4) Magnifying glass to observe tracks closely. 5) Chalks to draw around the tracks already studied. 6) Caps for all children. 7) Reference books which can be used as a guide. B) Introduction of project: I would ask students if they have ever observed the feet of animals/birds?
Included in the lesson would be the effects that plants and animals have in complementing each other within the saltwater ecosystem b. New vocabulary words will be given: salt marsh, tide, cordgrass, marsh hay, burrow, gills c. Images will be studied and described with the key elements in the images explained d. Team Study Rules will be explained at the end of the lesson and posted for all students to see Rationale: Providing a lesson with most of the elements needed will give the students a head-start on discussion with each other are how to go about finishing the group work that is provided. Giving the students key concepts, skills and processes will help to determine the study teams. 2. Select Teams /Team Study: Teams are selected and take on the task of learning together about Saltmarshes a.
Bring photos of landfills, dumptrucks, and different items which are able to be recycled. Bring a recycling box from the city. Possible discussion questions: List how you will document responses: I think a KWL chart will work really well in this particular unit. It will give a good understanding of what children already know and where they want to go with the topic Props added to classroom on introductory day: Recycling tubs, items which are recyclable, books. List the Concept Objective(s) to be reinforced this week: Children will explore ways in which items can be recycled by using them to create new items.
The material that can be use for my preschooler, for multicultural education is music, number, nursery rhymes, online activities they all can be use for the preschool program. These materials will help the children learn about different culture music, number, and online activities. I can also gather up worksheets; such as alphabet activities, such as tracing alphabet and tracing number. Color pages offline for the child to color doing free time. Passport is a good idea to make with the preschool, by gathering some construction paper, and teaching the children about the county such; as Russia, Africa, China, and so on.
Discuss definitions and elaborate if needed, providing children with more factual information. Display a picture clearly showing the strata of the forest. Introduce terms and discuss each section of the forest. Show measurements for emergent and canopy. Discuss rounding and down scaling to produce consistent measurements for all class to work with.
The first child Kelly is a female grade six student aged eleven. The second child Frank is a male grade one student aged six. Although the children’s responses will be discussed together, testing was done individually. The data sheets containing summaries of their responses have been included at the end of this report in appendix A. Task 1 The first task in the series involved asking the children to draw a tree on each side of a steep mountain.
They will work in groups to search different words placed around the yard. Once they find words, the children will attempt to write different sentences using the words. Goals: Children will experience following written and verbal directions. Children will experience working in groups and cooperating. Children will experience reading and sounding out the words found.
I chose to focus on the PK-2nd Grade guidelines developed by NETS for Students. It is important to keep in mind that the profile that is set up for PK-2nd grade is meant as a guide for teachers to use as “indicators of achievements at this certain primary stage (“ISTE/NETS,” 2007) and it is based on the assumption or idea that these children will have regular access to several different types of technological tools. There is a multitude of technology that is widely available for the K-12 classroom. Software as simple as Microsoft Powerpoint and as complex as Auto CAD is available for every type of classroom. Hardware such as scanners, digital cameras, and flash drives are also a tiny handful of hardware that is available.
4. Art: make pictures of rainforest and animals which may live there or of waterfalls and rivers. At the end we can make all the pictures into a large collage on a wall showing a scene of a rainforest, this can be displayed in the reception area for parent to look at. 5. Music: listen to the sounds of the rainforest and try to recreate them in the classroom using instruments.
For example, if the class is studying plants as part of a science topic, the teacher can develop activities at each level of Bloom’s Taxonomy to involve students related to their assessed needs and abilities. The model allows a lower functioning student