Which stage of seed germination is the following? Describe it.

Root is emerging from the seed after water has been absorbed.

What is the correct description for fertilization?

Half the information of the male pollen and half the information of the female ovule combine inside the ovary

Half the information of the pollen tube and half the information of the ovary combine inside the flower

Half the information from the stamen and half the information from the carpel combine on the stigma

What is the correct sequence for the life cycle of a plant starting as a seed?

seed germination, growth, flowering, pollination, fertilization, seed formation, seed dispersal

growth, flowering, fertilization, pollination, seed dispersal, seed germation, seed formation

seed germination, growth, flowering, pollination, fertilization, seed dispersal, seed formation

What best describes insect pollination?

Hummingbird carries over pollen from one flower to another flower

A monkey eats the fruit and discards the seed via its faeces/waste

A bee sits on the colourful petals of one flower, drinking nectar

Lesson 2 - Plant Life cycle

LESSON 3 Characteristics of Living Things Learning Objectives • Describe each characteristic of life • Relate each characteristic of life with how first forms of life evolved What sets living things apart from nonliving things? Organisms are equipped with different characteristics that allow them to grow, adapt, survive, and perpetuate. These include the ability to metabolize, respond to stimuli, interact, and reproduce, among others What are the characteristics of life? Try to look at your surroundings and identify the living things that you see. You have probably identified a lot. Many scientists believe that there are more than 10 million kinds of living things that exist on Earth today. But the question is, how can something be considered living? There are certain characteristics that all living things exhibit: the characteristics of life. Living things are made up of cells. They metabolize, grow and develop, respond to stimulus, adapt to their environment, and reproduce. Living Things Are Made up of Cells All living things are made up of cells. Cells are the basic building blocks of all living things. Each cell contains materials that carry out basic life processes such as respiration. In the 1600s, an argument against the theory of spontaneous generation was made. Italian physician and biologist Francesco Redi disproved the theory that all living things come from nonliving things. Cells have different properties and characteristics. The cell theory describes the properties of all cells. There are three tenets of the cell theory: 1. The cell is the basic unit of life. 2. All living things are composed of one or more cells. 3. All cells arise from preexisting cells. The discovery of the cell is largely attributed to Robert Hooke. Upon examining a piece of cork using a microscope that he built, Hooke observed tiny compartments that he called "cells" (from the Latin word cella, meaning "little room"). Matthias Schleiden suggested that all structural parts of plants are made up of cells. In 1839, Theodore Schwann stated that along with plants, all animals were composed of cells. From these conclusions about plants and animals, advancement on the study of animal parts and functions began. In 1855, Rudolf Virchow included the idea that all cells came from preexisting cells. Some living things are made up of only single cells. Single-celled or unicellular organisms include bacteria, some protists, and some fungi. Even though composed of single cells, these organisms carry out all the functions necessary for life. Most living things such as animals and plants, are multicellular organisms. They are composed of many cells, which are grouped together and perform specific tasks in the body. In different organisms, cells also vary in sizes, shapes, parts, and functions. There are two kinds of organisms according to their cell structure, the prokaryotes and eukaryotes (figure 5-3). Prokaryotes are single-celled organisms that lack a membrane-bound nucleus, mitochondria, and all other organelles. Its name comes from the Greek words pro, which means "before," and karyon, which means "nut or kernel." Eukaryotes are organisms with cells that contain membrane-bound nucleus and other membrane-bound organelles. The nucleus of a eukaryotic cell contains the genetic material (DNA), enclosed by a nuclear envelope. Other membrane-bound organelles are mitochondria, Golgi apparatus, and chloroplast found in photosynthetic organisms such as algae and plants. There are also unicellular eukaryotes known as protozoa. All other eukaryotes are multicellular organisms, such as plants, animals, and fungi. Living Things Metabolize Essential chemical reactions in life can be best described as building up (anabolism) and breaking down (catabolism) processes. In anabolism, the substances needed by organisms to grow, store energy, and repair tissues are synthesized. In contrast in catabolism, some complex substances are broken down, releasing the energy stored in their molecules. This happens in food digestion. This chemical building up and breaking down processes are collectively called metabolism. Metabolism, from the Greek word metabole meaning "change," is the sum total of all the life-sustaining chemical reactions in living things. It allows living things to grow, maintain their structures and functions, and respond to stimuli. Living Things Grow and Develop Growth and development are not new concepts to many. In all living things, growth involves the increase in one's size or height. However, growth is not just an increase in physical structure. It also involves complex changes in an organism. Growth and development occur rapidly from younger stages of life to maturity. In humans, animals, and plants, distinct changes brought by growth and development can be dearly identified. Microorganisms such as bacteria also undergo growth and development until they reach their maximum size and maturity. A life span is the average length of time a aving thing can live. Living things have different life spans. Humans have average life spectancy of 60 to 70 years, while some plants, such as the narra trees, can live for more than 100. Living Things Respond to Stimuli All living things respond to stimuli the environment. This responsiveness Increases survivability. Stimulus (plural: uli) is any signal or change in he environment of an organism that produces a response or reaction from that organism. Responses to stimuli depend on an organism's need. Responding to stimuli also maintains homeostasis in living things. Homeostasis is the internal balance of a body system. This balance is needed for the proper function and regulation of the living thing's body. For example, when a person is in a warmer environment, the body sweats, keeping the body maintain a temperature suited for the normal function of the body. Living Things Interact No living thing can live alone. Interaction among organisms is simultaneously happening on Earth. From the smallest microorganisms to the biggest organism, and from the North Pole to the South Pole of Earth, all are connected in one living system. An ecosystem is formed when a community of organisms interacts with another community and with their environment. Many processes and interactions, such as in a feeding relationship, life cycle, and the exchange of gases between plants and animals, occur in the ecosystem. These are some of the important processes needed to maintain life on Earth. Living Things Reproduce The ability of living things to produce offspring of their kind is called reproduction. Reproduction is not an individual organism's need, rather, it is for the species' perpetuation. In some cases, animals become extinct because of their inability to reproduce their kind. Higher forms of plants and animals reproduce through sexual reproduction. Sexual reproduction involves the union of sex cells or gametes-the egg cell from a female organism and the sperm cell from a male organism. This union gives rise to a new individual with characteristics or traits from both parents. Other simple organisms, such as bacteria and plants, can reproduce asexually. These organisms give rise to a new individual from their body. A bacterial cell divided in two through asexual reproduction gives rise to new bacteria, as shown in figure 5-5. A yeast can form buds that later on become separate individual. Plants grow new plants using their stem, leaf, and roots. Both sexual and asexual reproductions have important functions. In both cases, the genetic material (DNA) is passed on from one generation to the next, ensuring the survival of the species on Earth. 1. Bacteria copy their DNA by starting at any point on the circular chromosomes. 2. The two copies of DNA attach to the inside wall of the bacterial cell. 3. The cell starts to divide, forming a new membrane and cell wall. 4. The bacterial cell splits into two separate cells, each with their own DNA. Living Things Adapt and Evolve All living things can adapt to their environment. This adaptation is necessary for rvival. Adaptation depends on the need of an individual. A polar bear, for example, would not be able to survive in an extremely cold environment without its capacity adapt. Adaptation is any response or reaction toward a stimulus that helps in the survival of an organism. A seed-eating bird will eventually eat a worm when there are seeds to be found. This change in food choice is therefore its adapting mechanism. Prolonged adaptation to certain environments may lead to the gradual evolution of the succeeding generations. Evolution is the gradual change in organisms over a long period in response to changing environment. Living Things Are Organized Life on Earth exhibits organization. The atom is the smallest unit of matter, lowed by molecules, which are combinations of atoms. When these molecules are grouped together, they form a cell. The cell is the basic unit of life. In multicellular organisms, such as plants and animals, cells are grouped as tissues to perform specific Functions. Different tissues can be grouped further and form organs. Organs in animals include the heart, brain, and lungs, among others. The organs form organ systems that makes the function of the body more complex and efficient. Organ systems form the whole organism. All living things exhibit organization, whether they are unicellular or multicellular organisms..

1. What is the main purpose of including theme and main idea questions in a text? a) To test your reading comprehension skills b) To understand the overall message or lesson of the text c) To practice identifying specific details in the text d) To improve your vocabulary and word knowledge 2. What is the purpose of finding the theme in a text? a) To summarize the main idea of the text in a few words b) To identify the specific details and examples in the text c) To understand the order of events in the text d) To analyze the author's writing style and techniques 3. Which of the following represents the theme of a text? a) A long sentence that describes the setting of the story b) A single word or short phrase that captures the main idea of the text c) A list of characters and their traits d) A detailed description of the plot and conflict in the story 4. How does identifying the main idea of a paragraph help you understand the text? a) It allows you to make connections between different parts of the text b) It helps you identify the author's purpose for writing the text c) It enables you to predict what will happen next in the story d) It helps you remember the specific details and examples in the paragraph 5. Which of the following best describes the main idea of a paragraph? a) The specific details and examples that support the theme of the text b) The order of events and actions in the paragraph c) The overall message or lesson conveyed by the paragraph d) The vocabulary words and their definitions in the paragraph 6. In a short paragraph about dogs, what could be a possible theme? a) Running and playing in the park b) Different breeds of dogs and their characteristics c) The loyalty and companionship dogs provide d) How to train a dog to do tricks 7. What might be the main idea of a paragraph about the importance of recycling? a) Recycling reduces pollution and conserves natural resources b) The process of recycling and how it works c) The different types of materials that can be recycled d) The history of recycling and its impact on society 8. Which of the following could be the theme of a paragraph about the benefits of reading? a) The importance of reading for academic success b) How to choose the right book to read c) The different genres of literature and their characteristics d) The role of libraries in promoting reading 9. If a paragraph discusses the life cycle of a butterfly, what would be the most likely main idea? a) The different colors and patterns of butterfly wings b) The stages of a butterfly's life from egg to adult c) The habitats and environments where butterflies live d) The types of plants that attract butterflies for feeding 10. What is the purpose of including vocabulary words and their meanings in context in a text? a) To test your knowledge of different words and their definitions b) To understand the specific details and examples in the text c) To improve your reading comprehension skills d) To practice using new words in your own writing

تمام، دي 15 سؤالًا متنوعًا جاهزين للنسخ على Quizalize، وكلهم Multiple Choice من محتوى الدرس. Life Along the Nile Challenge 🌊🐊 Vocabulary 1. Plants that grow in the Nile water are called ______. a) insects b) water weeds c) creatures d) birds Correct answer: b) water weeds 2. The word “tiny” means ______. a) very small b) very strong c) very scary d) very long Correct answer: a) very small 3. The opposite of “large” is ______. a) colorful b) different c) small d) strong Correct answer: c) small 4. To “survive” means to ______. a) stay alive b) catch animals c) become dirty d) swim quickly Correct answer: a) stay alive 5. Crocodiles are very strong and ______. a) colorful b) tiny c) scary d) weak Correct answer: c) scary Understanding the Lesson 6. What do small fish eat? a) Birds b) Plants in the water c) Crocodiles d) Large animals Correct answer: b) Plants in the water 7. What do birds near the Nile eat? a) Small fish, insects and plants b) Water weeds only c) Crocodiles and large animals d) Big fish only Correct answer: a) Small fish, insects and plants 8. Big fish eat smaller fish, insects and ______. a) humans b) birds c) tiny creatures d) trees Correct answer: c) tiny creatures 9. Why are crocodiles called the kings of the Nile? a) They are tiny and colorful. b) They are strong and other animals do not usually hunt them. c) They only eat plants. d) They can fly over the river. Correct answer: b) They are strong and other animals do not usually hunt them. 10. Why must we protect the Nile River? a) Because every animal plays an important role. b) Because no animals live there. c) Because the river is very short. d) Because crocodiles need houses. Correct answer: a) Because every animal plays an important role. Reading Comprehension 11. Where did Ahmed and his family go on their trip? a) Cairo b) Suez c) Luxor d) Aswan Correct answer: d) Aswan 12. How did Ahmed and his family travel to Aswan? a) By car b) By train c) By plane d) By boat Correct answer: b) By train Language 13. The Nile is home ______ many different animals. a) at b) under c) to d) by Correct answer: c) to 14. Choose the correct sentence. a) We protect must the Nile River. b) We must protect the Nile River. c) The Nile River we must protect. d) Must we the Nile River protect. Correct answer: b) We must protect the Nile River. 15. Choose the correctly punctuated sentence. a) what do crocodiles eat. b) What do crocodiles eat. c) what do crocodiles eat? d) What do crocodiles eat? Correct answer: d) What do crocodiles eat? اعملي العنوان على Quizalize: Life Along the Nile Challenge 🌊 وخلي ترتيب الأسئلة Random، والمدة المقترحة 30 ثانية لكل سؤال، والدرجة 15 points.

Create me a multiple choice test questions with 4 options on the following topic:Consumer Education for Different Audience 1. Children and Youth: - Focus: Building foundational knowledge about basic consumer concepts, making safe choices, understanding money and value, and recognizing scams and unsafe situations. 2. Teens and Young Adults: - Focus: Building financial literacy, responsible debt management, understanding contracts and agreements, responsible technology use, online safety, and consumer rights. 3. Working Adults and Families: - Focus: Managing budgets, making informed purchasing decisions, understanding credit and debt, finding consumer protection resources, and navigating complex financial products (mortgages, insurance, investments). 4. Seniors: - Focus: Protecting themselves from scams and fraud, understanding common consumer issues like telemarketing, identity theft, and online scams, managing medications and healthcare costs, and accessing community resources. 5. Special Populations: - Focus: Adapting consumer education programs to the specific needs of people with disabilities, immigrants, refugees, and other marginalized communities. 6. Business and Industry:- Focus: Understanding ethical marketing practices, complying with consumer protection laws, and providing clear and accurate information to consumers. 7. Policymakers and Regulators: - Focus: Understanding consumer needs, developing effective consumer protection laws, enforcing regulations, and ensuring a fair and competitive marketplace. Adapting consumer education programs for children, teens, and seniors requires tailoring content and delivery methods to their unique needs and learning styles. Children (Ages 5-12): - Understanding the concept of money: Teaching children about saving, spending, and the value of money. - Developing basic budgeting skills: Helping children learn to make choices about how to spend their allowance or pocket money. EFFECTIVE STRATEGIES •Focus on basic concepts: Introduce core concepts like saving, spending, and budgeting in a fun and engaging way. Use simple language and relatable examples. •Real-life scenarios: Use age-appropriate scenarios to illustrate financial concepts, like buying toys or snacks. •Parental involvement: Encourage parent participation and provide resources to help them reinforce lessons at home. Teens (Ages 13-18): - Building budgeting and financial planning skills: Teaching teens how to manage their money, set financial goals, and plan for the future. - Navigating the digital marketplace: Equipping teens with the knowledge and skills to make safe and informed online purchases, understand digital marketing, and protect themselves from scams. EFFECTIVE STRATEGIES • Practical skills: Focus on skills relevant to teens, like managing money for social activities, saving for college, and understanding credit cards. • Digital literacy: Address the growing influence of online shopping, social media advertising, and financial scams. • Real-world applications: Connect financial concepts to real-life decisions teens make, like choosing a part-time job or making purchases online. Seniors (Ages 65+) - Managing retirement savings and healthcare costs: Providing information and resources on retirement planning, Medicare and Medicaid, and other healthcare options. - Navigating the digital world: Offering technology training and resources to help seniors access online services and information safely and securely. EFFECTIVE STRATEGIES • Addressing specific concerns: Focus on topics relevant to senior citizens, like retirement planning, managing healthcare expenses, and avoiding scams. • Clear and concise communication: Use simple language and visual aids to ensure easy understanding. • Social interaction: Create opportunities for seniors to share experiences and learn from each other. Teaching Financial Literacy in school and Communities In Schools: Curriculum Integration: Financial literacy concepts can be seamlessly integrated into existing subjects, making learning more relevant and engaging. - Math: Budgeting exercises, calculating interest rates, analyzing financial data, and understanding compound interest are all natural applications of math skills. - Social Studies: Exploring the history of money, financial institutions, economic systems, and the impact of financial decisions on society provide valuable context. - Economics: Discussions about supply and demand, inflation, investment, and the role of consumers in the economy enhance financial literacy. Dedicated Courses: Offering elective courses or workshops specifically focused on personal finance provides deeper dives into crucial topics. - Personal Finance: Cover budgeting, saving, investing, credit, debt management, and insurance. - Entrepreneurship: Introduce concepts like business planning, marketing, financial forecasting, and managing cash flow. In Communities: Community Centers and Libraries: Workshops, seminars, and classes tailored to adults and families provide accessible learning opportunities. - Financial Planning: Cover budgeting, retirement planning, debt management, and estate planning. - Homeownership: Provide guidance on buying, selling, and maintaining a home. - Consumer Protection: Educate individuals about their rights and how to avoid scams. Partnerships with Financial Institutions: Collaborations with banks, credit unions, and financial advisors offer valuable resources, workshops, and financial literacy programs. Consumer Education for Low-Income and Vulnerable Populations Low-income refers to individuals or households with limited financial resources, typically below a certain threshold. Low-income individuals may face challenges like: 1. Limited education and job opportunities 2. Poor living conditions and housing 3. Food insecurity and malnutrition Causes of low income: 1. Unemployment or underemployment 2. Low-paying jobs or minimum wage 3. Limited education or skills 4. Single parenthood or large family size Vulnerable population'' is a term that is used to describe a group of people who possess some sort of disadvantage. elderly people, people with low incomes, homeless people, people in prison, migrant workers, pregnant women, Family Consumer Education: Managing Household Finances and Resources Financial literacy is the ability to understand and manage personal finances effectively. 1. Debt Debt is money you spend that isn’t yours. If you borrow money from the bank, use a credit card, or take out a short-term loan, or a payday loan, you are accumulating debt. Good debt is considered money borrowed for things that are absolutely necessary for making a life e.g. a house and for advancing your money-making potential e.g. an education. Bad debt is considered borrowing money or using a credit card to pay for things you don’t need, such as expensive clothes, hi-tech electronics, eating out at restaurants, going on holidays, etc. 2. Saving Saving is an essential part of financial wellness, a secure present, and a happy future. 3. Budgeting Budgeting is the life skill of planning and managing your money. By understanding exactly where your money goes every month, you are empowered to create an actionable plan by which you can spend less, by curtailing those unnecessary expenses and saving more for the things you need and want. 4. Investing Investing is all about creating and growing the wealth you need to enjoy a financially secure and happy future. It’s about putting your money into something that will make you a profit over time, such as property, retirement funds, and unit trusts Integrating Consumer Education into the Home Economics Curriculum. Integrating consumer education into the home economics curriculum can provide students with essential skills for making informed choices about their personal finances, food, clothing, and overall well-being. Here are some strategies and ideas for effectively incorporating consumer education: Financial Literacy Budgeting: Teach students how to create and manage a personal budget, including setting financial goals, tracking expenses, and understanding savings. Saving and Investment: Cover the basics of saving, including different saving accounts, and introduce concepts related to investing. Food and Nutrition Food Label Literacy: Engage students in learning how to read and interpret food labels, including nutrition facts and ingredient lists. Grocery Shopping Skills: Teach students how to compare product costs, understand unit pricing, and make healthy, budget-friendly choices while shopping. Clothing and Textile Education Consumer Choices in Clothing:Discuss factors influencing clothing purchases, such as quality, price, and sustainability. Fashion and Trends: Analyze the impact of marketing and advertising on consumer behavior regarding clothing. Sustainable Purchasing Eco-Friendly Choices: Raise awareness about environmentally friendly products and the importance of sustainability in consumer choices. Project-Based Learning - Assign real-life projects where students must apply their knowledge, such as creating a meal plan within a budget, planning a shopping list based on nutrient needs, or evaluating the cost-effectiveness of different products. Technology Integration - Use technology to teach students about online shopping, price comparison websites, and apps that aid budgeting and financial planning. Collaborative Learning Opportunities - Organize team projects where students work together to solve consumer-related problems, emphasizing teamwork and communication skills. Assessment and Reflection - Incorporate assessments that allow students to reflect on what they have learned about consumer education and how they can apply these skills in their daily lives.

Chapter 7 - Review Data and Decision Making *Glow bus due at midnight, name and student number: answer questions using content in class People have created wonderful things for centuries, and management Management can be traced as far back as 500 bc when the ancient Sumerians used written records to improve government and business activities Why is it important to lean from the past Not to repeat our mistakes Classical management approaches Scientific management Administrative Principles Bureaucratic organisation Behavioural Management Approaches Follett’s Organizations as communities The Hawthorne studies Maslow’s theory of human needs Mcgregor’s Theory x and Theory Y Argyris Personality and organisation Modern Management foundations Organises as systems Contingency thinking Quality management Quantitative and analysis and tools Evidence-based management Contributions Frederick Taylor - Father of Scientific management He noticed that workers often did their jobs with wasted motions and without a constant approach. His resulted in inefficiency and low performance He believed the problem could be fixed if workers were taught to do their jobs in the best ways and ten were helped and guided by supervisors Four guiding principles of scientific management Rules of motion, standardized work and proper working conditions Select workers with the right abilities Train workers and give them incentives Support workers by planning and smoothing the way as they do their work Frank and Lillian Gilbreth Pioneered use of motitono studies as a management tool In one famous case, the gilbreaths cut down the number of motions used by bricklayers adn tripled their productivity Contributions from scientific management Make results-based compensation a performance incentive Carefully design jobs with efficient work methods Carefully select workers with the ability to perform the job Trian workers to execute activities to the best of their abilities Train supervisors to support workers so they can perform jobs to the best of their abilities Classical Management Adiminstative principle (Henro Fayol) 1919, after a career in French industry, Henri F published “adminisration Industrielle et Generale” (General and industrial management) in which we out like his views on the management of organiztion and workers Rules and duties in management Foresight - to complete a plan of action for the future Organization - To provide and mobilize resources to implement the plan Common- to lead, select and evaluate workers to get the best work toward the plan Coordination- to fit diverse efforts together and ensure information is shared and problems solved Control- to make sure things happen according to plan and to take necessary corrective action Classical management Bureacratic organiztion (Max Weber) Max weber (Bureaucrativ organization) - late 19th century German political economist who had a major impact in the fields of management and sociology Bureaucratic Organization An ideal, intentionally rational adn very efficient form of organization Based on the principles of logic, order and legitimate authority Characteristics of BO Clear division of labour Clear hierarchy of authority Formal rules and procedure Impersonality Careers based on merit What are some disadvantages of bureaucracy Takes a long time for problems to become solved bec there are procedures and there is a chain of people in command Having the power Rules have to follow Excessive paperwork or “red tape” Slowness in handling problems Rigidity in the face of shifting needs Resistance to change Employee apathy Behavioural Management Approaches (focus on understanding the elements that affect human behaviour in organisations) Follett’s Organizations as communites Mary park follett contributed to the transition from classical thinking inot behavioural management Groups and human cooperation Groups allow individuales too combine their talents for a greater good Organizations are cooperating “communites” of managers adn workers Managers job is to help people copperate and achive an integration of goals and intrests Forward-looking managment insight: Making every emploee an owner creates a sense of collective responsibility Prescursor of employrr ownership, profit sharing and gain sharing Buniess problems invovle a varity of inter realted factors Prescursor of systems thinking Private profits realtive to public good Precursor of managerial ethics and social respinsibility Hawthorne studies Took place at western electric chicago plan, a tran led by Harvards Elton Mayo set out to learn how econmic incentives and workplace conditions affected workers output Maing objective Intial study examined how ecomoin incentives adn physical conditions affected worker output (productivity) No consistent relationship found During experientmetn they had 2 groups The expertiant groups (impoved wokring ocnditions ) The control group ( no changes to original working conidtions) No consitant relationship found, perfomance in both groups increased even after removing incentives Social setting and human relations Concluded New “social setting” led workers to do good job Good “Human relations” = higher productivity The contect - The Great Depression (1929-1940) Employee attitudes and groups processes Osme thinsf satisifed some workers but not others People resticited output to adhere to groups norms (Avoid layoffs) Lessons from he hawthrone stufirs Social and human concerns are keys to prductivity Hawthrone effect - People who are singled out for special attention perform as expected Maslow’s Theory of human needs Human needs The work of psychologist Abraham Maslow in the area if human “needs,” also has had a major impact in the behavioual apporach to management Maslow’s hierarchy of human needs Self actualization needs Higherst level: need foe self fulfillment to grow and use abilites to fullest and most creative extent Esteem needs Needs fro esteem in eyes of others need for respect, prestige, recognition; need for self esteem, personal sense of competence, mastery Social needs Need for love, affection, sense of belongingness in ones relationship either other people Safett needs Need for security, protection and stability in teh events of day to day life Physiological needs Most basic of all human needs: need for biological maintence; food, water and phydical well being Principles Defict principle: A satidifed need is not a motivator of behaviour Progress principles: A need becomes a motivator once the preceding lower-level need is satisfied Both principles cease to operate at self actulilzation level McGregor’s Theories Thepry x assumes that workers; Dislike work Lack ambition Are irresponsible Resist change Prefer to be led Theoyry y assumes that workers are Willing to work Willing to accept responsibility Capable of self control Capable of self direction Imaginative and creative According to McGregor, Managers create: Self fulfilling prophecies Implications of Theory x and y Theory x managers: Create situations where workers become dependent, passive and reluctant Theory y managers create situations where workers respond with initiative and high performance Central to notions of empowerment and self management Argyris’s theory of adult personality Classical management principles and practices inhibit worker maturation and are inconsistent with the mature adult personality Management practices should accommodate the mature personality: Increasing task responsibility Increasing task variety Using participative decision making Modern Management Foundation Quantitative analysis and Tools Analytics: the use of large data bases and mathematics to solve problems and make informed decision using systematic analysis Organization as systems System Collection of interrelated parts that function together to achieve a common purpose Subsystem A smaller component of a larger system Open systems Organisations that interact with their environment Contingency thinking Tires to maths managerial responses with problem (situation) No “one best way” to manage The “appropriate way to to manage depends on the situations Quality management Qality anc competitive advantafe are linked Total quality managment (TQM) Comprehensive approach to contiou impovment on teh entire organization ISO certification Gloval quality management standards Refine and upgrade quality to meet ISO requirments Evidednce Based Managment Making management decision on “hard facts” about what really works

Lesson 2: USES OF SOIL PRETEST Color the pictures that show how we can use soil. SOMETHING TO READ Soil is very useful to us. We can use it in many ways. Let us find out the different uses of soil one by one. Uses of soil a. Sand is used in making our houses. It is also used in making hollow blocks. OBJECTIVES: - Enumerates things that we can with soil - Demonstrates ways for making play things out of soil SCIENCE 2 – MODULE 7 SEIBO COLLEGE 9 b. Soil is made up of minerals, nutrients, water and air that support growing plants. It also keeps the plant’s roots on the ground. c. Animals like earthworm and ants lives in the soil. They create tunnels in it to allow air and water to pass through it. d. Clay soil is used in making pots and vases. We can play with it. We can make different objects that we can use to play with. e. When we are at the shore of the beach, we can play with sand and build sand castles. SOMETHING TO DO ACTIVITY 1 Creating Things I Like Objective: In this activity, children will learn that they can create things out of clay. What you need: SCIENCE 2 – MODULE 7 SEIBO COLLEGE 10 2 bars of clay (any color) 1 pc. 1/8 illustration board or any hard board What to do: 1. Using the bars of clay, create things that you like then place them on the illustration board. 2. Show your work to your facilitator. Observation: 1. Is it easy for you to create things that you like out of clay? __________________________________________________ 2. What is the texture of the clay? ________________________ 3. Did you have fun dong this activity? _____________________ Conclusion: I therefore conclude that _

Lesson 1: Continental Drift Theory and the Evidences that support the Theory Continental drift describes one of the earliest ways geologists thought continents moved over time. Today, the theory of continental drift has been replaced by the science of plate tectonics. The theory of continental drift is most associated with the scientist Alfred Wegener. In the early 20th century, Wegener published a paper explaining his theory that the continental landmasses were “drifting” across the Earth, sometimes plowing through oceans and into each other. He called this movement continental drift. Pangaea Wegener was convinced that all of Earth’s continents were once part of an enormous, single landmass called Pangaea. Wegener, trained as an astronomer, used biology, botany, and geology describe Pangaea and continental drift. For example, fossils of the ancient reptile mesosaurus are only found in southern Africa and South America. Mesosaurus, a freshwater reptile only one meter (3.3 feet) long, could not have swum the Atlantic Ocean. The presence of mesosaurus suggests a single habitat with many lakes and rivers. Wegener also studied plant fossils from the frigid Arctic Archipelago of Svalbard, Norway. These plants were not the hardy specimens adapted to survive in the Arctic climate. These fossils were of tropical plants, which are adapted to a much warmer, more humid environment. The presence of these fossils suggests Svalbard once had a tropical climate. Finally, Wegener studied the stratigraphy of different rocks and mountain ranges. The east coast of South America and the west coast of Africa seem to fit together like pieces of a jigsaw puzzle, and Wegener discovered their rock layers “fit” just as clearly. South America and Africa were not the only continents with similar geology. Wegener discovered that the Appalachian Mountains of the eastern United States, for instance, were geologically related to the Caledonian Mountains of Scotland. Pangaea existed about 240 million years ago. By about 200 million years ago, this supercontinent began breaking up. Over millions of years, Pangaea separated into pieces that moved away from one another. These pieces slowly assumed their positions as the continent we recognize today. Today, scientists think that several supercontinents like Pangaea have formed and broken up over the course of the Earth’s lifespan. These include Pannotia, which formed about 600 million years ago, and Rodinia, which existed more than a billion years ago. Tectonic Activity Scientists did not accept Wegener’s theory of continental drift. One of the elements lacking in the theory was the mechanism for how it works—why did the continents drift and what patterns did they follow? Wegener suggested that perhaps the rotation of the Earth caused the continents to shift towards and apart from each other. (It doesn't.) Today, we know that the continents rest on massive slabs of rock called tectonic plates. The plates are always moving and interacting in a process called plate tectonics. The continents are still moving today. Some of the most dynamic sites of tectonic activity are seafloor spreading zones and giant rift valleys. In the process of seafloor spreading, molten rock rises from within the Earth and adds new seafloor (oceanic crust) to the edges of the old. Seafloor spreading is most dynamic along giant underwater mountain ranges known as mid-ocean ridges. As the seafloor grows wider, the continents on opposite sides of the ridge move away from each other. The North American and Eurasian tectonic plates, for example, are separated by the Mid-Atlantic Ridge. The two continents are moving away from each other at the rate of about 2.5 centimeters (1 inch) per year. Rift valleys are sites where a continental landmass is ripping itself apart. Africa, for example, will eventually split along the Great Rift Valley system. What is now a single continent will emerge as two—one on the African plate and the other on the smaller Somali plate. The new Somali continent will be mostly oceanic, with the Horn of Africa and Madagascar its largest landmasses. The processes of seafloor spreading, rift valley formation, and subduction (where heavier tectonic plates sink beneath lighter ones) were not well-established until the 1960s. These processes were the main geologic forces behind what Wegener recognized as continental drift.

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