WARNINGS TO NATIONS

We have given out a warning to the people of Fiji that they should take care with the expatriate advisors who have entered the country under the guise of helping with the HIV/AIDS response. Please click:

WARNING TO FIJI

Prior to this we gave out a warning to the USA on this very issue but warned them to take care with the acceptance of those people who want to take over the reins of government to weaken and destabilize families through control of the welfare of the nation. Please click:

AMERICA AWAKE!!

All is not what is being presented to the world. We are being invaded from within.

REVIEW OF TWO GRADE 10 TEXTBOOKS ON ENGLISH

ENGLISH - OUTCOMES EDITION - SUSAN BAING

Review of a grade 10 English book for Papua New Guinea

In recent days, I have received a copy of the book above and found that my response varied day by day until the present time.

At first I disliked the book intensely for the approach used. But then I had to be clear in my mind as to the purpose of the book. It was to guide students and teachers through a wide range of activities many practical and useful.

They were to read and comment on reviews, conduct surveys, examine brochures, prepare resumes and comment on literary works and newspaper reports. This makes the book excellent in providing direction and purpose to students.

The book has some detail on how to write. But the students are not given systematic practice in writing except to complete the tasks.

At least there are text books from Oxford University Press that give writing practice in earlier grades. This is the Pacific Series USING ENGLISH. The question remains as to whether or not this is enough to prepare students for the higher grades.

It could be said that the 30 + exercises throughout the book under review have a Mastery Learning component. But this is not correct. Students can not practise writing by being required to write on fancy questions.

Each exercise is different. The students have success or failure of one or two exercises. They have a week to put their assignments and resource material together. That is not realistic. It is intellectually cruel.

The book has to be used in conjunction with other text books and resources. Schools in rural Papua New Guinea will not have access to the brochures the students have to study and put in their folders.

There are guidelines in each section on how to write. But telling how to write is not the same as doing it.

There is limited scope in having students write their own creative exercises and practise the writing skills. This book is all too fancy.

TEACHING STUDENTS TO FLY IN ENGLISH - FAMILY POSITIVE ...

familypositiveliving.blogspot.com/.../teaching-students-to-fly-in-engl...Cached

1 Sep 2011 – I was an English teacher in Bumayong High (1993-1994) and

Busu High (1995). In both schools I was given the grade 9 English classes for a ...

The problem with the book under review is that it is thick and expensive which means the price is high. It may be that each student will not have a copy.

How does the teacher have students each read the pages if there is not enough funding in the school for one book for each student or photocopy paper and ink? The photocopy machine is broken down.

I am starting to respect my first impressions. And my first impression is that this book is too complicated and esoteric. It is too fancy. There is too much work to be covered by teacher and class. There is not enough time to do it well. 

It teaches them to be intellectually wise but does not teach them just to write about the world. If this is what they are required to do in grade 10, heaven knows what is expected of them in grades 11 and 12.

One of the problems of university lecturers writing books is that they see all students as sub-university. So the standard rises without the background skill rising too.

UNIVERSITY LECTURERS Vs HIGH SCHOOL TEACHERS

familypositiveliving.blogspot.com/.../university-lecturers-vs-high-sch...Cached

9 Oct 2011 – There is a vast difference between university lecturers

and high school teachers. In the media recently the statement was

made that high school .

What happened to good old writing skill? The book teaches about writing but does not teach students to write, except to complete interpreting of information and reading to express educated responses.

Students will complete this book and move on to grades 11 and 12 and not be able to write essays at university. This book will make them experts in knowing about argumentative writing. But they can not do it.

Can they look at an issue and decide that the framework is political, social, economic and military? Probably not.

Will they go to the university library and read a text book to discover the bias and intention of the writer. Probably not. What would they want to do that for?

Most professional books are quite straight forward with bias far beyond the scope of the reader. So this book does not even prepare the students for university study. It is far too pretentious.

What about having students read the newspapers? Can students write in good English about their family? Or the recent landslides? Or the problems of the nation? There is no time for that. They will probably be asked to identify the bias of the writer.

My eldest daughter is in grade 8 this year and with limited experience in writing except to copy work from the blackboard.

If given work such as this in grades 9 and 10, will her lack of writing, interpreting and thinking skill suddenly rise? Probably not.

I have recently seen students in grade 9 who will go to grade 10, but can not put a sentence together. Now Susan Baing wants them to fly with high level knowledge.

This book does not teach students to Master basic Learning. It wants them to fly intellectually but does not teach them even to crawl.

I am an experienced English teacher but would be afraid to use this book. It would make me and the students its prisoner.

ESSENTIAL WRITING GUIDE FOR SECONDARY STUDENTS IN PAPUA         NEW GUINEA - DIPA GIGMAI

All is not lost. There is a book written by the late Dipa Gigmai to teach the basics of writing to PNG students. Combined with the book by Susan Baing, there is the beginning of an attack on student writing skill.

It too is a book for Outcome Based Education in having assessment exercises at the end of every section. Page by page, there are 15 exercises that promote mastery of basic grammar forms. Better than nothing.

These cover a wide range including correct pronouns, verb tenses, possessive and quantifying adjectives, adverbs, prepositions, conjunctions, sentence structure, phrases, clauses, types of writing, letter writing and tips for writing.

But nowhere does the author place any focus on the actual skill of writing. There is focus on the trees but no focus on the forest.

Students may come out of using this book with a detailed knowledge but still be writing baby talk in their own essays and reports.

Susan Baing does not comply with Blooms Taxonomy of Educational Objectives. A key task is for students to make explanation in their own words.

SUPPORT TO TEACHERS ON MASTERY LEARNING

The simplest classroom strategy is for students to read a newspaper article and explain in their own words orally or written. But there may be no time for that.

This would be a pure joy after going through the Baing book where they have to report on bias etc etc. They evaluate and make recommendations. What happened to the old requirement just to explain in own words? That is not fancy enough.

Bloom's Taxonomy

members.tripod.com/teaching_is_reaching/bloom's_taxonomy.htm Cached - Similar

This is a revised version of Benjamin Bloom's work with the addition

of the ... Words typically used: describe, compare, contrast, rephrase,

put in your own words, ...

******************

CONCLUSION: Both books are most useful but totally inadequate. There is always an attitude among PNG teachers that if students do not understand then the teacher moves on. No Mastery Learning.

The book by Susan Baing requires large amounts of work to be completed by the students in any 3 week period. If they do not complete the assessment assignments, the class moves on.

The teacher has to become a slave to the program in the book. There is no room for other remedial or enrichment work. There is a tyranny at work here in conformity to the book.

There have to be students start to fall by the wayside if they do not keep up topic by topic week by week. What if they can not find the brochures needed in an assessment period? When do they complete their assessment?

The book by Dipa Gigmai falls down on the basic reality that students require mastery patterns by the hundreds if they are to recall-forget-recall-forget-recall-forget-recall-recall-recall. Come back from the holidays and forget.

Our patterns in combining sentences will require 2500 exercises between grades 5 and 12.

The Gigmai book provides about 45 exercises for grades 9 and 10 in combining sentences when these students require 600 to cover all structures and the recall-forget syndrome.

This book is like buying lollies in a lolly shop. I will have one of them, one of them and….two of them.

FAMILY POSITIVE LIVING - AIDS HOLISTICS: TEACH STUDENTS ...

familypositiveliving.blogspot.com/.../teach-students-to-write-comple...Cached

19 Jan 2012 – The major problem for students in PNG High Schools is to write in

complex ... THE KEY TO TEACHING WRITING - FAMILY POSITIVE LIVING .

There is limited value in revising the same exercises over and over. The Gigmai book covers 5% of language structures.

Now that OBE has been scrapped, let us hope that the replacement is more basic Mastery Learning. Teachers could use the above books for resource ideas but take the time in class to promote the basics.

Teach writing skills by writing.

MASTERY LEARNING ON PREPOSITIONS

Students in primary school and high school suffer from speaking English as a second language. Those living in Papua New Guinea will probably have Tok Pisin as their first language.

The use of prepositions is simplified in Tok Pisin as there are very few and the key preposition is “long”. It has many purposes.

Em i go long taun.

He went to town.

Em i kam bek long taun.

He came back from town.

Meri i go antap long maunden

The woman went to the top of the mountain.

Em i stap klostu long haus.

He is near to the house.

Then the problem comes when the students learn English and find there are myriads of prepositions. How do students learn the many different usages?

The only way is to use patterns until the appropriate preposition becomes second nature.

It may be that students in primary and high school should have access to the same list of 500 or more usages of prepositions. Year by year they learn the couplets as they would learn poetry.

First language English speakers know the prepositions that are all in their souls – interested in, aware of, disgusted by, accompanied by, punished for, decorated with and many more. How could we possibly get these wrong?

Let us say interested of, aware in, disgusted for, attacked to, tolerated with and suffer into. Do you feel a little pain in the brain?

There are two major connectors in the English language and PNG students have to practise these in class and read in books. They need to know these as if in poetry.

But the modern teachers do not believe in chanting. This is old fashioned and low level teaching. Fools!! The rhythm and modulation memory of language is best developed by sing song repetition.

Get a language laboratory. It only costs K100,000. Sadly many teachers can have a group awareness of a flock of sheep.

The best language laboratory is a class of children chanting multiplication tables - two threes are six, three twos are six, two into six goes three, three into six goes two, two fours are eight, four twos are eight, two into eight goes four.....and so on daily.

The rhythm and modulation of language is best developed by reciting of poetry as a class. Horrors. That is child abuse. No it is not you foolish teacher. It is developing the memory in modulation and rhythm.

Tok Pisin classes at the RAAF School of Languages rang at times to chanting of Tok Pisin patterns, much to the contempt of other language classes.

But how do we teach the rhythm of language with its weak-strong-weak-strong stresses? - yumi go, yumi go, yumi go long taun, yumi go long taun, yumi go insait long haus, yumi go insait long haus and so on for hundreds of patterns.

The English prepositions below are all weak stress.

It only takes two days for the rhythm to be implanted on the consciousness of Tok Pisin students. Ah yes, but modern adult education does not allow chanting by adults. Sez who?

TOK PISIN TREE (1)

There are the connectors of sentences.

The cane toad is a pest.

It infests the continent of Australia,

It arrived over a century ago.

It was part of the effort of farmers.

They wanted to stop insects.

These insects destroyed cane fields.

They reduced the yield of cane.

They caused economic hardship for families.

The cane toad is a pest that infests the continent of Australia, arriving over a century ago as part of the effort of farmers to stop insects that destroyed cane fields and reduced the yield of cane, causing economic hardship for families.

Then there are connectors of phrases.

Are you interested…in…the work?

Are you prepared ……to…..work hard?

She suffered…from…diabetes.

The meal was prepared…by…the students.

The play was performed…by….the students.

They donated money….on…behalf….of…the parents.

*************

PREPOSITIONS

Are you interested…in…the work?

Are you prepared ……to…..work hard?

She suffered…from…diabetes.

The meal was prepared…by…the students.

The play was performed…by….the students.

They donated money….on…behalf….of…the parents.

The weapon was taken…from……him….by….the police.

Violence should not be tolerated…by….the community.

They were challenged ……by…..the effort needed.

She was fascinated ……by……the new method.

He was born…of…..Chinese parents.

They were inspired…by…..his sacrifice.

They wrote…of….his sacrifice.

He was to be hanged…by…the neck until dead.

They were executed…..by…firing squad.

The picture hung….on…the wall.

The bag hung…..from….the ceiling.

They argued…..against…..the decision.

They gave support….to…..the plan.

Support…for…the work was given….by….the group.

There was improvement….in…the work.

He said he was defamed ….by…..the report.

Are you aware …..of…..what has happened?

She was horrified ……by…..the violence.

She was determined……to…return to the village.

He was told not……to….stay in town after dark.

We were not prepared……for……..what had happened.

He was not recognized ……by…….the security guard.

They tried…to...stop him……from…entering the building.

He was advised……to……leave immediately.

She was determined……to………..pass the exam.

He was arrested………by……..the police.

He was charged………with………….stealing money.

He was found guilty ……of…the crime.

He was sentenced ……to..…six months in gaol.

He was prevented …from…….leaving the country.

She was told to refrain…from… smoking.

I was quite pleased……with………..the result.

He was rewarded…with…a scholarship.

The award was…from….the Government.

He was rewarded… by…. the council.

She was pleased ……with………..what had happened.

I am afraid ……of…..what would happened.

He had great pity….for……the sick old man.

She was praised …by….the chairman ..for… her work.

The money was stolen…..from…the manager.

The group was opposed ……by…….the council.

They had an opposite opinion…..to….the teacher.

Do the work… in…. accordance…with….the rules.

The car was repaired …by…the mechanic.

They gave money…..to……the school.

The money was….for…..upkeep….of….the library.

He was disciplined…by…the court…for….his crime.

More to come

BLOOM'S TAXONOMY OF EDUCATIONAL OBJECTIVES

This is a hierarchy of skills that was put together over 50 years ago and provides the basis of education and training in the world, even in those systems that reject Outcome Based Education.

In earlier times, there were no basic foundation for knowledge. Students learned poetry, writing skills, vocabulary and arithmetic. These had value but not alone.

But there was no overall practical basis for education. But all learning had to have a purpose, a practical basis for helping people to live and find a livelihood.

The big surge started in 1956 when the US Government was given a massive fright. The Soviet Union launched the Sputnik satellite.

But the Soviet system was under communism that the US believed could only produce farm tractors. But here was the Soviet Union being the first nation into space.

Within the decade after 1956, the education of the US became more technical and practical so as to produce generations of mathematicians and scientists. Old educational practice was thrown out.

Unfortunately, US education threw out the baby with the bath water. Basic literacy was rejected. The short cut was for students to learn to read by reading. They learned to write by writing.

Besides many teachers were too busy fighting in Vietnam or making love not war.

And so, the educational decline began of the US and other countries including Australia. This included Papua New Guinea that relied for educational expertise on Australia.

Outcome Based Education in Papua New Guinea lacked any focus on basics of literacy, the product of a generation of basics-less children who became consultants in Education to Papua New Guinea.

But that should not have happened as there was another process going on with the work of Benjamin Bloom who developed a taxonomy of educational objectives to formalize practical education. Please click:

MASTERY LEARNING: BENJAMIN BLOOM

His taxonomy had six levels: KNOWLEDGE, COMPREHENSION, ANALYSIS, APPLICATION, SYNTHESIS AND EVALUATION. (KCAASE)

KNOWLEDGE:  know the basics of facts, ideas, spellings, grammar rules, arithmetic processes, mathematical theorems, names of towns, explorers, theories, techniques of driving a car, cooking of food, completing documents, budgeting of pay, raising children and a million others.

COMPREHENSION: know the basics by explaining the above and below in own words.

ANALYSIS: analyze processes and events to understand the basic components - the reasons for world war 2, causes of disease, the basis of healthy living, reasons for global warming, surge of HIV/AIDS, evolution of society and extinction of animals and plants.

The student should be able to extrapolate on the analysis to suggest the effects of HIV/AIDS on a future world, the effects of global warming, changes in society and the future loss of animals and plants. Bloom calls this EXTRAPOLATION.

APPLICATION: take insights from all that to come up with own ideas, explanations and plans. What do we learn from the effects of activities of the human race that have caused global warming, AIDS pandemic, overpopulation, overfishing of the seas and degradation of soils through over-farming.

SYNTHESIS:  prepare plans and arguments to solve the problems above.

EVALUATION: examine the ideas, theories, plans, designs from above to evaluate whether or not these have worth. We look at these internally to see if these comply with basic rules, legislation, cultural practices and logic.

We also examine these externally to determine whether or not these will work in practice if implemented by the human race.

No we can not execute all demonstrators. This is not a practical solution in rounding them up and putting them in gaol. There are not enough police cars and not enough gaols. The unions will not be happy.  As well this is not a viable plan for the external criteria of ethical, religious, economic and legal reasons.

In schools, there would be a focus on KNOWLEDGE, COMPREHENSION and some ANALYSIS in the lower grades. 

The child develops intellectually from birth but is able to think empirically and logically from early adolescence. So the focus from that point also includes more ANALYSIS, APPLICATION, SYNTHESIS and EVALUATION.

Applying Bloom's Taxonomy
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describe, Can you write in your own words. ... Retell the story in your
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Critics maintain that Bloom’s Taxonomy is the basis of dictatorship where students are being brainwashed. The reality is that it should have the opposite effect if used by honest and professional teachers.

The stage of EVALUATION is relentlessly ruthless. No propaganda or false plan can get through.

Take the view expressed by foreign advisors in Papua New Guinea that all men are violent and all women are abused. That would not get through Bloom’s taxonomy.

There is nothing simpler than Bloom’s Taxonomy. (1) We know things (2) We explain things in our own words (3)  We break things down (4) We put together what we have learned from things (5) We make our own thing (6) We check to see if the thing works.

BRAIN STORMING MASTERY LEARNING IN SCIENCE

The questions below are the first stage in preparing an all-encompassing module in science. The topic of heat was chosen because heat is the life force of all existence.

The topic of heat was brainstormed to identify the widest possible range of questions on heat. This included the physiology of all life – plant and animal and the role of heat that comes from the sun. From heat sources come light.

We examine heat transfer, radiation of heat, the seasons, response of birds to the seasons, ocean currents, winds, rainfall,  breeding of fish and marine plant life, volcanoes, tectonic plates, infra red and ultra violet radiation, heating in machinery, friction and heat from asteroids entering the earth’s atmosphere.

A science course based on heat could well be appropriate for students in primary and high schools of Papua New Guinea.

To make study relevant for students in village schools, we could choose those aspects of science that are relevant to village life. The early course could be based on these.

These would include rainfall, winds, plants, photosynthesis, volcanoes, cold at high altitudes, construction of houses on the coast and in the highlands, animals, birds and human beings keeping warm and heat rising in rotting vegetables.

We could include also causes of fever, heat in the bodies of reptiles and mammals, cold at night, global warming, mosquitoes moving into the high altitudes, plants growing to the sun, snakes and lizards sleeping on rocks in the mid-morning sun,

There could also be birds sitting on eggs, feathers to keep the birds warm, physical exertion producing increased body heat and heat in engines.

What happens when we rub our hands together?

Why do we wear warm clothes?

Why do Arabs wear white clothes?

Why do some Arabs wear black clothes?

How does the sun affect our lives?

What effect do the seasons have on birds?

Do our bodies stay at the same temperature?

Why may our skin turn blue when we are cold?

Why is our skin red when we are hot or angry?

How does a hot air balloon work?

How does a balloon pilot make the balloon rise?

Why do many eagles build their nests on cliff faces?

How do eagles rise to the sky?

Why do they not fly at night?

Why do birds fluff their feathers at night when they sleep?

Where do baby birds sleep?

Why do mother birds build nests with sticks and soft feathers?

Do snakes, lizards and crocodiles stay at the same temperature?

Why do these reptiles sleep in the sunlight during the morning?

Do they usually sleep on rocks or wood?

Why do we have stones in a mumu?

Why do we make our cooking spoons from wood?

What is the difference in animal fur in cold and hot climates?

What keeps our bodies warm?

How did skin colour change in warm and hot climates?

How did hair change in warm and hot climates?

What happens to air when it becomes hot?

What happens to water when it boils?

How do birds keep their eggs warm?

Why do birds fly from Europe to Africa?

Why do they fly back again?

In what season do they fly down?

In what season do they fly back?

Explain how the seasons come?

Why do birds cross into Africa at the Strait of Gibraltar?

Why do birds like to fly across the land and not the sea?

What happens when a warm sea current meets a cold current?

What happens at the Dogger Bank in the North Sea?

Why do fish gather where the currents meet?

How does coral grow in the warm ocean?

How are atolls formed?

Why is there global warming?

What effect is global warming having on rainfall?

What is happening to the ice caps?

Why are mosquitoes coming to the highlands of Papua New Guinea?

How do the tuna migrate in the Pacific zone?

What happens to the temperature as we climb mountains?

What happens when we go down into deep mines?

What is the structure of the earth?

What is the ring of fire in the Pacific zone?

How did the continents move apart?

What is a volcano?

Why do we cook meat?

Why do we cook vegetables?

Is it good to eat raw meat?

What happens to the temperature of food as it rots?

If the school store is full of green vegetables, how do we stop it from rotting?

Why does our temperature rise as we become sick?

Why does temperature rise when we are angry?

When we run we become hot. How do we cool down?

Why do we sweat when we have been running?

Why do we drink plenty of water?

Is fever bad?

What happens to temperature when we are covered by a blanket?

Will temperature change if we cover a dead body?

How do we stop food from rotting?

What effect does freezing have on meat?

What happens to a body when it dies?

How do elephants keep cool?

How do dogs keep cool?

Why do we have to keep an engine cool?

How do we keep a car engine cool?

When we speed on the road what is the temperature of the tires?

What happens to asteroids on hitting earth’s atmosphere?

Do asteroids burn on hitting the moon?

What does our body need to live?

Why do children die if locked in a car that is left in the sun?

Why is our vision different from the vision of snakes?

What is a rainbow?

What happens to a can of soft drink when we put it on the fire?

How did early villagers make fire?

WRITING SKILLS FOR HIGHER GRADES

If the students have practised the writing skills from earlier grades, they should be at the point of using complex sentences instead of relying on baby simple sentences.

The sentences below are no more complex than those in lower grades except that the subject content is more abstract and theoretical.

There is a core of formats for complex sentences. Students should have the skill of selecting the best format in terms of words not repeated unnecessarily.

Exercises for such writing skills can be taken from all kinds of reference books. The teacher selects  the best sentences in a description  and converts these to baby talk simple sentences. Students then re-convert to complex sentences. We see this below.

Mastery Learning has a self-paced capacity. It may be that the exercises below will be suitable for grades 10 to 12.

But more capable students from grade 8 upwards may be able to proceed through these exercises.

They should be allowed to do so which means that teachers need to have access to patterns of all grades.

There should be enough mastery exercises to cater for more capable students and not leave them bored in the next grade.

Those for the lower grades can be used as remedial work for students in higher grades. Those for higher grades can be used for enrichment of more capable students in lower grades.

Students need to practise structures so that they understand that sentences can be added to like extensions on a house. They need to use the range of connector words.

The cane toad is a pest that infests the continent of Australia, arriving over a century ago as part of the effort of farmers to stop insects that destroyed cane fields and reduced the yield of cane, causing economic hardship for families.

We should bear in mind that some houses are poorly extended and look like a heap of rubbish. So too our complex structures.

Any more additions to the cane toad sentence above would spoil the elegance of the structure and make it messy. We have to know when to start a new sentence.

For many students in Papua New Guinea and other places, this style of writing is almost like a foreign language.

ADVANCED SENTENCE COMBINATIONS

Columbus sailed west from Spain.

He believed he had discovered India.

He named the islands the West Indies.

Columbus sailed west from Spain

and believed he had discovered India

naming the islands the West Indies.

Sailing west from Spain, Columbus believed

he had discovered India and named the islands

the West Indies.

The birds fly from Europe as autumn approaches.

They cross to Africa over the Strait of Gibraltar.

They catch hot up currents.

They glide down into central Africa

The birds fly from Europe as autumn approaches,

crossing to Africa over the Strait of Gibraltar to

catch hot up currents and glide into Central Africa.

As autumn approaches, the birds fly from Europe to

Africa, crossing the Strait of Gibraltar to catch the hot

up currents and glide into Central Africa.

Yellow fin tuna live in the Pacific Ocean.

They move in anti-clockwise direction from the South Pacific.

They travel in blue water along the coast of America and China.

They breed in the Magadus Square of Papua New Guinea.

Yellow fin tuna live in the Pacific Ocean, moving in anti-clockwise

direction from the South Pacific and travelling in blue water along

the coast of America and China to breed in the Magadus Square of

Papua New Guinea.

The round worm is known as Ascaris lumbricoides.

It lives in the gut of human beings.

It lays eggs in the epithelial layer

These then pass down the alimentary canal.

These enter the body of another human host.

These continue the cycle.

The round worm known as Ascaris lumbricoides

lives in the gut of human beings and lays eggs in the

epithelial layer before passing down the alimentary

canal to enter the body of another host and continue

the cycle.

It is important that we follow a healthy diet.

This consists of fruit, vegetables, lean meat and clean water.

These strengthen our bodies.

These clean the digestive tract.

These allow the immune system to protect us from infection.

It is important to follow a healthy diet that consists of fruit,

vegetables, lean meat and clean water to strengthen our

bodies, clean the digestive tract and allow the immune

system to protect us from infection.

The snake is cold blooded.

The snake lies on rocks to catch the morning sun.

It warms its body and blood.

The snake is cold blooded

and lies on rocks to catch the morning sun

that warms its body and blood.

Being cold blooded,

the snake lies on rocks to catch the morning sun

and warm its body and blood.

The Aztecs lived in Central America.

They took prisoners from neighbouring tribes.

They sacrificed the prisoners to their gods.

The Aztecs lived in Central America

and took prisoners from neighbouring tribes

who were sacrificed to their gods.

Living in Central America, the Aztecs took prisoners

from neighbouring tribes to be sacrificed to their gods.

The earth consists of massive segments of land.

These are known as tectonic plates.

These move against the next.

This causes earthquakes and volcanic eruption.

The earth consists of massive segments of land

known as tectonic plates that move against the next

causing earthquakes and volcanic eruption.

The eruption of Mt Vesuvius was a massive explosion.

It sent pyroplastic lava 30 kms into the sky.

It came crashing down on Pompeii.

It buried thousands of people.

The eruption of Mt Vesuvius was a massive explosion

sending pyroplastic lava 30 kms into the sky that came

crashing down on Pompeii, burying thousands of people.

A tsunami occurred along the north coast of Papua New Guinea.

It was caused by an undersea earthquake.

It send massive amounts of earth crashing under the sea.

It caused a tidal wave the covered the coast.

A tsunami occurred along the north coast of Papua New Guinea,

caused by an undersea earthquake that sent massive amounts of

earth crashing under the sea, creating a tidal wave that covered the

coast.

Birds can navigate around the world.

This puzzles scientists.

They believe that the birds follow the magnetic field.

This is caused by the earth in motion.

Birds can navigate around the world which puzzles

scientists who believe that the birds follow the magnetic

field caused by the earth

in motion.

HIV is a virus. It enters the lymph system. It enters through

sexual contact, infection by blood transfusion and infected

syringes.

It passes from the lymph system to the blood. It enters the

gut from the blood. It destroys the gut lining. The virus stays

in the body. It causes damage to the lymph system and brain.

HIV is a virus that enters the lymph system through sexual

contact, infection by blood transfusion and infected syringes.

Passing from the lymph system to the blood, it enters the

gut and destroys the gut lining. The virus stays in the body,

causing damage to the lymph system and brain.

This work is necessary for students to master before they commence research activities and written explanations in reports IN OWN WORDS.

Applying Bloom's Taxonomy
www.teachers.ash.org.au/researchskills/dalton.htmCached - Similar
describe, Can you write in your own words. ... Retell the story in your
words. Paint a ... Sample Question Stems, Potential activities and products.
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