1. The document provides instructions for three activities related to reading the children's book The Very Hungry Caterpillar by Eric Carle. The activities include: discussing the caterpillar's life cycle and having students practice ordering the stages; going outside to look for butterflies and caterpillars and pretending to be butterflies; and creating a graph to track the foods the caterpillar ate in the story and having students vote on their favorite with sticky notes.
2. The document also includes objectives focused on observing differences in animals, using descriptive writing, following instructions, and collecting and displaying mathematical data.
A lesson plan for grade three English learners and students of all strata that promotes fiction writing through Japanese haiku poetry. Emphasis is on following the true form and purpose of haiku poetry. As a scaffold, students review "en plein air" landscape painting from the American Hudson River Valley art movement and the French Barbizon art movement. As a further scaffold, students review biomes and eco-regions as inspired by the exploration and study of biology and zoology of Alexander von Humboldt. This lesson can be adapted for students at most grades (G3-12).
A lesson plan for grade three English learners and students of all strata that promotes fiction writing through Japanese haiku poetry. Emphasis is on following the true form and purpose of haiku poetry. As a scaffold, students review "en plein air" landscape painting from the American Hudson River Valley art movement and the French Barbizon art movement. As a further scaffold, students review biomes and eco-regions as inspired by the exploration and study of biology and zoology of Alexander von Humboldt. This lesson can be adapted for students at most grades (G3-12).
Lesson 1 provides you with an introduction to the science fiction genre along with establishing an understanding of how to write in the style of the examination.
My TEFL resources. See my resources webpage at http://www.globalcitizen.co.uk/inforesources/teflresources/resources.html
Download to enjoy the full audio/animation.
This selection of my favourite English lesson resources is adapted specifically for other Hong Kong primary children. All have an informal, fun-based approach and are original designs courtesy of yours truly.
Some Powerpoints cover several lessons and include accompanying printable worksheets and games - most can be adapted for older or younger pupils.
Please contact regarding any errors or copyright claims.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
1. One fish two fish red fish blue fish (book)By Dr. Seuss
2. One fish two fish red fish blue fish Activity #1 Read the book aloud to the students. While reading the book, have the students write down the different types of fish. After reading, discuss all of the different types of fish, and the types of features they have. Have the students to pick one type of fish they want to be. Give them materials to make their own fish. (construction paper, foam paper, etc) Once the students have made their own fish, have them write on the fish what type of fish it is, and the features it has. (color, shape, is it sad, how many feet it has, etc) Science 1.4.2 :Observe and describe that there can be differences, such as size or markings, among the individuals within one kind of plant or animal group. English 1.5.4 :Use descriptive words when writing. Gardner- Bodily-Kinesthetic (craft) Interpersonal (discussing)
3. One fish two fish red fish blue fish Activity #2 1. Read the story aloud to the students. Once the story has been read, explain to the students that they will make their own One fish two fish red fish blue fish story. They will make their own book as a class by replacing kindergarten student for fish in the story. To make this class book, just refer to the first six pages of Onefish two fishredfishbluefish. The teacher should write the new story up on the board or on paper somewhere in the classroom. To follow up on the story, ask the students how their world is different than a fish’s. If possible, have the students perform their story for another class. Science K.1.1 : Raise questions about the natural world. English K.4.2 : Tell a story that the teacher or some other person will write. Gardner- Verbal-Linguistic (creating/telling a story)
4. One fish two fish red fish blue fish Activity #3 Read the book aloud to the students. After reading the book, pass out different colored fish crackers to the class. The teacher will make a pattern with their fish crackers, and the students have to make the same pattern. Repeat this activity making different patterns. Once this is completed, give the students worksheets that have different color fish patterns on them. The students need to finish the worksheets by completing the rest of the patterns with their crackers. After completing the worksheets, have the students to write a short story about patterns that occur in their life. (school, sports, other activities, schedule) Math 1.3.4 : Create and extend number patterns using addition. English 1.5.1 : Write brief narratives (stories) describing an experience Gardner- Logical-Mathematical (using manipulative-the fish crackers)
5. One fish two fish red fish blue fish Activity #4 Read the story aloud to the students. Once you have successfully read the story, talk about why fish live in the water. To help the students get a visual idea of what it looks like underwater, have the class make Red Fish Blue Fish Jell-O Bowl Snacks. To make the bowls, follow the directions on the back of the Jell-O box. Have the students to measure out the ingredients. Make sure that the Jell-O is blue. Pour the Jell-O into disposable plastic clear cups. Let the Jell-O cool for about 2 hours. Once the mixture has cooled for 2 hours, press a red Swedish Fish into the middle of the mixture. Let the mixture chill for another 2 hours or until firm. After making their Jell-O, as a class have them to discuss a short story of their own about a cooking experience they have had. The teacher will write the stories up on the board for everyone to see. Math K.5.1 :Make direct comparisons of the length, capacity, weight, and temperature of objects and recognize which object is shorter, longer, taller, lighter, heavier, warmer, cooler, or holds more. English K.4.2 : Tell a story that the teacher or some other person will write. Gardner- Bodily-Kinesthetic (hands on activity)
6. One fish two fish red fish blue fish Activity #5 Read the story aloud to the students. Once the story has been read, talk to the students about the ocean. Give them facts about the ocean such as: the ocean is salt water and why it is, why it is blue, how much of the Earth is water, etc. Talk about how fish live in the ocean, and how it is their habitat. Have them to write a short essay about what their favorite fish it, and why it is their favorite. After the class discussion, have each student to make their own ocean. In order to do this, fill a plastic bag half full with sand. Pour blue water on top of the sand. Place tiny plastic fish into the bag. Explain to them that they have made their own little ocean. Science 2.4.1: Observe and identify different external features of plants and animals and describe how these features help them live in different environments. English 2.5.2:Write a brief description of a familiar object, person, place, or event that: • develops a main idea. • uses details to support the main idea Gardner- Interpersonal (discussion of the ocean)
7. Cloudy with a Chance of Meatballs (book)By Judy Barrett
8. Cloudy with a Chance of Meatballs Activity #1 Read the book aloud to the class. After reading the book, tell the students to observe the clouds on their way home or sometime when they are outside. (You could also do this during class time if the weather is nice) While observing the clouds, have the students to draw what the clouds look like. Also write a short essay about why you think the clouds looked the way they did. Have the students to bring their drawing back to class. Let each students explain their picture to the class, and have them tell why the clouds looked like they did when their drew their picture. Display the pictures in the room for the students to look at. Science 2.2.5 : Draw pictures and write brief descriptions that correctly portray key features of an object. English 2.5.2:Write a brief description of a familiar object, person, place, or event that: • develops a main idea. • uses details to support the main idea Gardner- Naturalistic (cloud watching) Interpersonal (sharing their drawings)
9. Cloudy with a Chance of Meatballs Activity #2 Read the story aloud with the students. After reading the book, tell the students they are going to learn about weather patterns. Go over key vocabulary words such as: weather, rain, snow, atmosphere, temperature, and cloudy. Once you have gone over the vocabulary, have the students to walk over to the window. (If the weather is nice, take them outside) Have them to determine what type of weather is happening. Talk about what the weather is like for that day. As a group have the class to predict what the weather will be like for the rest of the week. Every day have them to write down what the weather was like in a journal. At the end of the week, check to see if their predictions were right. Science2.3.2 :Investigate, compare and describe weather changes from day to day but recognize, describe, and chart that the temperature and amounts of rain or snow tend to be high, medium, or low in the same months every year. English 2.7.9 :Report on a topic with supportive facts and details. Gardner- Intrapersonal (journal log keeping)
10. Cloudy with a Chance of Meatballs Activity #3 Read the book aloud to the students. Sing the song, “Singin’ In The Rain” a couple of times through. Using the song as a guide, tell the students to write a short story about what types of activities would they could do outside on a rainy day. After they have written their stories, discuss as a class why the Earth must have rain. Science1.4.4 : Explain that most living things need water, food, and air. Enlgish1.5.1 :Write brief narratives (stories) describing an experience. Gardner-Musical (singing)
11. “Singin’ In The Rain” Lyrics: I'm singing in the rain, Just singing in the rain; What a glorious feeling, I'm happy again! I'm laughing at clouds so dark up above. The sun's in my heart, and I'm ready for love. Let the stormy clouds chase everyone from the place; Come on with the rain, I have a smile on my face. I walk down the lane with a hap-hap-happy refrain, Singing, just singing in the rain
13. The Very Hungry Caterpillar Activity #1 Read the book aloud to the students. Talk about the patterns of the life cycle of butterflies. After talking about them, have the students to practice putting them in order. Once they have practiced doing this, take the class outside. (if the weather is nice) Outside, have the students to look for butterflies or caterpillars. Also when they are outside, have the to pretend like they are butterflies. Have them to flap their wings and fly like a butterfly would. If there is time, have them to write a short story about butterflies. Have them pretend they are actually one for a day, and they must describe what they did during their day as a butterfly. Science 1.4.2 : Observe and describe that there can be differences, such as size or markings, among the individuals within one kind of plant or animal group. English: 1.5.4 : Use descriptive words when writing. Gardner-Bodily-Kinesthetic (flapping their wings like a butterfly) Naturalistic (going outside and exploring)
14. The Very Hungry Caterpillar Activity #2 Read the story aloud to the students. After reading the story, discuss how the caterpillar ate many types of foods in the book. As a class, prepare a graph with the foods the caterpillar ate. Give each student a sticky note. On the back of the stick note, have them to write their name. Each student will place their sticky note on the graph according to which food on the graph is their favorite. After all of the sticky notes are placed, discuss which foods were picked the most/least. Also determine how many people liked each food. Math1.2.1 : Show the meaning of addition (putting together, increasing) using objects. English 1.2.4: Follow one-step written instructions. Gardner- Logical-Mathematical (collecting food data) Visual-Spatial (graphing)