Plant Parts 1-2nd grade

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The document discusses the main plant parts and their functions, including roots that take in water and nutrients from the soil, a stem that transports water and food throughout the plant and holds it upright, leaves that perform photosynthesis using carbon dioxide, sunlight and water to produce oxygen and energy for the plant, and flowers that attract pollinators to help the plant reproduce and produce seeds. It emphasizes that plants are important to habitats by providing beauty, food, shelter and more.

Let’s Look at a Plant… Let’s name the parts of this plant: flower leaf stem What important part cannot be seen?

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What does the stem do? ,[object Object],[object Object],[object Object]

Why do plants have leaves? ,[object Object],[object Object],[object Object],This is called photosynthesis.

The Flower ,[object Object],[object Object],“ Hey insects, come over here!” What does the flower do?

Plants are important to our habitat! ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Take care of a plant today!!

The document discusses the basic parts of a plant, including roots that take in water and minerals to support the plant, a stem that moves water through the plant and supports it above ground, leaves that take in air and light to produce food for the plant through photosynthesis, and flowers that produce seeds for new plants. The objectives are to identify the basic plant parts and explain the functions of roots, leaves, stems, and flowers.

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The document discusses the main parts and functions of plants. It explains that most plants have three main parts: roots, stems, and leaves. The roots hold the plant in the soil and absorb water and minerals. The stem carries water and minerals from the roots to the leaves, supports the plant, and can be thick like a tree trunk, thin like a bush, or soft like grass. The leaves make food for the plant using sunlight, air, and water. Flowers are the reproductive part where seeds form, and fruit protects the seeds so new plants can grow.

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Plants use their roots, stems, and leaves to take in sunlight and water. Roots come in different shapes and sizes depending on the environment - long and thin for dry places, short and thick for wet places. Roots also provide food for some animals. Stems store water in thick forms for desert plants. Leaves vary in size based on environment - large leaves help capture sunlight in rainforests, fewer leaves or no leaves in deserts. Flowers produce pollen, which helps make seeds inside fruits. Seeds are protected by fruits and allow new plants to grow. People eat fruits, vegetables, and some flowers.

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1) The document discusses the parts of a plant and their functions. Roots take in water and nutrients, stems move water and nutrients through the plant, and leaves use sunlight to make food. 2) Flowers produce fruits containing seeds. Seeds come in many shapes and sizes and are scattered by wind, water, animals or planting. 3) When conditions are right, a seed will germinate and a seedling will grow from the seed. The seedling develops roots, stem and leaves and the process repeats as it produces seeds of its own.

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Creating Images and Videos through AI.pptx

Forum of Blended Learning

Artificial Intelligence (AI) has revolutionized the creation of images and videos, enabling the generation of highly realistic and imaginative visual content. Utilizing advanced techniques like Generative Adversarial Networks (GANs) and neural style transfer, AI can transform simple sketches into detailed artwork or blend various styles into unique visual masterpieces. GANs, in particular, function by pitting two neural networks against each other, resulting in the production of remarkably lifelike images. AI's ability to analyze and learn from vast datasets allows it to create visuals that not only mimic human creativity but also push the boundaries of artistic expression, making it a powerful tool in digital media and entertainment industries.

Decolonizing Universal Design for Learning

Frederic Fovet

UDL has gained in popularity over the last decade both in the K-12 and the post-secondary sectors. The usefulness of UDL to create inclusive learning experiences for the full array of diverse learners has been well documented in the literature, and there is now increasing scholarship examining the process of integrating UDL strategically across organisations. One concern, however, remains under-reported and under-researched. Much of the scholarship on UDL ironically remains while and Eurocentric. Even if UDL, as a discourse, considers the decolonization of the curriculum, it is abundantly clear that the research and advocacy related to UDL originates almost exclusively from the Global North and from a Euro-Caucasian authorship. It is argued that it is high time for the way UDL has been monopolized by Global North scholars and practitioners to be challenged. Voices discussing and framing UDL, from the Global South and Indigenous communities, must be amplified and showcased in order to rectify this glaring imbalance and contradiction. This session represents an opportunity for the author to reflect on a volume he has just finished editing entitled Decolonizing UDL and to highlight and share insights into the key innovations, promising practices, and calls for change, originating from the Global South and Indigenous Communities, that have woven the canvas of this book. The session seeks to create a space for critical dialogue, for the challenging of existing power dynamics within the UDL scholarship, and for the emergence of transformative voices from underrepresented communities. The workshop will use the UDL principles scrupulously to engage participants in diverse ways (challenging single story approaches to the narrative that surrounds UDL implementation) , as well as offer multiple means of action and expression for them to gain ownership over the key themes and concerns of the session (by encouraging a broad range of interventions, contributions, and stances).

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