Drill of IPA Terpadu for UM UPI

Aquaponics?
Fish effluent from traditional aquaculture systems is used to fertilize plants in a hydroponic system.
When the two practices are combined they work in a symbiotic relationship to create a natural growing system. The benefits of keeping fish in an aquaponic system include maximum efficiency of water. University trials showed that growing plants in an aquaponic system used 90% less water than soil grown crops, as the only water lost is through evaporation and transpiration. In traditional aquaculture water is discharged regularly often 10-20% of the total water every day, this water is often pumped into open streams where it pollutes and destroys waterways.

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Instead of discharging water, aquaponics recycles the water in a reticulating system. Water is pumped from the fish tank through grow beds where the water is cleaned by the plants and media before being returned to the fish tank providing the fish with freshly oxygenated clean water. Hydroponic gardening often relies on the addition of costly chemical nutrients using valuable time, energy and money.
By combining the processes we can easily grow vegetables, herbs and fruits simply by feeding the fish. In an aquaponic system the nutrients are supplied by the fish. They produce ammonia as they breathe and when they excrete waste, this ammonia is converted by beneficial bacteria into nutrients available to the plants. The solids are broken down and filtered in the media beds, effectively cleaning the water before returning it to the fish tank. The good bacteria occur naturally in soil, air and water. They colonise the media and a healthy population is an essential ingredient of any aquaponic system. By working with nature we encourage natural processes that can be monitored and recorded for lessons in schools about integrated science, biology, horticulture, health, society and the environment.
There are many different methods that can be adapted to an aquaponic system including flood and drain, floating rafts on deep water channels or using a nutrient film technique, a style that is very popular in hydroponic operations.
Aquaponics is not a new concept, but a century's old technique that has been practiced by elite societies around the world for thousands of years including the Chinese, Aztecs, Egyptians and Babylonians (Gardens of Babylon).
Aquaculture and hydroponics system for the concurrent production of fish and plant species, wherein a feed is added to meet the fish and plant species nutrient requirements, a method for maintaining dissolved mineral concentrations in the system at optimal levels, determining a nitrogen concentration in said feed that produces a substantially constant nitrogen concentration in the system, for each of a plurality of minerals in the system, determining a rate of decrease of the concentration of said mineral in the system when said nitrogen concentration is maintained substantially constant and supplement said feed with each of said plurality of minerals such that the concentration of the mineral is maintained substantially constant in the system.

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Drill of IPA Terpadu for SPMB Unsoed

A Michigan radio commercial announces that the "Greatest Show on Earth" happens every fall. I ask children to identify this show. You don't need a ticket. You can probably see part of the show from your bedroom window. There's no age limit. This show is enjoyed by people of all ages.
Reinforcing the concept of seasons is often found in the autumn months of early childhood classrooms.
Using a drawing program such as KidPix, children can show their understanding of seasons while improving their concentration, dexterity with the mouse and knowledge of drawing tools.

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We begin with the line tool to cut the screen into quadrants. Then with the alphabet stamper we put one season name into each quarter. With the "wacky paintbrush" bare branch trees can be added to each section. Finally, using the spray can in the "wacky paintbrush" tools we can add the proper leaves to each section. Lots of colors for the autumn trees. No leaves for winter. Bright green leaves for the new emerging leaves of spring along with some pink for all the flowering trees, and then full green for the summer.
I encourage writing the names of the seasons in a location where children can see them from their computer work stations.
With first graders, each season can be elaborated upon with the background, by adding some seasonal stamps and some common weather.
While this project can be difficult for kindergarten students at the very beginning of the year I often begin the week prior by just making a collection of fall trees all over the screen and spray painting them with the proper fall leaf colors. This helps the students be able to easily create the trees when having to segment them for each season.
After printing in color, I staple each paper to construction paper to emphasize how important our work on the computer has been. Regularly I hear from parents who hang the matted work on the refrigerator and around the house.

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Drill of IPA Terpadu for Simak UI

Introduction
Integrating language skills with science instruction has become an alternative to traditional instruction. In the integrated approach, teachers held high expectations for their students and deliberately promote critical thinking skills which help them succeed in academic courses.

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The science process skills-including observing, predicting, communicating, classifying, and analyzing-are similar to language learning skills-seeking information, comparing, ordering, synthesizing, and evaluating (Short, 1991). These skills are important keys to integrating science instruction with language acquisition. Motivating and engaging students to speak, ask questions, learn new vocabulary, and write down their thoughts comes easily when they are curious, exploring and engaged in science or science inquiry. Integrating literacy activities within teaching of science helps clarify science concept and can make science and more meaningful and interesting to the student.
Research suggests that increased student participation and peer interaction enhances the students' language better that teacher-directed activities (Ruddell, 2004). For instance, teacher can use cooperative learning jigsaws where students become experts on topics through texts that they read or listen to, take notes on, and teach to peers. Using cooperative learning method gives integrated teachers an opportunity to encourage interdependency among group members, assisting students to work together in small groups so that all participate in sharing data and in developing group reports.
Instructional Strategy
Unfortunately, today many classroom teachers who teach either science or language do not think science and language are interdependent (Short, 1991). Language teachers do not address the language needs of the students within the framework of the subject matter's objectives. They may think teaching content subject matter is not essential. Similarly, the content teachers may not understand language issues, nor be prepared to use English as a Second Language (ELL) methods for which they might have little or no experience.
Students can improve language proficiency through science instruction as either the background or theme of lessons. For example, once a science topic has been discussed and students have shared their knowledge of it, pertinent vocabulary may be taught. Reading and writing activities and content-area instruction can be integrated in one lesson or unit, or the approach can form the basis for an entire curriculum. An instructor takes first an objective from a content area curriculum, such as science, and determines the kind of language students need in order to be able to accomplish that objective. As a teacher helps students develop the science process skills of inquiry, language process skills or language learning strategies are simultaneously being developed. Two fundamental characteristics of the learning process, transfer and language dependence, frame our understanding of critical issues in teaching and assessing English learners in the science classroom (Short, 2002).
The integrated approach focuses on the fostering of thinking skills and the student-centered method of the instruction. Integrated teachers utilize a variety of teaching methods such as inquiry-based learning, cooperative learning, brainstorming, cooperative learning, hands-on, interactive activity etc.
Instructional strategies that can be used in an integrated classroom include increased use of visuals, demonstrations, and graphic organizers; the development of thinking and study skills; and the use of pre-reading and pre-writing activities. By providing opportunities to use language in meaningful contexts, teachers can facilitate their students' transition into mainstream courses (Crandall and Peyton, 1993).
Integrated teachers need to pay attention to the science to be learned, the language skills required to learn it, and the reasoning abilities needed to be manipulated. When necessary, for example, they should provide explicit vocabulary instructions or model activities to the whole class before breaking into small groups. Teachers should encourage students to conduct independent research, but provide support students solicit assistance from each other. Through this approach, science teachers become sensitive to language problems that exist in their current textbooks, supplementary materials and teacher talk, and recognize other potential problem that their students may experience. The approach also helps language teachers as well, through a variety of methods used to introduce authentic and relevant science into classroom (Short, 2002).
Integrated lesson planning skills
Each integrated lesson should have a language and science component and the goal for the teacher should be to develop academic achievement and language proficiency simultaneously. To prepare clear science and language outcomes, teachers should draw on a variety of resources that include standards of knowledge and skills in a science area, language proficiency standards, prior student performance assessments, and available course materials. For example, a science teacher would prepare an integrated science and language lesson by first examining the science standards to determine the concept and skill to be learned, then selecting learning objectives, tasks, and materials appropriate to the students as determined by assessments of student performance.
To address the practice of integrating reading, writing, listening, and speaking, teachers must identify and work with students on two sets of discourse skills-one specific to a subject area, the other more generalized. Those that are generic include summary, comparison, and outlining.
For instance, in planning to teach motion, a teacher might construct the following possible outcome statements:
Students will be able to observe and calculate speed and acceleration of a moving object, discuss different methods of measuring the distance, and write a summary of each method. Calculate, discuss, and write are the descriptive verbs that determine whether a particular outcome addresses the knowledge and skill of a science area or specific language functions. Observing and calculating the speed and acceleration describe science outcomes, whereas discussing and writing about the methods used to compare types of distance measurement describe language outcomes related to the science. Integrated teachers should consciously attempt to sort the descriptive verbs used in standards documents and course materials into separately identified language and content outcomes.
According to Sherris (2008), the integrated lesson plans have at least two key benefits. First, the teachers clarify for themselves the separate content and language objectives of the lesson, which can improve their delivery of the instruction. Second, if these objectives are both explicitly presented and subsequently reviewed within each lesson, students become aware of the separate content and language goals, which may help them direct and monitor their own learning.
Students also develop the ability to carry out other content related tasks, such as lab experiments, creative scientific calculations, and historical inquiry. They solve problems, evaluate solutions, and collaborate effectively with one another in these activities through the use of appropriate academic language.
Integrated Lesson Plan
Lesson planning is critical to both a student's and a teacher's success. For maximum learning to occur, planning must produce lessons that enable students to make connections between their own knowledge and experiences, and the new information being taught (Rummelhart, 1995). In effective instruction, concrete content objectives that identify what students should know and be able to do must guide teaching and learning. For English learners, however, content objectives for each lesson need to be stated simply, orally and in writing, and they need to be tied to specific grade-level content standards (Echevarria and Graves, 2004). As with content objectives, language objectives should be stated clearly and simply, and students should be informed of them, both orally and in writing.
The integrated science lesson plan guidelines ( see attached table) describes the teaching phases in integrated lesson plans and the most effective science lessons for ELL are those have language and content objectives. As students gain both science process and English language skills, they will be able to examine independently scientific explanations and use logical reasoning to communicate. Higher-order thinking skills, such as articulating predictions or hypotheses, stating conclusions, summarizing information, and making comparisons, can be tied to language objectives.

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