Cognitive Development Activitiesactivity 1grade Level And Subject Are ✓ Solved
Cognitive Development Activities Activity 1: Grade level and subject area State standard Learning objective: “Students will be able to…†50-100 word description of learning activity aligned to objective: 50-100 word description of how the activity differentiates for students in various stages of cognitive development: Activity 2: Grade level and subject area State standard Learning objective: “Students will be able to…†50-100 word description of learning activity aligned to objective: 50-100 word description of how the activity differentiates for students in various stages of cognitive development: Activity 3: Grade level and subject area State standard Learning objective: “Students will be able to…†50-100 word description of learning activity aligned to objective: 50-100 word description of how the activity differentiates for students in various stages of cognitive development: © 2017.
Grand Canyon University. All Rights Reserved. Paper #2: Macroeconomics Country Forecast All students must pick a different country and must have the country approved by the professor. This is a major paper and should be a minimum of 1500 words. Paper #2 is worth 20% of your overall course mark.
Forecasting the future is one of the most important things that economists are asked to do. Governments have a few macroeconomic tools that they can use to indicate how a country’s economy is doing. An important part of all macroeconomic courses is to develop an understanding of what these economic indicators are, as well as how they are created so that we can extrapolate into the future. In this paper, you are asked to use your newly acquired macroeconomic knowledge to predict the future. It is expected that the paper will be free of grammatical errors.
This paper will be submitted through Turnitin to review for plagiarism. Specifically, you are to forecast the following key macro- economic variables in your country of choice for five years starting with 2019 through 2023 using this simple chart: Variable/Year year average USD$Real GDP/Capita Growth rate of Real GDP/Capita Inflation Rate Unemployment Rate Interest Rate 1.Ì´Real GDP/Capita in USD$ 2. The growth rate of Real GDP per Capita (% change per year) 3. The inflation rate (%) 4.Ì´The unemployment rate (%) and 5.Ì´Interest rates -5 year fixed mortgage rate. Include the following sections in your paper.
The breakdown of the marks will be: 1) Introduction (8%) Explaining what you are going to write about. 2) Background and History (8%) What are the important key historic factors? For example, did the country recently receive independence or become a member of the World Trade Organization or something else? What is the current economy like? Is it going through some sort of economic crisis or recession?
3) Definitions (10 %) Define each variable (Five listed above) and explain how they are determined. Explain why each variable is an important economic indicator and why these numbers are important to you or to people in that country. In other words, what will the real impact of these forecasts going to be on the people? 4) Five Year Average Predictions/Calculations (20%) For the calculation and actual numbers of your predictions, the basic approach will be to calculate a five-year average for each of the four forecast variables. 5) Explanation of Predictions/Forecast (36%) The most important part of the paper is your explanation.
Use your own words. Carefully and completely explain why you believe that your forecast is true. Convince the reader that your numbers are based on solid predictions and explain why. You may wish to sight historical information. You are free to consult published forecasts and use them as a basis for your prediction.
6) Conclusion Ò10%Ò‚ The conclusion is a summary that not only reiterates the main points of the paper, but draws the paper together, like a thread sewing the pieces of a quilt together. A strong conclusion that has been backed up in the main body of the paper will result in a winning paper. 7) References (8%) References must be current and from multiple sources and from mixed media. Be sure to use APA and reference any quotations or web material that you use in your paper. The various chartered banks and investment dealers also prepare macroeconomic forecasts which may be useful as a source of ideas.
21/11/19, 3:22 AM Rubic_Print_Format Course Code Class Code Assignment Title Total Points SEC-505 SEC-505-O501 Cognitive Development Activities 100.0 Criteria Percentage No Submission (0.00%) Insufficient (69.00%) Approaching (74.00%) Acceptable (87.00%) Target (100.00%) Comments Points Earned Category 100.0% Appropriate State Standard 20.0% No submission State standards are inappropriate for grade level and content area. Activity plan includes state standards that are basically appropriate for grade level content area. Activity plan includes state standards that are clearly appropriate for grade level and content area. Activity plan includes state Standards that are skillfully appropriate for grade level and content area.
Stated Objective 20.0% No submission Activity plan does not state an objective appropriate for the State Standard and content area. Activity plan insufficiently states an objective appropriate for the State Standard and content area. Activity plan clearly states an objective appropriate for the State Standard and content area. Activity plan skillfully states an objective appropriate for the State Standard and content area. Measuring Objectives 20.0% No submission Activity plan does not measure the objective appropriate for the State Standard and content area.
Activity plan insufficiently measures the objective appropriate for the State Standard and content area. Activity plan clearly measures the objective appropriate for the State Standard and content area. Activity plan skillfully measures the objective appropriate for the State Standard and content area. Activity Rationale 10.0% No submission Activity rationale is not differentiated for students with various stages of cognitive development. Activity rationale is insufficiently differentiated for students with various stages of cognitive development.
Activity rationale is differentiated for students with various stages of cognitive development. Activity rationale is comprehensive and differentiated for students with various stages of cognitive development. Mechanics 30.0% No submission The activity plan contains inappropriate, incoherent language and/or sentence structures. The activity plan contains mechanical and conventional errors or non-relevant language that affects meaning and clarity. The activity plan has a few mechanical and conventional errors present that do not significantly affect meaning or clarity.
Word choice reflects basic, consistent, appropriate use of practice and topic-related language. The activity plan is free of mechanical and conventional errors. Word choice reflects well-developed use of practice and topic-related language. Total Weightage 100%
Paper for above instructions
Activity 1: Number Sorting
Grade Level and Subject Area: Early Elementary (Grade 1), Mathematics
State Standard: 1.NBT.A.1 - Count to 120, starting at any number less than 120.
Learning Objective: “Students will be able to categorize and sort numbers from 1 to 120 based on various criteria, such as even/odd, greater/less than, or number ranges."
Description of Learning Activity:
In this hands-on activity, students will use a set of number cards (1 through 120) to group numbers according to chosen categories. Groups will sort their cards into designated boxes marked with criteria, such as “Even numbers” or “Numbers greater than 50.” Following categorization, students will share their findings with the class, promoting discussion about number properties and encouraging mathematical dialogue.
Differentiation for Cognitive Development:
For students who require additional support, teachers can provide pre-sorted cards or allow the use of manipulatives such as counters. Advanced learners can be challenged to create their own sorting criteria or to explain their sorting process verbally, fostering metacognitive skills and peer teaching. This activity reflects Piaget's theory by offering concrete tasks for concrete operational learners while also providing extensions for those at formal operational stages.
Activity 2: Story Problem Creation
Grade Level and Subject Area: Elementary (Grade 3), Mathematics
State Standard: 3.OA.A.3 - Solve multiplication and division word problems.
Learning Objective: “Students will be able to create and solve their own word problems involving multiplication and division."
Description of Learning Activity:
Students will work in pairs to create their own story problems based on real-life situations involving multiplication or division. After creating the problems, they will exchange with another pair to solve the problems presented. This will encourage students to apply mathematical concepts in practical contexts, promoting both creativity and problem-solving skills.
Differentiation for Cognitive Development:
For students who struggle with language and comprehension, teachers can provide sentence starters or examples of story problems. Advanced students can be encouraged to develop multi-step problems or integrate fractions into their story problems. This activity aligns with Vygotsky’s Social Development Theory, which emphasizes learning through social interaction and scaffolding.
Activity 3: Science Experiment Journal
Grade Level and Subject Area: Upper Elementary (Grade 5), Science
State Standard: 5-PS1-3 - Analyze and interpret data to determine the effect of the relative strengths of electric forces on the motion of an object.
Learning Objective: “Students will be able to conduct a simple science experiment and document their findings using scientific language and format."
Description of Learning Activity:
Students will perform a simple investigation to observe the impact of static electricity using balloons. After conducting the experiment, they will write a journal entry summarizing their hypothesis, the experiment’s procedure, findings, and conclusions. This will enhance their ability to articulate scientific ideas clearly and accurately while aligning their work with the scientific method.
Differentiation for Cognitive Development:
To support diverse learners, teachers can provide structured journal templates highlighting sections such as hypothesis, materials, procedure, results, and conclusion. Students with higher cognitive development can be encouraged to conduct multiple trials and analyze the variability in results. This encourages critical thinking and the application of knowledge, core tenets articulated in theories of constructivism.
1. Huitt, W. (2009). Piaget's Theory of Cognitive Development. Educational Psychology Interactive. Retrieved from http://www.edpsycinteractive.org/papers/piaget.pdf
2. Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
3. McLeod, S. (2018). Piaget's Stages of Cognitive Development. Simply Psychology. Retrieved from https://www.simplypsychology.org/piaget.html
4. Bragg, L.A. (2016). Supporting Students with Diverse Learning Needs in Mathematics. Education and Training in Autism and Developmental Disabilities, 51(2), 146-157.
5. Boaler, J. (2016). Mathematical Mindsets: Unleashing Students’ Potential through Creative Math, Inspiring Messages and Innovative Teaching. Jossey-Bass.
6. Depree, S. (2020). Student-Centered Learning: A Comprehensive Guide. Education and Society: Journal of Educational Psychology, 19(3), 427-443.
7. Dweck, C.S. (2006). Mindset: The New Psychology of Success. Random House.
8. Wiggins, G., & McTighe, J. (2005). Understanding by Design. ASCD.
9. Creswell, J. W., & Creswell, J. D. (2017). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. SAGE Publications.
10. Thomas, G. (2011). How to Do Your Research Project: A Guide for Students. SAGE Publications.
These cognitive development activities are designed to foster innovative thinking and problem-solving skills tailored to the cognitive development of students at various stages while promoting engagement and active participation in their learning journey across subjects.