E.g. • A service user picking up an item in a shop indicating they want it • A mother patting her child to stop him from crying • A person waving his hand for a bus to stop These are all having the same objective of persuading, while communicating it differently. 2. We communicate in order to give or provide information. E.g: • A support worker showing a service user with Autism picture cards of what activities they will be doing • A service user using a makaton sign to say that they need to use the toilet • A tutor using a rhyme or song to teach (e.g.
Using the measuring cup, add two cup of confectioner’s sugar into the pitcher as well. If you have doubt about how sweet you like your Kool-Aid, start with one cup of sugar and add more as needed, tasting with each addition. Now, with your long-handled spoon submersed in the pitcher of water, carefully stir until all of the Kool-Aid powder dissolves. Then, with your spoon filled with Kool-Aid, do a final taste
Then the same was done with each of the other substances. Weezie was washed off with water after the baking soda. Next, the tray was washed and dried. Then, using the spatula again a small amount of orange juice, molasses, veggie oil, and vinegar was placed in each corner of the dissecting tray. Weezie was placed near each substance again to be observed.
Then they begin a role play to show how germs travel. Gerald pretends to sneeze and then shakes hands with Sid, who shakes hands with the teacher, who shakes hands with May, who shakes hands with Gabriella, and now they are all “sick”! Teacher Suzy tells students to sneeze into a tissue or if they don’t have a tissue, to sneeze into their arm. Then, always wash your hands with soap and warm water. Gerald asks if they can just wipe their hands on their pants.
(5 mins) * TTW ask students to predict what they think they will happens to the colors (2 mins) * TTW break students into groups and have them sit down in their assigned spots (5 mins) * TTW explain to the students that they are going to do a mixing color activity ( 5 mins) * TTW pass out each child a bag of shaving cream, and a sample of two paint colors ( 5 mins). One group will have yellow and blue paint and one group will have red and yellow paint. * TTW instruct the students to put a little of each color in the bag with the shaving cream and have them squish the colors together well. * TTW have the students to predict what color they think they will get while squishing the colors together (10
Task C I would like you to create a reflective account of a time where you provided the children with snack or a meal. Within this explain the codes of conduct when the children are at the table (noise level, cleaning away, manors) including hygiene and why this is important. I would then like you to give a brief summary of the food policy within your setting. An example of a time when I have provided the children with a snack or meal would be providing lunch in the toddler room. Before the meal we had been outside, so when we returned to the room each child was asked to go to the toilet – or we checked their nappies – and to wash their hands even if they didn’t need the toilet.
After each activity for example snack time, art time, play dough the desks were cleaned with disinfecting wipes and all children washed hands. During outdoor activity teachers made sure the play area was safe and counted all students before heading outside.
Nursery may help with this progression as every feeding time the children instead of being fed by the workers there the child will now be handed a bowl and spoon (child friendly) where they can practice feeding themselves. 1-3 Years Old 1. Walk with support by 14 months, up steps by 22 months and run by 2 years 2. They eat small amounts, eat frequently and they drink from a cup Nursery will always make sure that the child is supplied with their own cups and that set meal times are in place so that the child is in a routine of eating and is not skipping meals. 3.
The dog is watching. Gracie tries to open the ice cream, and has a little bit of difficultly taking the top off. She gets the ice cream scoop from the drawer and proceeds to scoop a good size scoop out of the tub. She puts it on the ice cream cone, and exaimes it. 9:04.
* Stirring * Temperature * Time * Amount/Type of solute * Amount/Type of solventAsk ch to put hands up and to call out ideas of factors which may influence dissolving and write them on the board. Tell ch that today we are going to focus on TEMPERATURE.Teacher will guide Ch to discuss in talk partners WHY and HOW they think TEMPERATURE may affect sugar from dissolving and then to feed ideas back to teacher and rest of ch.Ch to make predictions about what will happen to the sugars rate of dissolving in each temperature | The teacher will introduce the lesson by discussing with the ch about what they already know about dissolving. * What do the children already know * Any misconceptions * Any new ideas to be discussed * Teacher to make sure that temperature is discussed to obtain any misconceptions about temperature. The teacher will provide ch with post it notes to write down factors which they think may affect dissolving of sugar – make sure temperature is included. Teacher to write these ideas on the board.