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English /grade 2/ -IPC International subject

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English /grade 2/ -IPC International subject

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Thematic unit: Green fingers /Milepost 1/
Personal goals: Communicator, Respectful
Concept: Culture
Learning contexts: Flowers from Home and host countries

Ss will learn about plants and flowers in home countries and will be able to learn how to name them in English and Mongolian. Also, they will learn to respect other cultures.

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Theme & Personal Goals: Green Fingers
Concept: Change
Learning context: Science & Technological Innovation

Students will study different plant growing techniques (soil, hydroponics, aquaponics). Students will investigate different stages of plant growth (Change). in this unit, students will learn about sustainability and how Technological Innovation can help build a sustainable world (i.e. vertical agriculture, sustainable architecture)

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BIG IDEA: Collaboration
Concept: Culture
Learning Context: Personal & Cultural Expression

G6 French B students will work in teams (Collaboration) to create Tourism brochures for sight-seeing, cultural experiences in Ulaanbaatar for French-speaking tourists. Brochures can include information on places like Gandan Monastery, Choijin Lama Museum, Zaisan Hill.

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BIG IDEA: Risk
Concept: Perspectives
Learning Context: Fairness & Development

After reading "Lord of the Flies" by William Golding, G10 students will create & present short skits that demonstrates social issues related to fairness & development from different perspectives in Mongolian society (i.e. cyberbullying, manhole children, nomads & зуд)

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Bilguun, 7, watches a puppy scavenge for food outside his manhole in Ulaanbaatar, Mongolia (first photo). Hundreds of children, most of them abandoned by their parents or runaways from abusive homes, live in the streets, markets and dumps of this Central Asian city. Many seek shelter in manholes to survive long freezing winters. The phenomenon of manhole children is a legacy of the communist collapse in Mongolia, when thousands of children were driven into the streets by poverty and broken homes. The problem persists as children continue to be abandoned by parents or run away from abusive families.

Story

Ulaanbaatar, Mongolia's capital city, sits on the wide, northern steppe like an anvil rusting in a meadow. Seventeen years after the fall of communism, much of it still feels like a Soviet backwater. Crumbling, monolithic apartment blocks dominate the western skyline. Coal-burning power plants foul the air. Lenin statues lurk in overgrown parks like forgotten transients. An enduring legacy of the communist downfall is the phenomenon of Mongolian manhole children. With the breakup of the Soviet Union, the Mongolian communist state folded after more than 60 years in power, taking state-subsidized industries and jobs with it. The economy disintegrated. Children were sent to the city by destitute parents in the countryside. Thousands ended up homeless, abandoned by parents who could no longer care for them or relatives who barely knew them. Though their numbers have fallen, children continue to be driven into the streets, where they are forced to live in manholes to escape temperatures that can drop below -40 degrees Celsius. Some have been abandoned, like Battulga and Aizam, both 17, who have lived in a hole outside a movie theater for 11 years. Others, like 7-year-old Bilguun, have families somewhere but spend their days begging, living for weeks at a time in the streets. The rest are orphans or runaways from abusive homes. Today, as capitalism brings new opportunities, this community of lost children is considered an embarrassing relic of the past. It endures as more kids are forced into the holes by ongoing poverty.

International Photography Awards. All Rights Reserved.

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IPA 2009 Winner / Mongolian Manhole Children / Freelance / Kent Treptow

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Bilguun, 7, watches a puppy scavenge for food outside his manhole in Ulaanbaatar, Mongolia (first photo). Hundreds of children, most of them abandoned by their parents or runaways from abusive homes, live in the streets, markets and dumps of this Central Asian city. Many seek shelter in manholes to survive long freezing winters.

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Biology --> Environmental Studies G11 (Bachka)

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Biology --> Environmental Studies G11 (Bachka)

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BIG IDEA: Consequences
Concept: Systems
Learning Context: Globalization & Sustainability

G11 Biology students will study the impacts of Rio Tinto's Oyu Tolgoi mines on local ecosystems. Students will explain the consequences of animal extinction, loss of biodiversity, and the short & long-term health risks of nomads living near the mining projects.

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BIG IDEA: Structures
Concept: Relationships & Form
Learning Contexts: Orientation in Time & Space

G9 students investigate how Geometry, algebra, and trigonometry all play a crucial role in architectural design. Architects apply these math forms to plan their blueprints or initial sketch designs. They also calculate the probability of issues the construction team could run into as they bring the design vision to life in three dimensions.

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Site Search

If you found the information useful, consider to make a donation:

written by Rene K. Mueller, Copyright (c) 2005, 2006, 2008, last updated Sun, September 22, 2013

Updates

Tue, March 11, 2008: Cleaned up text and updated better photos illustrating how to erect a yurt, and added information about storm preparation. .

Tue, February 19, 2008: Added a few thoughts on "crownless" yurt roof approach .

Fri, December 8, 2006: Update on Standard vs Non-Standard Yurts (How to derive a standard), and various minor updates like on stove / pipe options. .

Sun, November 5, 2006: Updated infos on thermal insulation with straw filled jute blankets. .

Mon, October 30, 2006: More infos and calculator assistance for pieslice-wise roof canvas .

Sun, October 22, 2006: Added more detailed information about "attached room" option and calculator .

Wed, September 20, 2006: Added overview how to erect a yurt with photos .

Sat, September 9, 2006: More details on options to bind the lattice wall / khana .

Mon, August 21, 2006: More details on wall / khana section junction methods, even and odd amount of junctions/poles, half and full twin junctions. .

Fri, July 7, 2006: More detailed instruction how to make a door based on vertical laths .

Wed, April 26, 2006: Update on thermal insulation .

Mon, February 13, 2006: Added more pictures of wall composition, and inserted a page break, now 5 pages totally. .

Wed, January 11, 2006: Minor refinements and additions. .

Wed, December 21, 2005: Added toono/wheel interactive sketch .

Fri, November 25, 2005: Added photos of toono cover construction .

Fri, November 11, 2005: Added more information on Insulation and Stove Pipe positioning with photos how I did it. .

Sat, October 29, 2005: Floor calculator rearranged and floor rendering . Improved yurt rendering .

Wed, October 5, 2005: More on floor building .

Sun, October 2, 2005: Floor calculator, and more info on building the floor . Canvas calculation fixed . More details on toono cover using clear PVC .

Thu, September 29, 2005: h tot corrected (both javascript & draw) .

Mon, September 26, 2005: Details on door construction (example) .

Sun, September 25, 2005: Added more details on khana, especially the termination of the khana-section .

Sat, September 24, 2005: Corrected n-polygon toono calculator for l 0..2 . More information on the khana and details on the door .

Fri, September 23, 2005: Corrected n poles, now assume 6cm for top and bottom extra by default. .

Sat, September 17, 2005: Added small toono n-segment calculator .

Fri, September 16, 2005: Added more detailed wall canvas calculation (hint if multiple lanes are required) .

Fri, September 2, 2005: Minor updates on roof canvas, added illustration .

Fri, August 26, 2005: More details for roof lanes, w roofextra added to have spare roof canvas .

Thu, August 18, 2005: Roof lanes calculation added (to patch one big canvas) .

Tue, August 16, 2005: Toono (crown wheel) construction added, and Î± khana flexible (usually 90 °). .

Sun, August 14, 2005: more detailed illustrations, more description in results .

Thu, August 11, 2005: n laths corrected. .

Tue, August 9, 2005: First public release, yurt interested people informed. .

Welcome to my personal "Yurt Notes".

Check out the manuals first to get an idea about the overall considerations to build a yurt. Additionally I wrote down some of my notes and calculations I made myself and implemented a"Yurt Online Calculator" based on those calculations. Also, a lots of hints I received from people I visited who also build their own yurts have been included here.

I developed my yurt (11/2005) according these notes, and I still add and edit those notes here occassionally.

If you do use this calculator and these notes to build a yurt, drop a note so I can get an idea how useful these notes and the calculator actually is. My email address is at the bottom of the page.

As you will notice I also use the mongolian terms, here a brief overview:

english mongolian pronunciation

yurt or nomadic house
ger
gair

lattice wall
khana
haan

crown-wheel or ring
toono
toon

roof pole
uni
oon

door
khaalga
haalak

For traditional yurt setup:

Lattice Wall / Khana Details

I consider the lattice-wall ( khana) build by laths (or sticks) and angled by α khana (usually 90°, but smaller also possible, then the lattice wall / khana rises) to each other to create a lattice.

The roof-poles are assumed to lay on the top lattice crossing of the wall / khana, with a space of w as seen on the illustration.

All laths of the lattice wall / khana have the same amount n holes of holes, and the same distances w khana-holes. The top crossing needs to have enough space to carry the roof pole/lath.

Of course if you decide to not lie the roof poles on the lattice end crossings, then you can choose your own lattice-wall geometry and choose the amount poles yourself.

Crown-Wheel / Toono Details

The poles are inserted into the toono (crown/roof wheel), with α poles separated, or w wheel at the toono, this w wheel minus space determines the max diameter or width of the roof pole/lath.

The roof poles (e.g. bamboo sticks) and angled by α roof, e.g. 20-35 degree, to form a tilted roof.

The final roof pole length is longer than calculated, as some space is required to enter the toono/wheel, and also for the tail of the roof pole to reach beyond the wall, I suggest 1.5cm to 2cm additional beyond the hole with the cord, which is used to insert at the wall lath (the inner wall lath to be specific). So, the total roof pole length is 4-6cm longer as calculated, so keep this in mind.

If you are not interested in the math of the yurt, just skip the next paragraph and jump to the next page where you can enter the geometry of the yurt, and get the detailed measurements of the components.

Symbols:

d = diameter of the yurt (e.g. from 2.5-20m)
c = circumference of the yurt
w = distance between roof poles (20-35cm)
α khana = angle between khana laths (90°)
w khana-holes = distance of khana-holes
w door = door width, apprx. 80-120cm
n poles = amount of roof poles
α poles = angle between roof poles
l pole = length of root poles
α roof = angle of roof poles from crown-wheel (20-40°)
l roof = length of roof (radius)
d roof = diameter of root canvas
h tot = total height
d wheel = diameter of crown-wheel, apprx. 15-20% of d
w wheel = width of poles on the crown-wheel
h = height of walls
l khana = length of khana laths
l khana-section = length of khana section (3-7m)
n khana-sections = amount of khana sections
n laths = amount of khana laths
A = surface of yurt (required canvas)
π = 3.141 or apprx. 22/7

Formulas:

c = d * π
w = c / n poles
d pole = (d / 2) - (d wheel / 2)
l pole = √( (tan(α roof) * d pole) ² + d pole ² )
l roof = √( (tan(α roof) * d/2) ² + (d/2) ² )
d roof = l roof * 2
n laths = n poles * 2 + n khana-holes * 2 / 2 + n khana-sections * 2
n khana-sections = c / l khana-section
w khana-holes = w / (sin(α khana/2) * 2)
h = 140-180cm
α roof = 20-35°
l khana = √( (h * tan(α khana/2)) ² + h ² )
h tot = h + tan(α roof) * (d/2 - d wheel/2)
A roof = l roof ² * π
A wall = c * h
A floor = (d/2) ² * π

Next Page >>

Content:

Page 1: Introduction, Mongolian Terms, Yurt Details, Yurt Math

Page 2: How to Calc, Yurt Calculator, Canvas, Costs

Page 3: Wheel / Toono, Traditional, 8 Segment Wheel, Multiple Layers, Crownless, Other Ways, Roof Weight ...

Page 4: Wall / Khana, Bamboo Lattice Wall, Flat Timber Lattice Wall, Termination of Wall Sections ...

Page 5: Insulation, Rain Cover, Thermal Insulation, Interior, Case Rating 1: Bubble-Wrap & PE Rain-Cover ...

Page 6: Stove, Fan, Floor, Floor Layers, Attached Room, Math, Calculator, Example, Modern vs. Traditional ...

Page 7: Erect the Yurt, Preparing the Ground, Floor, Lattice Wall, Crown-Wheel, Layers, Ropes & Tension Ribbons ...

Creative Commons (CC) BY-SA-NC 2005-2017, developed, designed and written by René K. Müller
Graphics & illustrations made with Inkscape, Tgif, Gimp, PovRay, GD.pm
Web-Site powered by FreeBSD & Debian/Linux - 100% Open Source

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Site Search If you found the information useful, consider to make a donation: written by Rene K. Mueller, Copyright (c) 2005, 2006, 2008, last updated Sun, September 22, 2013 Updates Tue, March 11, 2008: Cleaned up text and updated better photos illustrating how to erect a yurt, and added information about storm preparation.

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BIG IDEA: Balance
Concept: Communication
Learning Context: Fairness & Development

G10 Drama students will create short-skits representing their vision of the 'ideal' or 'preferred' Future Mongolia that balances socio-economic needs. Skits can involve scenes related what they learn in their humanities or science classes (social inequality, air pollution, access to quality education & healthcare)

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Possible vs Preferable Futures - intro presentation

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BIG IDEA: Discovery
Concept: Global Interactions
Learning Context: Globalization & Sustainability

G11 Economic students investigate (discover) the impacts of globalization (i.e. CUs & GS25s) on big & small businesses by interviewing small business owners. Students will then develop a report expressing their concerns to their local representatives about sustainable economic growth and to re-think what economic "development' should mean for future generations.

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Олон оронтой тоо таниулах 5

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Олон оронтой тоо таниулах 5

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BIG IDEA :  communication , polite
concept: Logic
learning concept: systems

5-р ангийн сурагчид ООТ-ы унших бичих, жиших тоймлох , орон ангиар ялгах ,арифметикийн үйлдлүүдийг гүйцэтгэх аргад суралцдаг.
Мөн асуудал шийдвэрлэх, үйлдлийн нэг гишүүнийг нөгөө гишүүнээр илэрхийлэх , тооцоолох үйлдлүүдийг гүйцэтгэнэ.

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Personal goals: COLLABORATION
Concept: Creativity
Learning Context: Orientation in Time & Space

Дүрс гэж юу болохыг Дүрсүүдийн хоорондын уялдаа холбоог ойлгох, анги дотроос дүрсүүдийг олж илрүүлэх.

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BIG IDEA: Adaptability
Concept: Culture
Learning Context: Personal & Cultural Expression

Миний хэнз хурга шүлгийг уншиж, шүлгийн үйл явдал өрнөлийг ярилцана. Малчны хоттой ярилцах аялал хийж болно.

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THEME & PERSONAL GOALS: How are animals different from one another? (Collaborator)
CONCEPTS: Identity
LEARNING CONTEXT: Identities and relationships

Students will

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Theme & Personal Goals: Let's Plant It!
Concept: Development
Learning Context: Fairness and Development

Students will study about FAIR TRADE. They will be working in teams to create a poster to advertise or tell why fair trade is fair (Fairness). They will also find out how can it make a positive difference to the life of farmers around the world (Development).

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Theme: Freeze It! (Insulators)
Personal Goals: Collaborator, Communicator
Concept: Function
Learning Context: Scientific and Technical Innovation

Students will do an experiment and see which among different materials is the best ice insulator.

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BIG IDEA:
Concept
Learning concept

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Theme: Green Fingers
Personal Goals: Thinker, Communicator
Concept: Responsibility
Context: Scientific and Technical Innovation

Ss will plant easy growing seeds and observe its growth within the term. Throughout the term, students will learn to identify the needs and growth process of a plant.

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Theme: Roots, Shoots, and Fruits
Personal Goal: Collaboration
Concept: Function
Context: Scientific and Technical Innovation

Students will create their own seed disperser as a group. They have to use several materials in order to come up with a unique material.

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Theme: Live and Let Live

Personal Goal: Collaborator

Concept: Responsibility

Learning Context: Scientific and Technical Innovation

The learners are asked to plant and take care of their seedlings.

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Түүх -6-р анги 

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Түүх -6-р анги 

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Big Idea: Adaptability
Tasks:  Байхгүй.
Шинэ санаа: Big Idea хүрээнд хүн төрөлхтөн хэрхэн суурин амьдрах болсон бэ?
Бид хэрхэн дасан зохицож амьдарч байна вэ? талаар ярилцана.
Бүтээлч ажил:
2022 оны төгсөгч сурагчдаас ярилцлага авна.

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Identity - what personalties do you have? Positive and negative personalities examples. Is it possible to change negative personalities into positive ones? How? Look at the pictures and try to guess someone's personality.
Project - who am I now and who I want to be in 10 years?

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G5: Хүн ба байгаль (Э.Мөнхзул)

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G5: Хүн ба байгаль (Э.Мөнхзул)

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BIG IDEA: Сарыг ажиглая
CONCEPT:  Change
Learning Context: Scientific
Сарны хэлбэр болон хөдөлгөөн, байрлалыг 90 хоногийн турш ажиглаж тодорхой дүгнэлтэнд хүрнэ. Сурагчид ажиглалт хийх арга барилд суралцана.

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Үндэсний бичиг.

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Үндэсний бичиг.

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Сурагчдын сонирхол сэдлийг төрүүлэхийн тулд хичээл бүр дээр "Хэн цэвэр бичих вэ" "хэн зөв бичих вэ" гэх мэт уралдаант даалгавар хийлгэж, оноогоор дүгнэх.

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Big idea: Adaptability
Concept: relationship, communication
Context: relationship
Grade 6.
Аялалаар явах, анги хамт олонтойгоо дасан зохицох /шинэ сурагч/. Шинэ багш нартайгаа дасан зохицох. Байгаль дахь амьтан ургамлын дасан зохицлыг ажиглах далдлага хийх, амьтан ургамлын дасан зохицсон байдлыг олж илрүүлж тэмдэглэл хөтлөх.

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BIG IDEA: Хялбар программчлал
Concept: Программчлалын бодлогыг хялбар аргаар бодох
Learning Context: Хялбар аргад суралцах

Өгөгдсөн бодлогыг аргын дагуу бодох.

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Өөрийгөө танилцуулан бичих "Танилцуулга"-ыг "Би хэн бэ?" сэдвийн хүрээнд зохион байгуулахдаа хүүхэд өөрийн зан чанар, үйл хөдлөл, давуу тал, сул тал, онцлог, зорилго, хүсэл мөрөөдөл зэргийг 1 үгээр, Холбоо үгээр, өгүүлбэрээр илэрхийлж үгийн сан үүсгээд, үгийн сангаа ашиглан өөрийгөө өөр зүйлээр төлөөлүүлэн танилцуулан бичнэ.

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Communication: "Сэлбэ" шүлгийн дүрслэлд ажиглалт хийж, "Ус чандмань эрдэнэ" сэдвээр мэдээлэл цуглуулж, шүлгийн санаатай холбон сэтгэгдлээ илэрхийлэх, уриалга гарган, танилцуулж, сургуулийнхаа нийт сурагчдад сурталчилах ажил зохион байгуулах.

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Concept: Creativity
Learning context: scientific
Материал хэрхэн юунаас бүтдэг вэ? Гэсэн асуултанд хариулт болох туршилт хийнэ. Элсэн чихэр ус  бусад материалыг ашиглан ирис хийж сурна. Энэ нь бүрэлдэхүүн хэсгүүдийг таниж мэдэх, цаашлаад химийн бодис юунаас тогтох атом молекул бөөмсийн талаарх мэдлэгийг ойлгоход тус болно.

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Big Idea: Resolution
Concept: Change , Time, place and space
Бүлэг сэдэв: Гео орон зайн дүрслэл

-Газарзүйн зураг гэж юу вэ?
-Амьдралд ямар хэрэгтэй вэ?
-Газарзүйн зургаас ямар мэдээлэл авах боломжтой вэ?
-Газарзүйн зургийг хэрхэн унших вэ?

Газарзүйн зургийг бусад төрлийн зурагтай харьцуулах, орон зайн хувьд өөрчлөлт хэрхэн бий болж байгаа талаар судлах. Шалтгааныг тодорхойлох.
Газарзүйн зураг уншиж сурах, амьдрал ахуйдаа ашиглах.

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Гэрийн ерөөл

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Гэрийн ерөөл

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Big idea: Celebration
Concept: Culture
Learning context: Personal and cultural expression
Сургуулийн гэрийг ашиглан шинэ гэр барьсан мэтээр төсөөлөн гэрийн эзэд, зочид болон ерөөлч болон дүрд орж гэрийн иж бүрдэл бүрийг заан нэрлэн ерөөлч нь ерөөлөө хэлэх.

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BIG IDEA: Adaptability
Concept: Change
Learning Context:
Grade 11

Topic: Уур амьсгалын өөрчлөлтийн сааруулах, УАӨ-д дасан зохицох арга зам
УАӨ-д нөлөөлөх байгаль, нийгмийн хүчин зүйлсээс зөвхөн нэг хүчин зүйлийг сонгож авч олон төрлийн мэдээллийн эх сурвалжуудаас эрэл хайгуул хийн мэдээлэл цуглуулж, статистик мэдээлэл, тоон өгөгдлийг ашиглан УАӨ-н явц, эрчмийг тодорхойлох, харьцуулах, дүгнэх. УАӨ-г сааруулах, дасан зохицох арга замыг ярилцах, гарц шийдлийг хайх, дүгнэлт гаргах.
Жишээ нь: Тавантолгой, Оюутолгой гэх мэт томоохон уул уурхайн үйлдвэрлэлийн говийн бүсийн байгаль орчинд үзүүлэх сөрөг нөлөөг хөрс-газрын доройтол, цөлжилттэй холбон судлах, шалтгааныг тодруулж сөрөг нөлөөг багасгах боломжит хувилбаруудыг дэвшүүлэх.