After the discussion we can continue the introduction with a visual aid such as a movie documentary of a tropical rainforest to give a taste to the children of what is to become their lessons for the coming weeks. Subjects where the tropical rainforest project will be included in lessons are: 1. Language: read the book ‘The Great Kapok Tree’ by Lynne Cherry. Discuss the story with the children and also introduce the new vocabulary. 2.
“We are going to work together to create our own pledge to say every morning after we say the Pledge of Allegiance.” Call students by table to move back to their seats. Show students the heart that is hanging on the board where we will create our own pledge. Explain to students that the heart says “We pledge to” and that we will now create a classroom pledge together. “What are some important things you think we should include in our classroom pledge?” As students give their ideas, vote as a class (by a show of hands) if everyone agrees on the items being added to the pledge. Once the pledge is finished read it to the students, then read it together as a class.
Teacher will print pictures of fiestas and dancers. Will also show examples of foods eaten by the culture. 3. List past experiences or previous activities necessary. Children have learned about pattern and music using rhythm sticks.
A goal of Bloom's Taxonomy is to motivate educators to focus on all three domains, creating a more holistic and better way or form of education. Bloom’s six thinking levels provide a structure that allows teachers to present a lesson to a group of students who has different needs and abilities. This model supports the need to differentiate the curriculum so all students are able to participate in the same content area during a lesson. The structure allows the teacher to accommodate a variety of students’ needs by applying the appropriate questions and activities for students so that they can all participate in the lesson. 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.
*Sharing assembly-For the children to shoe what their have been learning. *Open door morning-So parents can let teacher know any thing about the child e.g. may have had a full the day before. 4. Know the laws and codes of practice that affect work in schools.
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.
Having educators take a cultural and diversity education course can make them more receptive to the culture of their students and community. Western Washington University is located in the same county as Blaine and they offer courses on cultural studies that educators in the Blaine school district can utilize. The Blaine school district has worked with WWU in bringing a Native American presentation to the schools for children to get more hands on knowledge about the local Native American culture. Educators can also make sure to stay on top of their in house training by learning strategies to get students to engage more with the material being
Most schools will send out monthly newsletters so that anything on the website is handed out or put on a notice board outside the school. Through fund raising, school fairs and events held at the school the child gets to show parents or guardians that the aims and values of the school are being carried out. Some schools have a school council made up of the children from classes 1 to 6, who decide on issues that are important to them and also what they would like to see happening at the
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.
LESSON 1 Getting started, giving basic knowledge on chemistry and its applications: the teacher should show the video “Chemistry: All About You” to the students and then discuss briefly what they have learned. To follow up, working on chemistry and its societal aspects: the teacher invites the students to create an awareness-raising campaign to increase the interest of students, especially girls, in the opportunities for young people in