Miss Campolongo's Period 6: Inland Wetland

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Wetlands PowerPoint

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unique environment in which the soil is saturated and has a multitude of plants and wildlife,[object Object]

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desert ecosystem Deserts and semi arid lands are extremely specialised and sensitive ecosystems that are easily destroyed by human activities. The plants and animals that inhabit these dry areas can live only in this ecosystem. Desert ecosystem, is usually believed to be barren, but this fragile ecosystem supports numerous amazing living creatures, known for their adaptability. Deserts alone covers about seventh of the land surface. We normally call deserts as “sand seas or oceans of sands”. Most of the major desert areas like as the Sahara, the Arabian, the Kalahari, and the Deserts of Australia all lie between 10 and 30 degrees north or south of the equator. Deserts are dry ecosystems comprising a substantial part of the globe

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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.

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