
reply

rating:


From diagnosis to start the project. Formative
observed for the class that will be carrying out the proposed activities.
activities will be analyzed and sent to the teacher via email with feedback.


ANNEXES:

ANNEX 1 .-

With the information summary should develop a brochure by following the instructions on the following website: http://www.youtube.com/watch? v = OhFCpbOAkc0


Look carefully the indications that will require an instruction manual with the steps to prepare the triptych.

In a separate file to send the instructions with your English teacher to your email.


ANNEX 2.

Activity 1 .-
After analyzing the information collected should make a summary of which is annexed
heading thus be assessed accurately. 2 .- Activity


With support from the computer and following some design tools insert - Word Smart Art Make a box office
conceptual information host city for the
Prospectus. You see the textbook example of English 1 page 54.
can choose some other software to implement the conceptual framework.
heading is attached as a basis for evaluation.


ANNEX 3 .-


RUBRIC FOR ASSESSING TRIPTICO
http://www.scribd.com/doc/17671320/anexo-3


teaching unit developed by: Sandra Lucio Maricela Cantu. Guadalupe School. Secondary Level. See Monterrey. July 2009.

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Introduction to the knowledge of physics

Keratin And Texturizer

functions and their graphic representation

Introduction:

in curriculum design can be seen a constant concern that students acquire the skills needed to function as citizens able to exercise their rights and duties in a society that incorporates each operation again, its activities and its mathematical aspects languages.

academic degree: 4 semester



school students Features:
Teen

16 years


objective:


• Use mathematical knowledge to organize, interpret and act in various situations of reality.
• Understand and interpret various forms of mathematical expression and incorporate the language and modes of argumentation common. Recognize and refer
situations where there are problems that can be formulated in mathematical terms, solve and analyze results using appropriate resources.


Specific objectives:

· To reflect on their own strategies used in mathematical activities.
• Incorporate own habits and attitudes of mathematical activity.
Recognize the role of resources in their own learning.

Learning Strategies:

According to these principles, the class action plan would incorporate the following aspects:
Proposal of activities for background detection and revision of concepts and previous learning. These activities the students would work individually.
Proposed activities in real contexts for the acquisition of new knowledge. These activities will be worked individually or in groups. In addition, some of them were proposed and worked to gain the students' own strategies of mathematical activity, and have models to improve its presentation, approach and solve problems.
Sharing the work done by analyzing and discussing the concepts and materials used, difficulties encountered and the solutions adopted to circumvent.
Detailed description of the concepts in the conduct of activities by the teacher, as well as properties.
resolution of exercises and strengthening handling problems concepts.
Performance of work by the teacher or student initiative. Summary
content and group discussion.


selection and development of materials and contents.


MATERIALS:

Today, there are many materials on the market, although the educational administration in this new phase has forgotten to provide the faculty clásicas.Debemos areas distinguish between material the use of teachers in their teaching and the student must manipulate. Professor
Material:
Overhead transparencies and the corresponding activities to be presented to students. Rear Projection
Graphing Calculator. Slate
white grid or where to project the grid to represent graphs.

Material for the student: 1.5 mm grid
folio for graphical representations.
colored pens.
Rules. Computers
Calculator


CONTENTS:

- Conceptual:

Review by a set of concepts and activities of learning achieved in previous courses:
Interpretation functions using graphs, verbal descriptions, tables, mathematical formula.
growth and decline. Ends.
Continuity. Functional models
:
linear functions.
piecewise linear functions.

Quadratic Functions Exponential
inversely.


- Procedural:

Interpretation and construction of numerical tables and graphs of functions, selecting the most appropriate scales and units. Recognition
intervals of increase and decrease.
id and interpretation of the ends of a function. Identification of graphical
continuous and discontinuous functions.
Recognition and representation of the various functions studied.
Identification and significance of the various parameters in each type of function.
Recognition of the most important characteristics of the different functions. Recognition
frequency graph.
Using the calculator and computer software to calculate different values \u200b\u200band represent different functions by analyzing their differences.

- Attitudes:
appreciate the usefulness
graphic language to represent different situations.
highlight the need to choose an appropriate scale on each axis, to make graphs.
Show interest and curiosity to find the salient features of a function.
develop a critical attitude to analyze the information graphic.
stress the importance of establishing precisely the graphs to show properties and characteristics generally associated phenomena.
appreciate the help provided by new technologies for the calculation, quick view, the study and quick check of how families are different functions and how they influence their graphs the various parameters.

Learning methodology:

The methodology will encourage the student's ability to learn for themselves, work together and implement adequate and appropriate methods of investigation. Similarly emphasize the relationship of the theoretical aspects of materials and their practical applications in society.


Learning Activities: Activities

Home:

(Time: 10min)


Activities development:

(Length: 30 min)


Closing Activities:

(Duration: 5min)

activities are attached at the end

rating:

Regarding the concepts

understand, recognize and use their own scientific and technical language of the area of \u200b\u200bMathematics.
Assimilation and practical application of concepts worked.
Knowledge and use of reasoning techniques work and own the area.
understanding and explanation of the problems as a step to interpret the mathematical reality that surrounds us.
contributions and initiatives in both classroom work as a group.

With regard to the following:
Speaking
right and proper.
Correct use of mathematical symbols and knowledge of the properties at the time of operation and simplify mathematical expressions.
Organization and use of appropriate materials to work performed. Presentation
work and workbook.
techniques of intellectual work: Underline, diagrams, conceptual maps ...
Synthesis and analysis of results.
Finding and using information sources.
and problem-solving approach.
Systematization.
formulation and hypothesis testing.
autonomy in learning.

Regarding attitudes:

care and class participation. Housekeeping
in the works. Care
materials.
interest and curiosity about mathematics.
Respect and tolerance for others.


instruments used to assess:

in her classroom observation: Working
classroom.
Debates.
Questions and exercises on the blackboard.
approach and problem analysis.
Student Notebook: Homework
.
diagrams, summaries, expression.
approach and problem analysis.
Objective evidence and individual or group work: Presentation


Reasoning Operation Procedures



ANNEX:

http://www.scribd.com/doc/17520887/Actividades-a-Realizar


teaching unit developed by: Lizet Lazalde Estela Martínez. Instituto La Salle Chihuahua . Level: High. See Chihuahua. July 2009.

Chevy Tahoe Body Change?

HIT AND RECEPTION. Understanding Space Travel

INTRODUCTION.

TO HAVE AN OWN STYLE TO IDENTIFY A TEAM OF FUT-BOL SOCCER PLAYING AS EXIT FROM BACK AT DA SAFETY OF MOVING THE BALL, AS WELL AS HE HAS MADE PATENT TECHNICAL INDIVIDUAL AND COLLECTIVE SOLVENCY.


ACADEMIC DEGREE: STUDENTS

1, 3 and 5 HIGH SCHOOL SEMESTER.

CHARACTERISTICS OF STUDENTS:

ABOUT IS A SELECTION OF 50 PLAYERS SEEKING TEAMS TO BE IN SCHOOL. THE FINAL 18 PLAYERS ARE ONLY TO THOSE WHO WORK UNTIL THE END OF SCHOOL YEAR.

GOAL:

TECHNIQUE TO IMPROVE AND ENHANCE THE INDIVIDUAL AND GROUP PLACING SPECIAL EMPHASIS ON THE RECEPTION AND HIT THE BALL.

SPECIFIC GOAL: GIVE

SOLVENCY AND SAFETY TO THE BOTTOM OF THE EQUIPMENT (DEFENSE) THE TRANSFER OF THE BALL FROM THE DOOR TO MEDIA FIELD IS SAFE.

STRATEGY LEARNING THROUGH PLAY

REDUCED IN AREA 20 X 40 4 v 4 will invariably WARMING AREA OF 4 WEEKS TO UNDERSTAND THIS.
WILL BE A HIT THE ROOT OF SOIL AND TIMES WILL BE IN 2 (TO AND PLAYING).
WANTED AT ALL TIMES THAT ALL PLAYERS ARE KEPT IN CONSTANT MOTION TO GIVE THE TEAM DYNAMICS AND NOT ONLY MOVE THE PLAYERS WHO HAVE THE BALL.

SELECTION AND DEVELOPMENT OF MATERIALS AND CONTENT:

IS WORKING IN 3 SESSIONS PER WEEK DURATION 1.30 minutes.
STRESS IN EACH SESSION WILL BE PERMANENT AND CONTINUOUS IMPROVEMENT OF INDIVIDUAL AND GROUP TECHNIQUE. ATTENDING
THEY ARE 2 OF THE FOUNDATIONS OF FUT-BOL SOCCER EVERY STUDENT (PLAYER) MUST HAVE A WAY TO ASSIST FIRST TO GIVE A GENERAL REVIEW EXERCISES BY OWN STOCK TO SEE THAT THIS WAY COMES JOVEN.DE AREAS CAN BE OBSERVED OPPORTUNITY IN THE NEED TO WORK WITH MORE CAREFULLY.

METHODOLOGY:

is selected from the WARM UP WORKING GROUP EXERCISES TO STRENGTHEN OVER THE BEAT AND PURIFIED AND THE RECEPTION OF THE BALL.

INDUCTIVE YEARS WORKING WITH THE FIRST PART TO RUN AFTER THE END OF NORMAL AND DUTIES INCLUDE 2 YEAR THAN THE SUPPORT AS IS INCLUDED IN PARTS SIDE SHAFT. 4 VS 4 IN SPACE OF 20 X 40 GOL AND INCLUDE THE BOTTOM LINE. HERE ARE EVALUATED THE MECHANICS OF MOTION TO HIT AS MUCH FOR THE RECEPTION

WATCHING THE BODY MOVEMENT, BALANCE, direction and strength of POSCICION STILL HIT AS MUCH IN MOVING. IN THE SAME WAY IN THE RECEPTION WILL BE WATCHING THE BALANCE AND GUIDANCE WHEN BOTH GET THE BALL IN PLAY AS FIXED POSCISION. ASSESSING

4 GAMES ARE WORKING ON INTER-BRACKETS (Thursday) and Saturday FRIENDLY GAMES BEFORE THE START OF THE TOURNAMENT (4 TO 6 GAMES).

EVALUATION:

AT THE END OF THIS UNIT EVALURA GROUP ON THE TABLE TO PUT IT WORKED AND I OBTAINED TO MAKE THE COMPUTER SECURITY AND FOOT FORWARD IN THAT TONE. THIS WAY THE TEAM THAT WILL GIVE ACCOUNT ESTES DELINENDO OWN STYLE OF PLAYING WITH CUSTOM SEAL TEAM WORKING IN LINE.

teaching unit developed by: Edgar Jesús Ramírez Morales. Colegio Ignacio Zaragoza. Level: High. See Saltillo. July 2009.

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Introduction:

The interaction of science, technology and Society. Influences Society Through Technology
ITS products and Processes, Technological Change and Are Often Accompanied by Social, Political and Economic Changes That May Be beneficial or detrimental to individuos and to society; social needs, attitudes and values influence the direction of technological development.


Grado académico:

High School – 5to.Semester

Características de los estudiantes:

Students from 16-17 years.

Objetivo general :

Students will:
Understand that travel in space is a reality around the corner nowadays.


Objetivos específicos:

Students will understand that technology can be use:
At some time in the future, there likely will be cities in space.
The first of these cities will probably be lunar based, Mars based, or space based (orbiting Earth).
Designers of such a city will have to work within the parameters of the unique conditions of the base environment.
Designers will have to consider the conditions and services that will be necessary for people living in the city.

Estrategias de aprendizaje:

Class discussion:
1. Discuss with your class the design of a large city near your area. What materials are common in buildings and other structures? What kinds of recreation facilities are available? How is power provided to the residents? What are the main businesses and industries carried out in the city? Can students think of any reasons for the characteristics they have ascribed to the city? Are the city's characteristics related to its geography, location, or available natural resources?

2. Continue the discussion by pointing out that, in the future, we are likely to have cities in space—either lunar based, Mars based, or space based (i.e., orbiting Earth). Go on to point out that, as on Earth, the characteristics of space cities will be, in part, dictated by the unique conditions of the base environment.

Cooperative groups:
3. Divide the class into three work teams. Team 1 will design a lunar-based city; Team 2, a Mars-based city; and Team 3, a space-based city.

4. Before beginning, Teams 1 and 2 should research the base environments of the moon and Mars; Team 3 should research space stations.

5. Set aside a time for the three teams to meet and plan their cities with the following questions in mind:
What building materials will be available?
Which jobs will be required; what skills will people need?
What kind of recreational facilities should be available for the inhabitants?
How will power, food, water, oxygen—the necessities—be provided?
What conditions and services will people need?
Are there any special scientific research projects that could be carried out on this base that are unique to this location?
What types of businesses and commercial services will be most likely to thrive in this city?
Selección y desarrollo de materiales y contenidos.

MATERIALES:

Computer with Internet access
(use of digital board)
Research materials related to the moon, Mars, and space stations
http://www.google.com.mx/search?sourceid=navclient&hl=es&ie=UTF-8&rlz=1T4SNYO_esMX307MX311&q=moon%2cspace
http://www.nasa.gov/multimedia/index.html
Images about different planets, space and space stations.

http://msnbcmedia.msn.com/j/msnbc/Components/Photo_StoryLevel/080411/080411-space-am-moon-dev2-934.hmedium.jpg

Power point presentation (about space)
http://www.slideshare.net/nancyrios/presentac-1742222

Readings The Case for Space: Who Benefits from Explorations of the Last Frontier?Paul S. Hardersenm, Shrewsbury, MA: ATL Press, Inc., 1997This book discusses ideas and plans about space and how people may continue to benefit from space exploration in the future. The author says that shuttles, space stations, satellites orbiting Earth, stations on the Moon, and spaceships landing on asteroids to mine metals will be possible in the next 50 years.

CONTENIDOS:

- Conceptuales:

Use of technology in space, how is going to be the interaction in the future.

- Procedimentales:

Investigation, discussion and the way of using the new technology in space.

- Actitudinales:

Accept from classmates a more imaginative and less scientific focus.

Metodología de aprendizaje:

1.Classroom

2. Caregiver Experience

3. Case Studies

Students participate in classroom setting using listening, visual and written skills to get knowledge and awareness.

Students obtain competences by discussing experiences and practices in groups, or one-on-one.

Students discuss different options related to the class with the group.

Actividades de aprendizaje:

Actividades de inicio:

(10 min. )

Discuss the following "What ifs":
What if...the Soviet Union had never launched the Sputnik?
What if...the Apollo Program had never resulted in a landing on the Moon?
What if...no one had ever tried to break the sound barrier?
What if...the Soviet Union had landed on the Moon first?
What if...you were offered an opportunity to ride on the Space Shuttle?
Discuss why people want to go into space and debate whether human space exploration should be replaced with robotic missions. Are there compelling reasons why humans should have a presence in space travel?
Explain how the exploration of space is similar to an expedition to Mt. Everest.
Debate the value of the Apollo Lunar Mission Program. Support your opinion with specifics.
Debate the value of a manned mission to Mars. Support your opinion with specifics.
Discuss the benefits which could result from private industry's participation in the commercialization of space.
Explain how space travel has affected people's lives. How has it affected your life?

Actividades de desarrollo:

(25 min.)

Both the Pioneer and Voyager spacecraft carry messages from planet Earth. Have students research the reasoning behind the designs and the objectives of the two messages. Have students, working in pairs, design their own messages to be carried on a spacecraft leaving the solar system. In planning their messages, students should address the following issues:
How can we communicate with a species unfamiliar with our language and culture?
How do we tell this species where we are located, or the point of origin of the spacecraft?
What should the content of the message be? How much or little information should we include, and for what reasons?

Actividades de cierre:

(10 min. )

Have students write a short conclusion about the use of technology in space.


Evaluación:

You can evaluate the teams on their plans and presentations using the following three-point rubric:
Three points: Plan shows serious consideration of all suggested questions; presentation carefully prepared and well presented.
Two points: Plan shows serious consideration of most suggested questions; presentation adequately prepared and presented.
One point: Plan shows serious consideration of few suggested questions; presentation lacking in organization and clarity.


ANEXOS:

http://www.slideshare.net/nancyrios/presentac-1742222


teaching unit developed by: Maria Teresa de Jesus Chavez Velazquez. Instituto La Salle Chihuahua . Level: High. See Chihuahua. July 2009.

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Five Ways to prove the existence of God (Thomas Aquinas)


Introduction:

The claim of this drive is the reflection, theoretical activity, the issue and problem that is presented to demonstrate the existence of God, based on empirical knowledge of current situations and concrete reality of the students to a global perspective, enabling them to find a fundamental basis, an orientation and a sense of the existence of God, standing more conscious, rational and responsible in its historical and social environment through a practical activity.

academic degree:

6th. Preparatory Semester

students Features:

All sixth semester students of De La Salle Institute School of Chihuahua AC

objective:

Develop a philosophical stance on the existence of God from analysis of the five routes proposed by Thomas Aquinas, based on empirical knowledge and their own philosophical perspective, by problematizing and critical reflection of their philosophical approaches to participate in an environment of collaboration and accountability.

Specific objectives:

analyze each of the five ways that Aquinas proposes using his own empirical knowledge and checked with clear examples of how to present and demonstrate the actual existence.
question issues related to the existence of God, from the analysis of some other contemporary philosophers, forming an opinion and taking a personal position.

Learning Strategies:

- Participate in brainstorming on concepts, retrieving prior knowledge or common sense ideas about the existence of God and participate in the integration of concepts.

-Present PowerPoint slides with visual aids on the concepts used by Thomas Aquinas in the development of the five track, analyze their essential characteristics and their relationship with their own concepts.

-participate in the exposition of the subject from personal conclusions about the 5 ways to prove the existence of God, evaluating the logic and analog capabilities, as well as their level of participation by completing a picture-shade provided by the teacher.


selection and development of materials and contents.

MATERIALS:

PowerPoint Presentation showing the 5-way to show the existence of God.
Laptop and TV or projector in the classroom for the presentation by the teacher to understand the metaphysical concepts that are handled in the description of the 5-way of Thomas Aquinas.
Table - matrix prepared in Word document form for students to complete regarding their empirical experience the boxes associated with each track. Own explanation of each of the tracks in relation to his life and knowledge.

CONTENTS:

- Conceptual:

comprise each of the concepts presented by Thomas Aquinas in his explanation of the five ways to prove the existence of God.

analyze each of these concepts by connecting them with their daily lives.

- Procedural:

Relate the first route with empirical knowledge by completing the table provided by the teacher who will lead in the first to achieve significant knowledge. Complete the table
with the 4 remaining tracks using their own concepts.
participate in the exhibition of their own concepts in the sharing to complete the table exposed by the teacher.

-Attitudinal:

Maintain the attitudes and values, tolerance, respect for the different sessions in front of the teachers and their colleagues and the participation in class, group discussions and teamwork.

Learning methodology:

· Expose brief and clear the 5 way to show the existence of God according to Thomas Aquinas and guide development of the comparison table. • Request test
recovering any of the five-way setting a critical or foundation of their new concepts to socialize to the group. Agree
· portfolio of evidence to be submitted by each student for summative assessment.

Learning Activities: Activities

Home:

(Duration 5 min.)

Diagnostic evaluation aimed questions about how they could demonstrate the existence of God.

Development activities:

(Duration 25 min.)

Exhibition PowerPoint presentation with the concepts and the five ways to prove the existence of God by Thomas Aquinas.
Guidance on how to complete the five-way table with the first via. Development
table with empirical knowledge of the four remaining tracks.

Closing Activities:

(Duration 15 min.)

participation and exposure to unify concepts in the table prepared by the teacher.

rating: Review

Diagnosis with open questions about prior knowledge to demonstrate the existence of God. Monitoring
complete table of empirical knowledge related to concepts in the description of the five ways to prove the existence of God. Table
complete and descriptive essay of his own experience after acquiring new knowledge to demonstrate the existence of God.

ANNEXES:

http://www.slideshare.net/nancyrios/cincova 1 .- 2 .-

http://www.scribd.com/doc/17485899/Tabla-de-

http://www.scribd.com/doc/17485902/Rubrica-Para-Evaluar-Ensayo 3 .-

teaching unit developed by: Maria Isabel Blacksmithing Arista. Instituto La Salle Chihuahua . Level: High. See Chihuahua. July 2009.

Mario Salieri Fim Gratis

"Exposure of a subject"

Introduction:

a subject's exposure to a specific audience, is one of the social practices of the most used language to present a specific topic, not just the subject of English but in all areas of study. This requires that students research and organize the information obtained, and then communicate by speaking. Currently there are several sources of information: print, Internet, multimedia formats, but what are appropriate? It is necessary to assess carefully what each text offers, compare views, to assess the arguments given, examples and data provided.

in their school experience, students have exhibited in various subjects, participated as an audience and have produced to support his speech, based on previous knowledge in this unit will be given bases for better performance and to select correctly information. Exhibit develops in students a sense also critical of the information, oral expression, the ability to develop materials to support and competition for the use of new technologies. Topics will

literary movements:
a) Greco-Roman Literature
b) Literature of the Middle Ages
c) Renaissance
d) Neoclassicism
e) Romanticism
f) Modernism
g) Generation of 27 and 36 h
) Contemporary (Mexico)
i) Colloquial Poetry (Latin America)


Academic degree:
Third grade school


Characteristics of Students: Students

between 14 and 15, integrated in mixed groups of about 45 students per classroom. Most have studied the primary and secondary grades earlier in this institute, that provides knowledge, which generally know what their abilities and weaknesses.

objective:

- Of course: Expand your knowledge of written materials. Recognize the characteristics of different types of texts. Explain and argue ideas.

- From unity: Research a topic to expose an audience.

Specific objectives:

- Obtain and organize information.
- Read and compare different treatments of the same subject.
- Analyze descriptions, arguments and relationships established between the events.
- Evaluate the data presented.
- Present the results of its research through an exhibition.

Learning Strategies:

- Searching for information from various sources.
- Selecting the information.
- Comparison and evaluation of data.
- Preparation of summary records.
- To paraphrase the texts chosen.
- Developing a support script.
- organize an exhibition.

selection and development of materials and contents.

MATERIALS:

Books, magazines, anthologies, Internet, comparison charts, information organizers, summary sheets, notebook, dictionary, supporting material prepared by the students (depending on your creativity: cards, posters, charts , PowerPoint presentations, video, etc.).
Classes will be held in 3 areas: -
The session began in the classroom 2 .-
development sessions in the library .-
5 sessions over development the room .-
presentation sessions exhibition be made in the audiovisual.

CONTENTS:

- Conceptual:

1. Identify the characteristics of literary texts and informational texts.
2. Differentiate the artistic periods of literary and poetic movements.
3. Recall the use of punctuation.
4. Distinguish between literal language and figurative language.
5. Analyze various types of presenting ideas: presentation, argumentation, description and story
6. Summarize information on your topic.
7. Sentences identify causal, concessive conditional and through its links.
8. Determine the use of quotes and paraphrases.
9. Remind the parties of the exhibition, as well as steps to achieve it.
10. Learn the characteristics of the script support.



- Procedural:

1. Recovery of prior knowledge. (Team)

http://www.scribd.com/doc/17485131/Como-se-hace-una-investigacion

2. Be organized as a team.
3. Choose one of the themes.
4. Seek information on your topic.
5. Select the appropriate information.
6. Investigate the Internet for more information on your topic.
7. Analyze the information sought on the Internet.
http://www.scribd.com/doc/17485125/informacion-buscada-en-internet
8. Form a glossary of unfamiliar words that appear in the texts.
9. Analyze the information through a comparative table. (Attached at end of document) 1
10. Drawn from different worksheets type: Quote, summarize, paraphrase, commentary and mixed.
11. Organized the exhibition. (Box is attached to the organization of ideas) 2
12. The script support planned for the exhibition.
13. Resource materials.
14. Design the reporting of exposure using new technology resources.
15. Expose the issue they deserve.


- Attitudes:

a) Collaborative work
b) Participate in the recruitment, selection and analysis of information.
c) support to their peers.
d) Assist in the preparation of material and presentation.
e) cooperate in organizing and planning support script.
f) Be responsible for carrying out its tasks and activities.



g) Assess the work he did.
h) Respect for the opinions of their peers.
i) Pay attention during the presentations.
j) Keep quiet and not interrupt the exposures.
k) Assess the other teams.


Learning methodology:

Constructivist.

The student will endorse the information management decide which texts and strategies used in the exhibition. It also will own the knowledge that will be driving.
research, organize information and transfer it to the show, which you will see the functionality to apply what they are investigating. Teamwork
by promoting collaborative learning and the empowerment of socialization.
You will notice that the techniques you can use in exhibitions and further research of other materials.
handle different types of bibliographic and technical resources.
work with different formats for analysis, organization and evaluation.

Learning activities:

Home Activities:

Duration 45 minutes

- will be encouraged through a video to convey the importance of research to human knowledge.
http://brillantejcohx.wordpress.com/2007/12/06/% C2% BFcomo-it-makes-a-research-many-now-p /

- There will be a year to refresh knowledge previous. (See program outline).


Development activities:

(Duration 8 sessions of 45 minutes.)

- In teams select a topic from those suggested to explain.
- Seek information from various sources.
- Select one that is relevant.
- are set in sentence structure, distinguishing between causal, concessive and conditional.
- Observe the use of punctuation.
- There will be a glossary of unfamiliar words.
- Differentiate literal language figuratively. The objective of the subjective information.
- The 4 styles of presenting information: narrative (story), expository, argumentative and descriptive.
- Practice making chips : from quotation, paraphrase, summary and commentary.
- Organize exposure according to the three moments that are handled in her introduction, and conclusion. Main ideas of the moment, support material used and the time required (exposure should last between 15 and 20 minutes)
- Develop the script support, material and presentation where they will make.

- Presentation of exhibitions. Duration: 4 sessions



Closing Activities:

(Duration 45 minutes.)

will be assessed at the group level through a cuestionario3 and autoevaluación4.


rating:

- Initially, we will test to find out that no previous knowledge about exposure.
- During the development of the project will assess the activities, exercises, homework, participation, collaboration.
- During the presentations the teacher will use a rúbrica5 for qualifying teams.
- After exposure group will be evaluated through a questionnaire and pooling.
- There will be a self-assessment format, apply the finish with the exhibitions.

ANNEXES:

http://www.scribd.com/doc/17485126/ANEXO1ANALISIS-FORMAL-DE-LOS-TEXTOS 1 .- 2 .-
http://www.scribd .com/doc/17485127/ANEXO-2
http://www.scribd.com/doc/17485128/ANEXO-3 3 .- 4 .-
http://www.scribd.com/doc / 17485129/ANEXO-4
5 .- http://www.scribd.com/doc/17485130/ANEXO-5

Teaching Unit developed by: Lilia Mendoza Cano. Instituto La Salle Chihuahua. Level: High. See Chihuahua. July 2009.

Breast Cancer Pathophysiology Diagram

DESIGN UNIT 1, "DIFFERENTIAL CALCULUS"

THIS UNIT IS INDICATED ON THE LINK BELOW, ARE MADE IN A DIFFERENT FORMAT REQUESTED, BUT THERE ARE DESCRIBED ACTIVITIES. SHIPPING IS RECOMMENDED THAT MATCH THE FORMAT IS INDICATED, BUT TO DATE, HAD NO RESPONSE TO THE REQUEST.

TRAINING UNIT TO SEE THE DAR CLICK EN:

http://www.scribd.com/doc/17487068/DISENOI

teaching unit developed by: Lizette Espinosa Leticia Fahl. Instituto La Salle Chihuahua . Level: High. See Chihuahua. July 2009.

Texas Bowhunting Blog

NATURAL REGIONS OF THE STATE OF CHIHUAHUA.


Introduction:

The study of the geographical environment of the student body about the possibility of getting to know your space, understand the characteristics (climate, flora, fauna) that are their State, to be able to develop an identity and a sense of belonging and well differentiated from other population centers that are members of the country. By knowing the riches of his state, valued and motivated them to take care of this, to be aware of wear or loss and search options (proposals) for conservation and protection. Within the program
SEP, specifically Block 1 (Biodiversity), not contained this, but if we handle the cross-cutting and work in conjunction with the subject of History of Chihuahua, was given a "Plus" as a private institute should be offer. (Annex)

Academic degree:
1, secondary


Characteristics of Students:

Adolescents between 11 and 12 years of age.

objective:

Students will have the chance to visit the Natural Regions of the State, its characteristics of flora, fauna, climate and protected areas to be identified with them as part of that wealth to promote their conservation and protection.

Specific objectives:

To help students:
Locate on a map of the state natural areas.
Identify the characteristic flora of each region.
Identify the characteristic fauna of each region. Meet
prevailing climates
Locate by Region Protected Areas of the State.
Know that protects each of these areas and recognize their ecological importance.
Learn to select the information they require for their activities and learning.
To identify the endangered animals in the state.
To recognize the causes and consequences of biodiversity loss in Chihuahua. Rate
natural wealth, the cares and makes proposals for their conservation.

Learning Strategies: Exploring

previous ideas.
Visit to "Casa Chihuahua" (No. 901 Liberty Street, Federal Hall, before the post office) (Annex 2). Research
documentary literature, Hemer-graphics and the Internet.
Identifying the concepts and main ideas in texts, magazines, videos and newspapers consulted.
Organization information through the concentration of main ideas to develop concept maps, summary tables, brochures, comics, word search and findings. Using
Detica's.
Development of a written report (draft), video, or presentation Power / point. Register
main ideas in the book.
Playing Lottery (Lottery Chihuahua) (Annex 3)

selection and development of materials and contents.

Materials:

Books, magazines and brochures for consultation. (Suggestions in Annex 4).
Computer, Internet.
Software teaching on the subject. (Annex 5).
whiteboard, marker, notebook, press sheets, magazines, scissors, glue.
audio and video equipment.

Contents:

The State of Chihuahua:
The weather and elements that determines
Natural Regions, with its fundamental characteristics of flora and fauna. (Desert, grassland and plains and forests.
protected areas.
Renewable Resources nonrenewable.
Species (plants and animals) in danger of extinction.
Impact of climate change on environment and natural resources of the state.

CONCEPTUAL: Chihuahua



Region Geography, topography, hydrology, topography

Climate Fauna Flora

Extinction

Forest Conservation, Sierra, Mountain
Plain, Plateau, Prairie
species, endemic, introduced

Desert Heat, cold, warm
Protected Natural Areas: Parks, Reserves. PROCEDURAL

:

approach and identification of the subject.
investigate, analyze, compare and extract the main concepts of the topic.
represent natural geographic regions. Develop a comic
which represent the characteristics of a natural region. Construction
tables, maps which establish the fundamental characteristics of each of the regions.
present an alternative that can be done to ecosystem conservation.
Complete your learning experience in a report (written, video, presentation power / point, etc.) Enabling them to contextualize (Meta cognition).

ATTITUDINAL:

Respect, Responsibility, Creativity, honesty, cooperation, participation, support, evaluate, assess, interest, work address,


Learning methodology:

* Find that students learn to adjust and use learning strategies.
* Develop learning activities in the classroom using the resources available (whiteboard, markers, workbook) and ordering materials and transport readily available (magazines, colored paper, scissors, glue, press sheets).
* Students will become aware of their skills and be motivated to acquire knowledge.
* Search mainstreaming with other subjects.
* Students will translate their learning experience in creative ways, using ICT.

Learning Activities: Activities

Home:

(1 session lasting 45 minutes)

Establish evaluation criteria. Submit
breakdown of topic. Explain
Museum visit.
Explanation and generating questions. Define

resources provide bibliographies and links.

Development activities:

(5 sessions lasting 45 minutes)

Define concepts through brainstorming, develop a glossary.
Students will be organized into teams of four (4) members for the visit to the museum (during a session), such investigations are required, materials, development and elaboration of the final.
Prepare a map of the State of Chihuahua to the division according to natural regions, with its flora and fauna (these will be cut from magazines and pasted where appropriate).
personally develop a cartoon, where each of them will be the main character and we will release a natural region.
entering the web of government, and conduct the proposed activity on it and was sent to the email from the teacher. ( http://www.ieechihuahua.org.mx/infantil/GuiadelMaestroHTML
GuiaDelMaestroE9.htm).

After watching the video of the state government "all the land States, individually develop three proposals to conserve the ecosystems of the State (proposals to carry out adolescents and youth). (Annex 6).
Each team handed their work in the format of your choice (using ICTs.

Closing Activities:

(duration 2 sessions of 45 minutes)

Develop an individual determination on the issues addressed in the teaching unit.
It will work to analyze and evaluate different teams. Feedback
the work handed in the notebook. Play Lottery
Chihuahua.

rating:

The process of formative and summative assessment should be consistent with the objectives and experiences designed, allowing us to demonstrate the achievement of student learning.
We must take into account the development of start-up activities, development and closure.
Evaluation criteria:

* Map of Natural regions 10% 20%
* Cartoon Walking Chihuahua
* 20% 10%

* Proposals * Research Project (team) 30% * Note Pad
10%



ANNEXES:

http://www.scribd.com/doc/17484655/ANEXOS1 1 .- 2 .-

http://www.scribd.com/doc/17484658/ANEXO-2
3 .-
http://www.scribd.com/doc/17484676/ANEXO-3

4 .- Bibliography.
Chihuahua State Government, the greatness of Chihuahua. Marquez Wilfredo Ramirez, Francisco Guerrero Martínez, Juan Rodríguez Almazán, Velazco Samperio Conception. Basic information on Mexico's protected natural areas. Secretary of Ecology. November 1989. pp.4, 5, 6, 13.38, 39.

Ministry of Urban Development and Ecology, National System of Protected Natural Areas, Mexico City. 1983. pp. 16, 17, 18, 20, 21, 23, 24.

Secretary of Public Education, Chihuahua, Copper Canyon and golden plains (Monograph State), Mexico DF sites Workshops, 1990. Sen

Venero Maria Isabel, Chihuahua History, Central Bookshelf La Prensa, SA. CV. Chihuahua, Chih. 1998.

Technical Services Unit of Education, Chihuahua, state monograph. 5 .-

http://www.chihuahua.gob.mx/casachihuahua/Contenido/plantilla5.asp?cve_canal=9056&Portal=casachihuahua
http://www.e-local.gob.mx/ work / templates / encyclopaedia / chihuahua / medi.htm

http://www.ieechihuahua.org.mx/infantil/GuiadelMaestroHTML/GuiaDelMaestroE9.htm

http://www.scribd 6 .- .com/doc/17484679/ANEXO-6


teaching unit developed by: Hortencia Lozano Lazo. Instituto La Salle Chihuahua . Level: High. See Chihuahua. July 2009.