The document describes cinquain poems written by students in Room 15 at Greenpark School. One poem is about cats with 5 lines describing them as sneaky, lazy, sleeping and creeping while playing, chasing mice and birds, and being feline.
This document contains a list of random words with no clear theme or connection between the words. The words include items, numbers, actions, greetings, and other common nouns with no overall message or story conveyed through the grouping of these words alone.
This document discusses recycling art projects for children including bottle flower vases, trees made from buckets, and worm sculptures made from buckets. It also mentions the importance of parental involvement in recycling projects.
By dionisis and anastasis d1- it's only a dreamximitoulia
Dennis and Anastasis sometimes dream about living in Neverland with Peter Pan, where they wake up at 10am and never have to go to school or do homework. In their dreams, they fly over Captain Hook's ship with Peter Pan and Tinkerbell in the mornings and play games like cake war with the Lost Boys in the afternoons.
This document discusses observing cells and life forms under a microscope at high magnification. It will explore the cells of an onion epidermis, the mucosa of the mouth, and single-celled organisms found in a drop of water like the paramecium. Looking closely at the small details of life is the focus.
A poem celebrates the arrival of spring in Catalan. It tells of spring singing a song that has made the balcony bloom with flowers, as winter flees to sleep. Spring has now arrived.
This document lists different types of plants and animals. It contrasts deciduous trees with evergreen trees, and then lists other natural elements and creatures such as wind, rain, swallows, storks, hedgehogs, bears, squirrels, turtles, mushrooms, chestnuts, grapes, oranges, pears, apples, pomegranates, and ants.
This document appears to list names of individuals. It includes both first and last names as well as familial titles like "Bapak", "Mama", "Kak", "Dek", and "Aa'". The list contains both male and female names from a variety of age groups.
This document contains a list of random words with no clear theme or connection between the words. The words include items, numbers, actions, greetings, and other common nouns with no overall message or story conveyed through the grouping of these words alone.
This document discusses recycling art projects for children including bottle flower vases, trees made from buckets, and worm sculptures made from buckets. It also mentions the importance of parental involvement in recycling projects.
By dionisis and anastasis d1- it's only a dreamximitoulia
Dennis and Anastasis sometimes dream about living in Neverland with Peter Pan, where they wake up at 10am and never have to go to school or do homework. In their dreams, they fly over Captain Hook's ship with Peter Pan and Tinkerbell in the mornings and play games like cake war with the Lost Boys in the afternoons.
This document discusses observing cells and life forms under a microscope at high magnification. It will explore the cells of an onion epidermis, the mucosa of the mouth, and single-celled organisms found in a drop of water like the paramecium. Looking closely at the small details of life is the focus.
A poem celebrates the arrival of spring in Catalan. It tells of spring singing a song that has made the balcony bloom with flowers, as winter flees to sleep. Spring has now arrived.
This document lists different types of plants and animals. It contrasts deciduous trees with evergreen trees, and then lists other natural elements and creatures such as wind, rain, swallows, storks, hedgehogs, bears, squirrels, turtles, mushrooms, chestnuts, grapes, oranges, pears, apples, pomegranates, and ants.
This document appears to list names of individuals. It includes both first and last names as well as familial titles like "Bapak", "Mama", "Kak", "Dek", and "Aa'". The list contains both male and female names from a variety of age groups.
The document teaches Maori colors to students in Room 3 at Matua School. It includes the Maori colors for black, purple, orange, yellow, green, pink, blue, and red. Students are instructed to say the colors in Maori and use them in simple sentences. A song asks what colors various cars are, listing the colors, and students then practice identifying colors of individual cars in Maori.
These murals were created by members of a community to depict life and share stories. Visual elements like color, line, and form were used intentionally to convey meaning and impressions. Discussing when the murals were created provides historical context for understanding the community at that time.
This lesson plan teaches classroom vocabulary in Te Reo Māori. It uses a video clip to introduce classroom vocabulary. Students then practice recognizing, discriminating, and producing vocabulary words. They work in groups to create posters using sentence structures with classroom words and locations. At the end, groups present their posters and students self-assess their learning.
Aboriginal art is some of the oldest art in the world, with rock carvings and paintings dating back at least 30,000 years. The Bradshaw Paintings in Kimberly, Australia are at least 17,000 years old and depict stories from the Dreamtime, the beginning of time according to Aboriginal beliefs, which were passed down through rock and tree paintings featuring symbols. Dot Painting originated in the desert using natural paints on the ground to create sand designs similar to those now produced with acrylic paints.
This document profiles two mural artists, Diego Rivera from Mexico and Marc Spijkerbosch from New Zealand. It lists several of Rivera's famous frescoes from the 1920s-1940s including Tehuana Women and The Exploiters. It also lists several public murals that Spijkerbosch created for buildings in New Zealand between 2010-2020, including ones for the Kawerau Library and schools in Mount Maunganui, Lynmore, and Rotorua.
The document outlines 6 guiding principles for science and technology education:
1) A constructivist classroom based on the 5E approach of engagement, exploration, explanation, expansion, and evaluation.
2) The use of authentic tasks and knowledge communities.
3) Fostering relationships between schools and the science community as teachers can no longer be the sole providers of knowledge.
4) Ensuring technological practice is holistic, authentic, and involves critical reflection.
5) Promoting a change in attitudes towards science and technology education and the skills needed to survive in the information age.
6) Preparing learners for 21st century challenges like being digitally literate and able to work collabor
This document discusses potential science lessons and activities centered around ice cream and melting. It includes:
1. Having students observe and compare the physical properties of materials when heated or cooled, such as making ice and watching ice melt.
2. Students will share their ideas about observable physical phenomena like ice cream melting.
3. Students will investigate and describe changes to common substances through experiments on ice, ice cream, and water evaporating.
The document provides resources for these lessons, including books, videos, and websites that explain melting and offer additional exploratory activities like levitating ice cubes.
The document discusses lifelong learning as an important aspect of the New Zealand Curriculum. It defines lifelong learning and explains how the curriculum aims to develop lifelong learners through its vision, principles, values, and key competencies. Specifically, it emphasizes that the curriculum seeks to create learners who are literate and numerate, critical and creative thinkers, active seekers of knowledge, and informed decision makers. It also discusses how developing these skills prepares students for participation in society and globalization.
This document outlines objectives for creating an ideal classroom learning environment. It discusses the importance of building relationships with students, acknowledging their cultural identities, and creating a space where students feel motivated, valued, and excited to learn. It emphasizes establishing clear expectations and routines to facilitate effective classroom management. The document also stresses the importance of the teacher having strong subject knowledge and engaging lesson plans to help students build cognitive structures and retain their interest. Overall, it advocates for a positive, welcoming classroom where students feel a sense of belonging and pride in their contributions to the learning community.
Mark wrote about how the Seattle grunge music scene had become overblown or exaggerated in popularity. The document also includes a list of 5 songs by the band One Direction, but provides no other context around the list.
The document teaches Maori colors to students in Room 3 at Matua School. It includes the Maori colors for black, purple, orange, yellow, green, pink, blue, and red. Students are instructed to say the colors in Maori and use them in simple sentences. A song asks what colors various cars are, listing the colors, and students then practice identifying colors of individual cars in Maori.
These murals were created by members of a community to depict life and share stories. Visual elements like color, line, and form were used intentionally to convey meaning and impressions. Discussing when the murals were created provides historical context for understanding the community at that time.
This lesson plan teaches classroom vocabulary in Te Reo Māori. It uses a video clip to introduce classroom vocabulary. Students then practice recognizing, discriminating, and producing vocabulary words. They work in groups to create posters using sentence structures with classroom words and locations. At the end, groups present their posters and students self-assess their learning.
Aboriginal art is some of the oldest art in the world, with rock carvings and paintings dating back at least 30,000 years. The Bradshaw Paintings in Kimberly, Australia are at least 17,000 years old and depict stories from the Dreamtime, the beginning of time according to Aboriginal beliefs, which were passed down through rock and tree paintings featuring symbols. Dot Painting originated in the desert using natural paints on the ground to create sand designs similar to those now produced with acrylic paints.
This document profiles two mural artists, Diego Rivera from Mexico and Marc Spijkerbosch from New Zealand. It lists several of Rivera's famous frescoes from the 1920s-1940s including Tehuana Women and The Exploiters. It also lists several public murals that Spijkerbosch created for buildings in New Zealand between 2010-2020, including ones for the Kawerau Library and schools in Mount Maunganui, Lynmore, and Rotorua.
The document outlines 6 guiding principles for science and technology education:
1) A constructivist classroom based on the 5E approach of engagement, exploration, explanation, expansion, and evaluation.
2) The use of authentic tasks and knowledge communities.
3) Fostering relationships between schools and the science community as teachers can no longer be the sole providers of knowledge.
4) Ensuring technological practice is holistic, authentic, and involves critical reflection.
5) Promoting a change in attitudes towards science and technology education and the skills needed to survive in the information age.
6) Preparing learners for 21st century challenges like being digitally literate and able to work collabor
This document discusses potential science lessons and activities centered around ice cream and melting. It includes:
1. Having students observe and compare the physical properties of materials when heated or cooled, such as making ice and watching ice melt.
2. Students will share their ideas about observable physical phenomena like ice cream melting.
3. Students will investigate and describe changes to common substances through experiments on ice, ice cream, and water evaporating.
The document provides resources for these lessons, including books, videos, and websites that explain melting and offer additional exploratory activities like levitating ice cubes.
The document discusses lifelong learning as an important aspect of the New Zealand Curriculum. It defines lifelong learning and explains how the curriculum aims to develop lifelong learners through its vision, principles, values, and key competencies. Specifically, it emphasizes that the curriculum seeks to create learners who are literate and numerate, critical and creative thinkers, active seekers of knowledge, and informed decision makers. It also discusses how developing these skills prepares students for participation in society and globalization.
This document outlines objectives for creating an ideal classroom learning environment. It discusses the importance of building relationships with students, acknowledging their cultural identities, and creating a space where students feel motivated, valued, and excited to learn. It emphasizes establishing clear expectations and routines to facilitate effective classroom management. The document also stresses the importance of the teacher having strong subject knowledge and engaging lesson plans to help students build cognitive structures and retain their interest. Overall, it advocates for a positive, welcoming classroom where students feel a sense of belonging and pride in their contributions to the learning community.
Mark wrote about how the Seattle grunge music scene had become overblown or exaggerated in popularity. The document also includes a list of 5 songs by the band One Direction, but provides no other context around the list.