This document provides information about a lesson on classifying animals. It begins by introducing the topic of classifying animals as vertebrates or invertebrates. It then outlines various activities for students, which include sorting flashcards of different animals into the correct columns, reading a text to learn the definitions, cutting and sticking pictures of animals into a table, completing sentences with animal names, asking questions about animals using flashcards, and reading additional texts about specific types of vertebrates like mammals, reptiles, fish, amphibians and birds. The document aims to teach students to correctly classify animals, identify their key characteristics, and understand the differences between vertebrate and invertebrate animals.
1) The document outlines a science curriculum for 1st grade students covering topics of the human body, senses, life cycles, and living things and their habitats.
2) Key concepts include identifying the five senses and body parts, stages of the human life cycle, needs of living things, and classifying animals according to their habitats.
3) Assessment methods involve hands-on activities like matching senses to body parts, describing senses and life cycle stages, classifying living/non-living things, and exploring local habitats and their inhabitants.
This lesson plan outlines an activity to teach students about farm animals. The objectives are for students to learn animal vocabulary, identify animal noises, understand riddles using language strategies, and describe farms using grammatical structures. Materials include pictures of farms and animals, finger puppets, a video, cards matching animals to noises, and riddles. Activities include introducing animals and noises, watching a video while gesturing, matching animals to noises in groups, playing a snap game with cards, and reading/guessing riddles. Students will also draw pictures of their own farms.
This document provides information about an English language lesson plan for 4th grade primary students on the topic of animals. The lesson aims to teach students to classify animals into different groups based on their characteristics, such as whether they are vertebrates or invertebrates, how they are born, and what they eat. Students will learn about the main groups of animals through various activities using texts, images, games, and a song. The lesson seeks to develop students' English language and science skills while teaching them about the importance of caring for animals and the environment.
This document contains a worksheet for 2nd grade students on the organization of living things. It includes 7 activities for students to learn about the observable body parts and functions of different animal groups like birds, fish, amphibians, reptiles and mammals. The activities include puzzles, drawings and labeling diagrams. They assess students' understanding by having them invent an imaginary animal showing body parts for key functions and explain the functions. The worksheet also covers classifying living things based on physical characteristics and has students compare and contrast animal groups.
This document provides information about classifying animals into different groups. It discusses vertebrates and invertebrates, and how vertebrates have skeletons while invertebrates do not. Within vertebrates, there are five main groups: mammals, fish, birds, amphibians and reptiles. These groups are further classified based on attributes like how they are born, what their bodies are covered in, and where they live. The document also covers invertebrate groups like molluscs, arthropods and worms. It describes what animals eat and provides examples of herbivores, carnivores and omnivores.
This document provides information about classifying and describing different types of animals. It begins by introducing the concepts of vertebrates and invertebrates. It then discusses how animals can be further classified based on their skeleton, how they are born, and what they eat. The document provides examples of different animal groups like mammals, fish, birds, reptiles, amphibians, arthropods, mollusks and worms. It includes activities for students to apply their understanding by identifying, grouping, describing and researching various animals.
This document provides a teaching guide for a kindergarten curriculum on mammals. The curriculum uses a web-based format to teach students about what defines mammals, where they live, what they eat, and examples of mammals. The guide outlines learning objectives, instructional plans, activities, and assessments for teaching students about mammal classification.
This document provides a teaching guide for a kindergarten curriculum on mammals. The curriculum uses a web-based format to teach students about what defines mammals, where they live, what they eat, and examples of mammals. The guide outlines learning objectives, instructional plans, activities, and assessments for teaching students about mammal classification.
1) The document outlines a science curriculum for 1st grade students covering topics of the human body, senses, life cycles, and living things and their habitats.
2) Key concepts include identifying the five senses and body parts, stages of the human life cycle, needs of living things, and classifying animals according to their habitats.
3) Assessment methods involve hands-on activities like matching senses to body parts, describing senses and life cycle stages, classifying living/non-living things, and exploring local habitats and their inhabitants.
This lesson plan outlines an activity to teach students about farm animals. The objectives are for students to learn animal vocabulary, identify animal noises, understand riddles using language strategies, and describe farms using grammatical structures. Materials include pictures of farms and animals, finger puppets, a video, cards matching animals to noises, and riddles. Activities include introducing animals and noises, watching a video while gesturing, matching animals to noises in groups, playing a snap game with cards, and reading/guessing riddles. Students will also draw pictures of their own farms.
This document provides information about an English language lesson plan for 4th grade primary students on the topic of animals. The lesson aims to teach students to classify animals into different groups based on their characteristics, such as whether they are vertebrates or invertebrates, how they are born, and what they eat. Students will learn about the main groups of animals through various activities using texts, images, games, and a song. The lesson seeks to develop students' English language and science skills while teaching them about the importance of caring for animals and the environment.
This document contains a worksheet for 2nd grade students on the organization of living things. It includes 7 activities for students to learn about the observable body parts and functions of different animal groups like birds, fish, amphibians, reptiles and mammals. The activities include puzzles, drawings and labeling diagrams. They assess students' understanding by having them invent an imaginary animal showing body parts for key functions and explain the functions. The worksheet also covers classifying living things based on physical characteristics and has students compare and contrast animal groups.
This document provides information about classifying animals into different groups. It discusses vertebrates and invertebrates, and how vertebrates have skeletons while invertebrates do not. Within vertebrates, there are five main groups: mammals, fish, birds, amphibians and reptiles. These groups are further classified based on attributes like how they are born, what their bodies are covered in, and where they live. The document also covers invertebrate groups like molluscs, arthropods and worms. It describes what animals eat and provides examples of herbivores, carnivores and omnivores.
This document provides information about classifying and describing different types of animals. It begins by introducing the concepts of vertebrates and invertebrates. It then discusses how animals can be further classified based on their skeleton, how they are born, and what they eat. The document provides examples of different animal groups like mammals, fish, birds, reptiles, amphibians, arthropods, mollusks and worms. It includes activities for students to apply their understanding by identifying, grouping, describing and researching various animals.
This document provides a teaching guide for a kindergarten curriculum on mammals. The curriculum uses a web-based format to teach students about what defines mammals, where they live, what they eat, and examples of mammals. The guide outlines learning objectives, instructional plans, activities, and assessments for teaching students about mammal classification.
This document provides a teaching guide for a kindergarten curriculum on mammals. The curriculum uses a web-based format to teach students about what defines mammals, where they live, what they eat, and examples of mammals. The guide outlines learning objectives, instructional plans, activities, and assessments for teaching students about mammal classification.
The document discusses how different animal body structures allow animals to adapt to living on land or in water. It provides examples of how scales, shells, gills, and other structures help aquatic animals survive in water, while fur, feathers, lungs, and legs help terrestrial animals live on land. The document also compares body structures that aid in movement, protection, breathing, and survival for various land and water animals.
Strategic Intervention Material in Science VJake Bautista
This document provides teaching materials for a lesson on classifying animals according to the food they eat. It includes activity cards, assessment cards, and answer cards related to observing and categorizing local animals as herbivores, carnivores, or omnivores. It also addresses how different animals' mouth structures are adapted for their diets. The lesson uses a dialogue format with "grandma" characters explaining concepts to students. References and sources are listed at the end.
One of the easy way to conduct remedial session. the hardest part of competency or the least learned competencies becomes easier by the use of this modules (SIM)
This document provides an overview of a unit on visiting the zoo for children. The unit aims to teach children to classify animals into different groups based on criteria like diet, reproduction, and whether they are vertebrates or invertebrates. Tasks include classifying animals, describing animal body parts, describing individual animals, and creating a book showing what they have learned. The unit builds on prior learning about living things and animals. It will take 8 sessions and use resources like flashcards, posters, and websites to teach vocabulary and classification. By the end of the unit, children will be able to classify animals and produce simple texts describing them orally and in writing.
The document is a daily lesson log for a Grade 3 science class taught by Virgilio A. Galario Jr. Over the course of a week, the class will learn about classifying animals according to their body parts and uses, as well as the importance of animals to humans. Each day focuses on a different learning competency, such as identifying body parts used for movement or grouping animals by function. The teacher will use references, presentations, discussions and activities to engage students in classifying animals based on physical characteristics and the roles various animals play in providing food, materials and assistance to people.
Essay on Knowledge is Power for all Class in 100 to 500 Words in English. Knowledge Is Power Essay | Essay on Knowledge Is Power for Students and .... SOLUTION: Essay knowledge is power - Studypool. Knowledge is Power-Essay Writing//Essay about knowledge is power .... Knowledge Is Power Essay | Knowledge Is Power Essay in English. Essay on Knowledge is Power for Students | 500 Words Essay. Knowledge is power Speech and essay in English by Smile please world. Knowledge is Power Essay. Knowledge is Power Essay in English | 20 lines Writing on Knowledge is .... Essay on knowledge is power - Class Of Achievers. Essay on Knowledge is Power | Short & Long Essays for Students. Knowledge is Power Essay - Your Personal Online Tutor. Knowledge is Power Essay Quotes | Top 15 Essay Quotations on Knowledge is Power.
Presentation - The Classification of Living Thingsrafakarmona
The document provides information about classifying living things into kingdoms. It discusses the characteristics of fungi and how they are both similar and different to plants and animals. Fungi cannot move or make their own food like plants, but can absorb nutrients from other organisms like animals. The document also compares the kingdoms of protists and monera.
The document provides a study guide for a test on animals in Bugs World 5 Unit 4. It lists various animals, body parts, and verbs to study. It also lists revision topics like verb to be and verb to have. Descriptions of animals are provided using verbs like "is", "has got", "lives", and "can". Questions are also included using verbs and auxiliary verbs like "does" and "can". Affirmative, negative, and interrogative sentences are given as examples. Students are told to remember the story as well. Formats are provided to practice affirmative and negative sentences as well as questions about animals.
This document provides an interactive lesson about frogs that teaches students about their adaptations, life cycle, diet, and defenses. The lesson contains slides with text, images, and audio about frog habitats, characteristics, and enemies. Students can navigate between slides and test their knowledge by answering questions about how frogs avoid predators. The objectives are to describe frog adaptations and identify how environmental factors influence their survival.
Class explanation - The Classification of Living Thingsrafakarmona
The document provides information about classifying living things into kingdoms. It discusses the key characteristics of organisms from different kingdoms, including animals, plants, fungi, protists, and monerans. Students are asked to read descriptions of these kingdoms and identify which characteristics apply to each. The document also covers classifying vertebrate animals like mammals, birds, reptiles, amphibians, and fish based on traits such as whether they have a backbone, lay eggs, produce milk, and more.
The document provides information about animal adaptations for living in water or on land. It discusses the body parts and structures that help aquatic animals like fish, lobsters, clams, and mussels survive underwater. These include scales for protection, gills for breathing, fins for swimming, shells, and exoskeletons. The document also covers the body parts of terrestrial animals that help them survive on land, such as lungs for breathing, fur or feathers for protection, legs for walking or wings for flying. Students are expected to understand how different structures allow animals to adapt to their environments.
The document contains summaries of several children's books about animals, nature, and science. It discusses books about dangerous animals and what not to do around them, animal body parts and adaptations, animal life cycles and growth, the biggest and smallest animals, how animals catch food and survive, and how colorful animal patterns help them live. The document provides summaries of classroom activities teachers could do with students after reading each book aloud. The activities involve discussing the books, drawing pictures, acting out animals, writing facts, and more.
This document provides an overview of an educational unit on invertebrates. It will explore six major groups of invertebrates: sponges, cnidarians, echinoderms, mollusks, annelids, and arthropods. Resources in the unit are available at different reading levels. The unit aims to help students appreciate the diversity of invertebrate life and understand their importance in ecosystems. It will also address invertebrate anatomy, growth, behavior, and factors that influence them.
This document is a lesson plan about how plants and animals protect themselves. It begins with an essential question about the relationship between structures and functions. The lesson then covers how various animals (like those with horns, pouches, teeth or camouflage) and plants (with thorns, smells, or bitter tastes) use their body parts to protect themselves. Examples are given for each protection method. Students are assessed before and after with a picture test. For an activity, they are asked to draw a hybrid plant or animal combining two real ones' protective features.
The document outlines a week-long lesson plan for a 6th grade science class on vertebrates and invertebrates. Each day focuses on a different learning objective, such as citing examples of vertebrates and invertebrates in the local community, describing ways to care for animals, and suggesting proper ways of caring for animals. Activities include field trips, group projects, and worksheets. The lesson concludes with an evaluation to assess student understanding of distinguishing characteristics of vertebrates and invertebrates, as well as proper animal care.
2nd qtr 6 classifies animals into vertebrates and invertebratesShirley Sison
This document outlines a lesson plan on classifying animals into vertebrates and invertebrates. It includes having students watch a video on animal classification, separating into groups to choose and name animals, presenting what the two main groups are, an activity to classify example animals, and an assignment to find pictures of vertebrates and invertebrates.
Owl pellets contain the indigestible remains of an owl's prey. In this lab, students will dissect barn owl pellets and identify the bones to determine what small animals the owl ate. Students will sort and identify skulls and bones, record their findings, and use the class data to estimate the total yearly consumption of different prey species by barn owls.
This document contains a weekly learning plan for a Grade 6 Science class covering the distinguishing characteristics of vertebrates and invertebrates over 5 days. The plan includes daily topics, objectives, introductions, activities and assessments. It will teach students to classify animals as vertebrates or invertebrates based on key characteristics like having a backbone, internal skeleton, type of skin or scales. Students will learn about different vertebrate groups like mammals, birds, reptiles and fish and invertebrate groups like worms, insects and mollusks. Daily activities include classifying animals in a table and answering multiple choice questions to check understanding.
This document presents a lesson plan for teaching students aged 8-9 about creepy crawlies. The lesson aims to help students classify and identify different creepy crawlies like spiders, scorpions, snails, worms, ants, beetles, ladybugs, bees, caterpillars, centipedes and butterflies. It provides background information on each type of creepy crawly and activities for students to learn about their characteristics, habitats and diets. The lesson incorporates objectives from both the science and English curriculums and will involve a visit to a wildlife park to observe creepy crawlies in person.
This document outlines a 4th grade science lesson plan about mammals, birds, and fish. The lesson will compare animal names in English and Galician, have students work in groups to create animal quizzes and riddles, and give presentations on particular animals using structures like "It has wings" and "It's oviparous." Students will learn about the characteristics of mammals, birds, and fish like whether they are wild or domesticated, have feathers or scales, and how their young develop. Resources on the characteristics of mammals, birds, and fish are provided.
1. The document describes a listening activity about the electronic gadgets that Rosa owns. It lists a calculator, MP3 player, and pen drive as gadgets she has, but not a tablet, headphones, video games console, webcam, stopwatch, or satnav.
2. It also includes a reading activity about a boy named Jake and the gadgets he uses, which includes a video games console, calculator, tablet, pen drive, headphones, stopwatch, and chargers.
3. There are additional exercises matching frequency words to activities, circling gadgets mentioned in sentences, writing sentences using frequency words, and stating how often one uses different gadgets.
The document contains 15 assignments related to biology topics like plant nutrition, photosynthesis, the life cycle of angiosperms, amphibians, and labeling diagrams. Students are asked to label pictures, answer questions, order processes, complete sentences with correct words, label photos, tick correct sentences, complete tables, and circle choices to fill in blanks.
The document discusses how different animal body structures allow animals to adapt to living on land or in water. It provides examples of how scales, shells, gills, and other structures help aquatic animals survive in water, while fur, feathers, lungs, and legs help terrestrial animals live on land. The document also compares body structures that aid in movement, protection, breathing, and survival for various land and water animals.
Strategic Intervention Material in Science VJake Bautista
This document provides teaching materials for a lesson on classifying animals according to the food they eat. It includes activity cards, assessment cards, and answer cards related to observing and categorizing local animals as herbivores, carnivores, or omnivores. It also addresses how different animals' mouth structures are adapted for their diets. The lesson uses a dialogue format with "grandma" characters explaining concepts to students. References and sources are listed at the end.
One of the easy way to conduct remedial session. the hardest part of competency or the least learned competencies becomes easier by the use of this modules (SIM)
This document provides an overview of a unit on visiting the zoo for children. The unit aims to teach children to classify animals into different groups based on criteria like diet, reproduction, and whether they are vertebrates or invertebrates. Tasks include classifying animals, describing animal body parts, describing individual animals, and creating a book showing what they have learned. The unit builds on prior learning about living things and animals. It will take 8 sessions and use resources like flashcards, posters, and websites to teach vocabulary and classification. By the end of the unit, children will be able to classify animals and produce simple texts describing them orally and in writing.
The document is a daily lesson log for a Grade 3 science class taught by Virgilio A. Galario Jr. Over the course of a week, the class will learn about classifying animals according to their body parts and uses, as well as the importance of animals to humans. Each day focuses on a different learning competency, such as identifying body parts used for movement or grouping animals by function. The teacher will use references, presentations, discussions and activities to engage students in classifying animals based on physical characteristics and the roles various animals play in providing food, materials and assistance to people.
Essay on Knowledge is Power for all Class in 100 to 500 Words in English. Knowledge Is Power Essay | Essay on Knowledge Is Power for Students and .... SOLUTION: Essay knowledge is power - Studypool. Knowledge is Power-Essay Writing//Essay about knowledge is power .... Knowledge Is Power Essay | Knowledge Is Power Essay in English. Essay on Knowledge is Power for Students | 500 Words Essay. Knowledge is power Speech and essay in English by Smile please world. Knowledge is Power Essay. Knowledge is Power Essay in English | 20 lines Writing on Knowledge is .... Essay on knowledge is power - Class Of Achievers. Essay on Knowledge is Power | Short & Long Essays for Students. Knowledge is Power Essay - Your Personal Online Tutor. Knowledge is Power Essay Quotes | Top 15 Essay Quotations on Knowledge is Power.
Presentation - The Classification of Living Thingsrafakarmona
The document provides information about classifying living things into kingdoms. It discusses the characteristics of fungi and how they are both similar and different to plants and animals. Fungi cannot move or make their own food like plants, but can absorb nutrients from other organisms like animals. The document also compares the kingdoms of protists and monera.
The document provides a study guide for a test on animals in Bugs World 5 Unit 4. It lists various animals, body parts, and verbs to study. It also lists revision topics like verb to be and verb to have. Descriptions of animals are provided using verbs like "is", "has got", "lives", and "can". Questions are also included using verbs and auxiliary verbs like "does" and "can". Affirmative, negative, and interrogative sentences are given as examples. Students are told to remember the story as well. Formats are provided to practice affirmative and negative sentences as well as questions about animals.
This document provides an interactive lesson about frogs that teaches students about their adaptations, life cycle, diet, and defenses. The lesson contains slides with text, images, and audio about frog habitats, characteristics, and enemies. Students can navigate between slides and test their knowledge by answering questions about how frogs avoid predators. The objectives are to describe frog adaptations and identify how environmental factors influence their survival.
Class explanation - The Classification of Living Thingsrafakarmona
The document provides information about classifying living things into kingdoms. It discusses the key characteristics of organisms from different kingdoms, including animals, plants, fungi, protists, and monerans. Students are asked to read descriptions of these kingdoms and identify which characteristics apply to each. The document also covers classifying vertebrate animals like mammals, birds, reptiles, amphibians, and fish based on traits such as whether they have a backbone, lay eggs, produce milk, and more.
The document provides information about animal adaptations for living in water or on land. It discusses the body parts and structures that help aquatic animals like fish, lobsters, clams, and mussels survive underwater. These include scales for protection, gills for breathing, fins for swimming, shells, and exoskeletons. The document also covers the body parts of terrestrial animals that help them survive on land, such as lungs for breathing, fur or feathers for protection, legs for walking or wings for flying. Students are expected to understand how different structures allow animals to adapt to their environments.
The document contains summaries of several children's books about animals, nature, and science. It discusses books about dangerous animals and what not to do around them, animal body parts and adaptations, animal life cycles and growth, the biggest and smallest animals, how animals catch food and survive, and how colorful animal patterns help them live. The document provides summaries of classroom activities teachers could do with students after reading each book aloud. The activities involve discussing the books, drawing pictures, acting out animals, writing facts, and more.
This document provides an overview of an educational unit on invertebrates. It will explore six major groups of invertebrates: sponges, cnidarians, echinoderms, mollusks, annelids, and arthropods. Resources in the unit are available at different reading levels. The unit aims to help students appreciate the diversity of invertebrate life and understand their importance in ecosystems. It will also address invertebrate anatomy, growth, behavior, and factors that influence them.
This document is a lesson plan about how plants and animals protect themselves. It begins with an essential question about the relationship between structures and functions. The lesson then covers how various animals (like those with horns, pouches, teeth or camouflage) and plants (with thorns, smells, or bitter tastes) use their body parts to protect themselves. Examples are given for each protection method. Students are assessed before and after with a picture test. For an activity, they are asked to draw a hybrid plant or animal combining two real ones' protective features.
The document outlines a week-long lesson plan for a 6th grade science class on vertebrates and invertebrates. Each day focuses on a different learning objective, such as citing examples of vertebrates and invertebrates in the local community, describing ways to care for animals, and suggesting proper ways of caring for animals. Activities include field trips, group projects, and worksheets. The lesson concludes with an evaluation to assess student understanding of distinguishing characteristics of vertebrates and invertebrates, as well as proper animal care.
2nd qtr 6 classifies animals into vertebrates and invertebratesShirley Sison
This document outlines a lesson plan on classifying animals into vertebrates and invertebrates. It includes having students watch a video on animal classification, separating into groups to choose and name animals, presenting what the two main groups are, an activity to classify example animals, and an assignment to find pictures of vertebrates and invertebrates.
Owl pellets contain the indigestible remains of an owl's prey. In this lab, students will dissect barn owl pellets and identify the bones to determine what small animals the owl ate. Students will sort and identify skulls and bones, record their findings, and use the class data to estimate the total yearly consumption of different prey species by barn owls.
This document contains a weekly learning plan for a Grade 6 Science class covering the distinguishing characteristics of vertebrates and invertebrates over 5 days. The plan includes daily topics, objectives, introductions, activities and assessments. It will teach students to classify animals as vertebrates or invertebrates based on key characteristics like having a backbone, internal skeleton, type of skin or scales. Students will learn about different vertebrate groups like mammals, birds, reptiles and fish and invertebrate groups like worms, insects and mollusks. Daily activities include classifying animals in a table and answering multiple choice questions to check understanding.
This document presents a lesson plan for teaching students aged 8-9 about creepy crawlies. The lesson aims to help students classify and identify different creepy crawlies like spiders, scorpions, snails, worms, ants, beetles, ladybugs, bees, caterpillars, centipedes and butterflies. It provides background information on each type of creepy crawly and activities for students to learn about their characteristics, habitats and diets. The lesson incorporates objectives from both the science and English curriculums and will involve a visit to a wildlife park to observe creepy crawlies in person.
This document outlines a 4th grade science lesson plan about mammals, birds, and fish. The lesson will compare animal names in English and Galician, have students work in groups to create animal quizzes and riddles, and give presentations on particular animals using structures like "It has wings" and "It's oviparous." Students will learn about the characteristics of mammals, birds, and fish like whether they are wild or domesticated, have feathers or scales, and how their young develop. Resources on the characteristics of mammals, birds, and fish are provided.
1. The document describes a listening activity about the electronic gadgets that Rosa owns. It lists a calculator, MP3 player, and pen drive as gadgets she has, but not a tablet, headphones, video games console, webcam, stopwatch, or satnav.
2. It also includes a reading activity about a boy named Jake and the gadgets he uses, which includes a video games console, calculator, tablet, pen drive, headphones, stopwatch, and chargers.
3. There are additional exercises matching frequency words to activities, circling gadgets mentioned in sentences, writing sentences using frequency words, and stating how often one uses different gadgets.
The document contains 15 assignments related to biology topics like plant nutrition, photosynthesis, the life cycle of angiosperms, amphibians, and labeling diagrams. Students are asked to label pictures, answer questions, order processes, complete sentences with correct words, label photos, tick correct sentences, complete tables, and circle choices to fill in blanks.
This document appears to be a worksheet or assignment for a science class. It contains 15 multiple choice, fill-in-the-blank, labeling, and ordering questions about various science topics like plant nutrition, photosynthesis, the life cycle of plants, amphibians, and identifying photos. The student is to provide solutions or answers for each of the 15 numbered questions/tasks on the worksheet.
Miguel de Cervantes nació en 1547 en Alcalá de Henares, España. Trabajó en varios oficios y participó en la Batalla de Lepanto donde perdió la mano izquierda. A los 58 años publicó su obra maestra "El ingenioso hidalgo Don Quijote de la Mancha", la segunda obra más editada de la historia después de la Biblia. Cervantes es considerado la máxima figura de la literatura española.
El documento contiene varios ejercicios de matemáticas y resolución de problemas relacionados con la conversión y cálculo de unidades de tiempo. Se piden calcular el número de horas que Ernesto entrena al mes, sumar y restar cantidades de tiempo, determinar si un taller estará abierto a una hora dada, organizar datos en una tabla y expresar años en diferentes unidades de tiempo como milenios y siglos.
This document appears to be a worksheet or assignment for a science class. It contains 15 multiple choice, fill-in-the-blank, labeling, and short answer questions about states of matter, materials, changes of state, renewable energy sources, and other science topics. The student is to provide solutions or answers to each of the 15 questions on the worksheet.
This document contains an English lesson for students about machines and appliances. It includes various exercises to test listening, reading, writing and speaking skills. The exercises cover identifying appliances and their functions from images and descriptions, matching appliances to their materials and purposes, answering true/false questions, unscrambling appliance names, and filling in blanks about appliance uses and materials. The document provides feedback on student performance through scores out of various point totals for each exercise.
El documento proporciona instrucciones para una actividad escolar en la que los estudiantes investigarán las vías de comunicación y las principales actividades económicas de su municipio. Los estudiantes deben buscar esta información en Google Maps y Wikipedia y resumir sus hallazgos. La actividad se centra en identificar las carreteras, vías férreas y sectores económicos más importantes de cada localidad.
El documento presenta a la familia Lande, que tiene la costumbre de sentarse unos sobre el regazo de otros. En su casa solo tienen una silla y una mecedora para esto. La familia quiere llevar esta costumbre a otros lugares, lo que probablemente cause problemas.
El documento presenta una serie de ejercicios sobre gramática y lenguaje en español. Los ejercicios incluyen identificar una hipérbole en un texto, clasificar formas verbales, construir formas verbales compuestas, aplicar reglas ortográficas sobre la escritura de ciertos verbos, formar diminutivos y aumentativos de sustantivos, y preparar una exposición oral sobre un tema.
Este documento contiene 10 problemas de matemáticas que involucran operaciones como sumas, restas, multiplicaciones y divisiones. Los problemas presentan situaciones cotidianas como compras, tarifas de teléfono, gastos familiares y más, y piden calcular valores numéricos usando las operaciones básicas.
El documento presenta varios ejercicios de matemáticas que incluyen operaciones con números decimales, multiplicaciones, divisiones, adiciones y sustracciones. También incluye una tabla para completar con conversiones de números decimales y un problema de compra con precios de diferentes productos.
This document contains questions and prompts for a science worksheet or assignment. It asks the student to complete several tasks including circling a picture of tissue, answering questions, writing true or false for sentences, completing sentences and a table, ticking correct sentences, reading and matching, identifying components of an ecosystem, ordering a food chain and labeling pictures, reading and matching, and answering questions about living and non-living things, what living things are made up of, unicellular and multicellular organisms, explaining multicellular organisms, life functions, and classification of living things.
Este documento ofrece consejos sobre cómo navegar de forma segura en Internet, incluyendo no compartir datos personales, usar contraseñas seguras, no chatear con desconocidos, pedir ayuda para descargar programas, y establecer normas claras sobre el uso de Internet para proteger a los niños.
Este documento contiene 8 preguntas breves sobre conceptos relacionados con el gobierno y la política en España. Las preguntas abarcan temas como las funciones del gobierno, la constitución española, las instituciones de la Unión Europea y conceptos demográficos.
This document contains a student's space-themed worksheet with multiple choice, fill-in-the-blank, and short answer questions about the solar system. The worksheet covers topics like planets, asteroids, comets, rockets, satellites, and astronauts. It tests the student's knowledge of key facts like the order of planets from the Sun, their characteristics, and components of the solar system. The student is prompted to identify, compare, and describe different celestial objects and forms of space exploration based on the provided information.
This document contains questions and prompts for a science worksheet or assignment. It asks the student to complete several tasks including circling a picture of tissue, answering questions, writing true or false for sentences, completing sentences and a table, ticking correct sentences, reading and matching, identifying components of an ecosystem, ordering a food chain and labeling pictures, reading and matching, and answering questions about living and non-living things, what living things are made up of, unicellular and multicellular organisms, explaining multicellular organisms, life functions, and classification of living things.
El documento presenta ejercicios sobre decimales y fracciones decimales. Pide identificar el valor de las cifras en números decimales como 0.564 y 5.49, y transformar entre fracciones y números decimales. También completa una tabla con equivalencias como 0.56 = 56/100 y 0.002 = 2/1000.
Este documento proporciona información sobre España y su población. Explica que España es una democracia con una monarquía parlamentaria y se divide en comunidades autónomas. También describe la población de España, incluyendo su pirámide de población, densidad y actividades económicas. Además, cubre temas como transporte, seguridad vial, publicidad y consumo responsable.
Este documento contiene preguntas sobre hidrología, geología y relieve terrestre. Se pide que el estudiante complete información sobre los estados del agua, los océanos, la hidrosfera, el ciclo del agua, ríos, paisajes, rocas, minerales y formas de relieve. También se solicita que proponga medidas para cuidar el planeta y ahorrar agua.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
3. 3Material AICLE. 2º de Primaria.: Animals
Identificación del material AICLE
CONSEJERÍA DE EDUCACIÓN
Dirección General de Participación e Innovación Educativa
TÍTULO Animals
NIVEL LINGÜÍSTICO
SEGÚN MCER
A1.3
IDIOMA Inglés
ÁREA / MATERIA Conocimiento del Medio Natural, Social y Cultural
NÚCLEO TEMÁTICO Los animales
CORRESPONDENCIA
CURRICULAR
2º de Educación Primaria
TEMPORALIZACIÓN
APROXIMADA
De 6 a 8 sesiones
GUIÓN TEMÁTICO
En esta unidad didáctica se estudiarán los animales, su clasificación y sus
principales carácterísticas.
COMPETENCIAS
BÁSICAS
Conocimiento e interacción con el mundo físico: Conocer los animales, sus cara-
cterísticas, su clasificación y la forma en la que realizan las funciones vitales.
Adquirir técnicas y estrategias para estudiar animales en diversos ámbitos.
Comunicación lingüística: Mejorar la lectura comprensiva y ampliar el vocabu-
lario relacionado con los animales. Aplicar el lenguaje para explicar imágenes.
Social y ciudadana: Fomentar el desarrollo de comportamientos respetuosos
con los animales.
Aprender a aprender: Desarrollar pautas para buscar información, seleccionarla
y organizarla en fichas y esquemas.
Autonomía e iniciativa personal y competencia emocional: Adquirir interés por
el mundo de los animales y curiosidad para observarlos en la naturaleza y para
obtener información sobre ellos. Ser respetuosos con el medio ambiente.
Tratamiento de la información y competencia digital: Actividades online sobre el
ciclo vital de diferentes animales.
Documento PdfFORMATO
Eufemia Rosso DelgadoAUTORÍA
4. 4 Material AICLE. 2º de Primaria.: Animals
Tabla de programación AICLE
OBJETIVOS
- Conocer la clasificación de los animales vertebrados e invertebrados
- Clasificar los animales vertebrados según sus características
- Saber las características principales de cada grupo de vertebrados
- Identificar el grupo al que pertenecen los diferentes animales según sus características
- Favorecer el desarrollo de técnicas para memorizar, organizar y relacionar la infor-
mación, y para autoevaluar el avance en el aprendizaje
TEMA
- Animales vertebrados
- Animales invertebrados
- Cómo nacen los animales vertebrados
- Cómo cubren sus cuerpos los animales vertebrados
- Desplazamiento de los animales vertebrados
- Respiración de los animales vertebrados
TAREAS
- Clasificación de diferentes imágenes de animales
- Clasificación de animales a partir de una audición
- Producción oral a partir de imágenes de animales
CRITERIOS DE
EVALUACIÓN
- Identifica diferentes tipos de animales
- Clasifica animales
- Conoce las diferencias entre vertebrados e invertebrados
- Indica los principales grupos de animales vertebrados
- Sabe cuáles son las características de los diferentes grupos de vertebrados
- Desarrolla técnicas para memorizar, organizar y relacionar la información, y para
autoevaluar el avance en el aprendizaje
MODELOS
DISCURSIVOS
- Diferenciar animal vertebrado de animal invertebrado
- Identificar las principales características de los animales vertebrados
- Nombrar las principales características de los animales vertebrados
- Explicar las características de los animales vertebrados
CONTENIDOS
DE
CURSO / CICLO
- Animales vertebrados e invertebrados
- Mamíferos
- Reptiles
- Peces
- Anfibios
- Aves
CONTENIDOS
LINGÜÍSTICOS
FUNCIONES:
Predecir el tema de
estudio usando imágenes
- Expresar diferentes
características
- Relacionar imágenes
con descripciones
- Comparar
características
ESTRUCTURAS:
- The ..... is a/an ......
- Is the ... ?
- Yes, it is/No, it isn’t
- It is... / It is born from
.../ It has / It breathes
with ...
- They live in / on
LÉXICO:
Vocabulario
relacionado con
animales. Vertebrates,
invertebrates bones,
mammals, reptiles,
fish, amphibians, birds,
lungs, gills,
hair, feathers, scales,
shell, fins, beak, wings,
to be born.
6. 6 Material AICLE. 2º de Primaria.: Animals
Activity 1. Organize the flashcards
Let´s look at some pictures. We are going to put them into two
columns: animals with bones, vertebrates and animals without
bones, invertebrates. You should stand up, come to the blackboard,
choose one flashcard and put it into one of the columns.
VERTEBRATES INVERTEBRATES
This is a lion.
I think a lion
is a vertebrate.
I think a ladybird
is an invertebrate.
7. 7Material AICLE. 2º de Primaria.: Animals
LION
EAGLE BUTTERFLY LADYBIRD PARROT
BEE FISH LIZARD
8. 8 Material AICLE. 2º de Primaria.: Animals
SNAIL FROG SPIDER
WORM HORSE
ANT TURTLE COCKROACH
9. 9Material AICLE. 2º de Primaria.: Animals
Activity 2. Read
Read the following text and look carefully at these images.
ANIMALS
Animals can be vertebrates or invertebrates.
Vertebrates have bones. Elephants, turtles, birds, fish, lizards, horses
are vertebrates.
ELEPHANT TURTLE EAGLE
PARROT FISH LIZARD HORSE
10. 10 Material AICLE. 2º de Primaria.: Animals
Invertebrates have no bones. Butterflies, cockroaches, ladybirds, bees,
worms, spiders, snails and ants are invertebrates.
BUTTERFLY COCKROACH LADYBIRD
BEE WORM
SPIDER SNAIL ANT
11. 11Material AICLE. 2º de Primaria.: Animals
Activity 3. Cut, listen and stick in the correct column
VERTEBRATE ANIMALS INVERTEBRATE ANIMALS
12. 12 Material AICLE. 2º de Primaria.: Animals
ANT ELEPHANT SNAIL EAGLE
TURTLE SPIDER PARROT WORM
BEE FISH LADYBIRD LIZARD
COCKROACH HORSE BUTTERFLY MOSQUITO
DOG CRAB LION SHARK
13. 13Material AICLE. 2º de Primaria.: Animals
Activity 4. Complete the sentences with the following words
LION CRAB DOG BUTTERFLY SHARK
MOSQUITO LADYBIRD LIZARD COCKROACH FISH
BEE PARROT VERTEBRATE INVERTEBRATE
A lion is a vertebrate.
A crab is an invertebrate.
A _______ is a ____________ .
A ____________ is an _____________ .
A __________ is a ___________
A ____________ is an _____________ .
A ____________ is an _____________ .
A ____________ is a _____________
A ____________ is an ____________ .
14. 14 Material AICLE. 2º de Primaria.: Animals
Is the ladybird
vertebrate?
No, it isn´t. It
is an invertebrate
animal.
Is the lion
vertebrate?
Yes, it is.
A _______ is a ____________ .
A ____________ is an _____________ .
A __________ is a ___________
Activity 5. Talk with your classmate using these flashcards
15. 15Material AICLE. 2º de Primaria.: Animals
Activity 6. Read the following text.
VERTEBRATES
There are five types of vertebrates:
1. Mammals
2. Reptiles
3. Fish
4. Amphibians
5. Birds
MAMMALS
Mammals have bones. Elephants, horses, dogs, cats are mammals.
Mammals are born from their mothers.
Horse skeleton Horse
Mother and baby elephants
16. 16 Material AICLE. 2º de Primaria.: Animals
Mammals drink their mothers´ milk.
Mammals have hair.
There are many types of mammals. Some mammals can walk and
run.
Cat walking Dog running
Hair
17. 17Material AICLE. 2º de Primaria.: Animals
Some other mammals, such as dolphins,whales and seals, can swim.
Dolphin Whale Seal
And bats can fly.
Mammals breathe with their lungs.
18. 18 Material AICLE. 2º de Primaria.: Animals
REPTILES
Reptiles have bones. Snakes, crocodiles,turtles and lizards are reptiles.
Snake Crocodile Turtle Lizard
Reptiles are born from eggs.
Some reptiles have scales and some have shells. Reptiles breathe with
their lungs.
Scales Turtle Shell
19. 19Material AICLE. 2º de Primaria.: Animals
Activity 7. Look at the images and circle the correct answer
It is a ... It is born
from...
It has...
mammal
/ reptile
its mum
/an egg
hair / scales
/a shell
mammal
/ reptile
its mum
/an egg
hair / scales
/a shell
mammal
/ reptile
its mum
/an egg
hair / scales
/a shell
mammal
/ reptile
its mum
/an egg
hair / scales
/a shell
mammal
/ reptile
mammal
/ reptile
its mum
/an egg
its mum
/an egg
hair / scales
/a shell
hair / scales
/a shell
Turtle
Dog
Lizard
Horse
Crocodile
Lion
20. 20 Material AICLE. 2º de Primaria.: Animals
Activity 8. Listen to some sentences and say if they
are true or false
1._______________________________
2._______________________________
3._______________________________
4._______________________________
5._______________________________
6._______________________________
7._______________________________
8._______________________________
9._______________________________
10.______________________________
Activity 9. Choose one of these animals and say something about it
to your classmates
This is a lion. It is a
mammal. It has bones.
It has hair. It runs.
It breathes with lungs.
This is a lizard. It is a
reptile. It has bones. It
has scales. It breathes
with lungs.
21. 21Material AICLE. 2º de Primaria.: Animals
REMEMBER
Vertebrates can be: mammals, reptiles, fish, amphibians and birds.
Mammals are born from their mothers.They drink their mothers´
milk. They have hair.They breathe with their lungs.
Reptiles are born from eggs. Some reptiles have shells and some
reptiles have scales.They breathe with their lungs.
Activity 10. Read the text carefully.
FISH
Fish have bones. Sharks, tunas and trout are fish.
Shark Tuna Trout
Fish are born from eggs.
Fish eggs
Fish have scales.
Scales
Fish have fins to swim with.
Fins
Fins
Fins
Fish breathe with gills.
Gills
22. 22 Material AICLE. 2º de Primaria.: Animals
AMPHIBIANS
Amphibians have bones. Frogs, salamanders and toads are amphibians.
Frog Salamander Toad
Amphibians are born from eggs.
Amphibians can live in water and on land. Amphibians breathe
with gills when they are babies and with lungs when they are
adults. They also breathe through their skin.
23. 23Material AICLE. 2º de Primaria.: Animals
Activity 11. Circle the correct answer.
It is a ... It is born
from...
It has...
fish /
reptile
its mum
/an egg
in water /
on land
Tuna
Frog
Trout
Salamander
Toad
Shark
fish /
reptile
its mum
/an egg
in water /
on land
fish /
reptile
its mum
/an egg
in water /
on land
fish /
reptile
its mum
/an egg
in water /
on land
fish /
reptile
its mum
/an egg
in water /
on land
fish /
reptile
its mum
/an egg
in water /
on land
24. 24 Material AICLE. 2º de Primaria.: Animals
Activity 12. Listen and complete the text
- ___________ have bones.
- Sharks, _____________ and trout are fish.
- Fish are born from ________ .
- Fish have ________ .
- Fish have fins to swim.
- Fish breathe with _______ .
- Amphibians have ___________ .
- Frogs, ______________ and toads are amphibians.
- Amphibians are born from _________ .
- Amphibians can live in ________ and on land.
- Amphibians breathe with gills when they are babies and with
lungs when they are ____________ .
- They also breathe through their skin.
Activity 13. Work in pairs and ask questions about these animals
Is it a reptile?
Is it a mammal?
Is it a fish?
Is it an amphibian?
Yes, it is. Reptiles are vertebrates
and they have bones. Reptiles are
born from eggs. They live in water
and on land. They breathe with
gills,with lungs and through the
skin.
25. 25Material AICLE. 2º de Primaria.: Animals
Activity 14. Choose one of these animals and talk to your
classmates about it
This is a bat.
It is vertebrate.
It has bones.
It has hair.
It breathes with lungs.
It can fly.
26. 26 Material AICLE. 2º de Primaria.: Animals
REMEMBER:
Mammals, reptiles, fish and amphibians are vertebrates. They have
bones.Fish are born from eggs. Fish have scales and fins.
Fish breathe with gills.Amphibians are born from eggs. Amphibians
breathe with gills, lungs and also through their skin.
Activity 15. Read this text about birds. Then listen and
complete the gaps
BIRDS
Birds are vertebrates.Birds have _________ .
27. 27Material AICLE. 2º de Primaria.: Animals
Flamingos, eagles, parrots and penguins are _____________ .
Flamingo Eagle Parrot Penguins
Birds are born from _____________ .
____________ have feathers and a beak.
Feathers Beak
28. 28 Material AICLE. 2º de Primaria.: Animals
Most birds can ___________ with their wings.
Wing Wing
Birds breathe with their ______________ .
29. 29Material AICLE. 2º de Primaria.: Animals
Activity 16. Look at these images and say if these vertebrates are
mammals, reptiles amphibians, fish or birds.
30. 30 Material AICLE. 2º de Primaria.: Animals
Activity 17. Complete the following chart
31. 31Material AICLE. 2º de Primaria.: Animals
Activity 18. Read and match
It is vertebrate. It is born
from its mum. It has hair.
It breathes with lungs.
It is vertebrate. It is born
from an egg. It has feathers.
It can fly. It has wings and
a beak. It breathes with
lungs.
It is a vertebrate. It is born
from an egg. It has scales. It
has fins to swim with. It
breathes with gills.
It is a vertebrate. It is born
from an egg. It has scales.
It is a vertebrate. It is born
from an egg. It can breathe
with lungs, gills and
through its skin. It can live
in water and on land.
Activity 19. Choose one of these animals then describe it to
your classmate. He or she will guess what type of vertebrate it is
It is a vertebrate.
It is born from its
mum It has hair.
It breathes with lungs.
I think it is the
elephant.
32. 32 Material AICLE. 2º de Primaria.: Animals
Activity 20. Wordsearches
Work in pairs. Listen to your teacher and look for the words below.
Don´t forget to use the sentences below to help you!
Where is "flamingo"? I can’t find turtle. Look,
"turtle" is next to lizard.
37. 37Material AICLE. 2º de Primaria.: Animals
Activity 21. Final project: cycle wheels
MATERIALS: Cards in two different colours, scissors, fasteners,
pictures of the life cycle of a butterfly and glue.
PROCEDURE
1. Cut two cardboard circles.
2. Glue the pictures of the butterfly in one of the circles, following
this order: eggs, larva,cocoon, adult butterfly.
3. Cut out a piece of the second circle.
4. Then, put the other circle on the top and put the fastener in
the middle.
5. Turn the second circle to see the different stages of the life cycle.
38. 38 Material AICLE. 2º de Primaria.: Animals
Activity 22. Self assessment
Read and tick the following sentences.
I can read texts about animals,
their bodies, the way they are
born, breath, and move ...
and understand the important
information
I recognise words and
expressions related to different
types of animals
I can talk about animals and
their characteristics
I can talk to my classmates
about animals and their
characteristics
I can write about animals and
their characteristics
39. 39Material AICLE. 2º de Primaria.: Animals
CITAS
1. Todas las imágenes de esta unidad son de dominio público. La
mayoría de ellas han sido modificadas.
2. Las fotos reales de animales están bajo licencia creative commons.
3. Imagen del esqueleto de ave se encuentra bajo los términos de la
licencia GNU Free Documentation License.
4. Imágenes del ciclo de la vida de un gusano de seda se encuentran
bajo los términos de la licencia GNU Free Documentation License.