A science learning center provides opportunities for children to explore natural materials and living things. It contains categories like nature collections, living things, science games, activities, and books. Children can explore objects, ask questions, and develop basic science concepts. The center supports development in areas like cognition, language, arts, and physical skills as children investigate materials through their senses and fine motor abilities.
Grade 1 School Garden Lesson Plan - Leaf Lesson: Leaf Sorting ~ Massachusetts
|=> In this activity students will look closely at leaves to see the many variations in shape, size, margins, venation3
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double your School Garden Food Production with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases School Garden Food Production by 250 Percent
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
Material Culture and HistoryIn the questions below, there ar.docxendawalling
Material Culture and History
In the questions below, there are two main entities at play, the object and the inspector (you). The initial questions guide close scrutiny of the object. Try to answer them through inspection only. Resist the temptation to quickly identify and categorize the object, and to make assumptions about its purpose or meaning. As you make inferences about the object, consider the kinds of cultural knowledge that you base them on. As the questions begin to address the object in larger contexts, answering them will most likely require other modes of inquiry alongside inspection.
1) What are the object’s sensory properties?
a. Sight: Line and shape (two-dimensional), form (three-dimensional), color (hue, light, dark), texture (reflective, matte)
b. Touch: Form and shape (round, angular), texture (smooth, rough), temperature (cold, warm), density (hard, soft)
c. Sound: Consider what sounds the object makes when manipulated
d. Taste
e. Smell
2) What are the object’s physical properties?
a. Materials (wood, stone, plastic; note that identifying materials may not be possible through inspection alone)
b. Size (length, width, depth, volume)
c. Weight
d. Number of parts and how they are organized (symmetrical, asymmetrical, distinct, merged)
e. Inscriptions (printed, stamped, engraved)
3) Does the object appear to be human made?
a. If it is human made, does it show evidence of natural processes? (oxidation, decay)
b. If not human made, does it show evidence of human intervention? (modification, wear)
4) How does the object interact with human bodies?
a. Other species?
5) How is the object oriented?
a. Unidirectional?
b. Does it have a presumed front, back, bottom, or top?
c. Does it have open and closed parts? If, for example, it appears to have a “handle” or a “lid,” how do you know?
6) What is the object’s purpose?
7) Does the object prompt some kind of action or performance?
a. Individual
b. Social
8) What is your emotional response to the object?
a. What might it evoke for others?
9) How was the object produced?
a. Techniques
b. Social structures
10) Who made the object, and under what circumstances?
a. Was it made by one or more individuals?
b. Was the maker also the designer?
c. When was it made?
d. Where was it made?
11) What is the object’s history?
a. Who owned and/or used it?
b. When?
c. Where?
12) Is the object part of a group of objects? If so, how?
a. Is it part of a genre? If so, what features does it share with other objects of its genre?
b. What is its spatial relationship to other objects?
c. Does it have a metaphorical relationship to other objects? If so, how?
d. Is it part of a collection, whether personal or institutional?
13) How does, or did, possession of the object relate to individual and/or group identity
(e.g., class, race, ethnicity, gender, sexuality, nation, religion)?
14) Does the object relate to a set (or sets) of beliefs (e.g., spiritual, ideological)? If so, how?
15) Is .
Includes:
Topic, developmental level and rationale
Thematic web
Main Ideas
General Objectives
Previous Knowledge
Theoretical Underpinnings
Curriculum Strands
List of Resources
List of Skills
Evaluation Strategies
List of Activities
Activity Plan (sample)
Integration of Bird Theme into the Environment
Parental Involvement
Activity Name From Dirt to MudLearning Domain Social emotional, co.docxgalerussel59292
Activity Name: From Dirt to MudLearning Domain: Social emotional, cognitive, and physical and perceptual developmentOverview & Purpose
Children will learn.to stimulate creativity and imagination as it facilitates open-ended play, communication, collaboration and physical activity.
Children will connect and interact with the natural world around them.Education Standards Addressed
The study of elementary science includes planning and safely implementing classroom and outdoor investigations using scientific processes, including inquiry methods, analyzing information, making informed decisions, and using tools to collect and record information, while addressing the major concepts and vocabulary, in the context of physical, earth, and life sciences.
In Kindergarten, students observe and describe the natural world using their five senses. Students do science as inquiry in order to develop and enrich their abilities to understand scientific concepts and processes. Students develop vocabulary through their experiences investigating properties of common objects, earth materials, and organisms.
.
Activity Name From Dirt to MudLearning Domain Social emotional, co.docxbobbywlane695641
Activity Name: From Dirt to MudLearning Domain: Social emotional, cognitive, and physical and perceptual developmentOverview & Purpose
Children will learn.to stimulate creativity and imagination as it facilitates open-ended play, communication, collaboration and physical activity.
Children will connect and interact with the natural world around them.Education Standards Addressed
The study of elementary science includes planning and safely implementing classroom and outdoor investigations using scientific processes, including inquiry methods, analyzing information, making informed decisions, and using tools to collect and record information, while addressing the major concepts and vocabulary, in the context of physical, earth, and life sciences.
In Kindergarten, students observe and describe the natural world using their five senses. Students do science as inquiry in order to develop and enrich their abilities to understand scientific concepts and processes. Students develop vocabulary through their experiences investigating properties of common objects, earth materials, and organisms.
.
Math Lesson PlanGrade Level KSubjectMathPrepared ByAct.docxandreecapon
Math Lesson Plan
Grade Level:
KSubject:MathPrepared By:
Activity Name:
Brown Bear Character PictographLearning Domain
Students will be organizing animals on a pictograph, counting, and interpreting data.Overview & Purpose
Students will learn the names of animals, colors, and how to create a pictograph by organizing the animals to determine analysis.
Education Standards Addressed
Collect and organize data by counting and using tally marks and other symbols. (DOK 1) describing data by using mathematical language such as more than, less than, etc. (DOK 1)
Objectives:
(Specify skills/information that will be learned.)
Students will learn through listening, engaging in discussion, and observing pictures. They will learn the names of animals, colors, create a pictograph, and count to determine more or less.Materials Needed:
· Brown Bear, Brown Bear, Book
· Squares made from construction paper
· Animal stamps
· Markers
· pictograph
Content:
(Specific skill/ concept being taught in lesson)
Listening, engaging, observing, and gathering information to create a pictograph to determine analysis
Vocabulary:
Discuss and define the words more, less, total, data, and pictographOther Resources:
Counting books, animal manipulatives, number flashcards, and counting videos.
Procedure/s: (List of steps in lesson delivery) Include as applicable and in order of delivery:
Examine & Talk, Demonstrate, Model, Plan, Guide, Record, Describe, Explore, Acquire, Practice, etc.
The teacher reads Brown Bear, Brown Bear What Do You See? Show pictures. Engage in class discussion. Instruct students to use the animal stamps to make cards of their favorite animal in the story. Teacher will display a large pictograph in front of room and let students come up to put them in the correct row. Class will count to obtain the data analysis to determine the class favorite animal character in the story.Evaluation/Summary:
Use a worksheet that students will have to count the number of items in a group and write the correct number under the group. Then let them circle the number that is the largest of the groups
Remediation:
Remedial Activities
Adaptations or Individualization
Review in a one-on-one setting using manipulative animals to group and count.
Extension:
Enrichment Activities
Ask students to choose two animals from the story. Draw small pictures of the one that is their favorite and draw two less of the one that is their least favorite. Write the number under the pictures to represent how many.Additional Notes:
This book may also be used to teach color.
Science Lesson Plan
Grade Level:
K
Subject:
Science
Prepared By:
Activity Name: Sounds Good
Learning Domain
Exploring animal sounds by using the sense of hearing, and improving comprehension skills.
Overview & ...
Erasmus+ Project Based Learning activities for Inclusion despinarmenaki
Under the frame of the Erasmus+ project “Inclusive Learning for Students”, Uk, Italy, Poland, Greece and Turkey cooperate to stimulate inclusion to every student and interest in the subjects of language, physics, history, science, environmental education, geography, physical education, design technology, ICT, music and Art.
Early & Effective Outdoor Education: Nurturing the Future of Children & NatureMelvz
This presentation aims to communicate the importance of Outdoor Education for both young children and the environment. It will serve as a resource for Infant School teachers to facilitate the early development of children's connection to and appreciation for the natural world in order to preserve the environment for future generations.
Grade 1 School Garden Lesson Plan - Leaf Lesson: Leaf Sorting ~ Massachusetts
|=> In this activity students will look closely at leaves to see the many variations in shape, size, margins, venation3
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double your School Garden Food Production with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases School Garden Food Production by 250 Percent
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
Material Culture and HistoryIn the questions below, there ar.docxendawalling
Material Culture and History
In the questions below, there are two main entities at play, the object and the inspector (you). The initial questions guide close scrutiny of the object. Try to answer them through inspection only. Resist the temptation to quickly identify and categorize the object, and to make assumptions about its purpose or meaning. As you make inferences about the object, consider the kinds of cultural knowledge that you base them on. As the questions begin to address the object in larger contexts, answering them will most likely require other modes of inquiry alongside inspection.
1) What are the object’s sensory properties?
a. Sight: Line and shape (two-dimensional), form (three-dimensional), color (hue, light, dark), texture (reflective, matte)
b. Touch: Form and shape (round, angular), texture (smooth, rough), temperature (cold, warm), density (hard, soft)
c. Sound: Consider what sounds the object makes when manipulated
d. Taste
e. Smell
2) What are the object’s physical properties?
a. Materials (wood, stone, plastic; note that identifying materials may not be possible through inspection alone)
b. Size (length, width, depth, volume)
c. Weight
d. Number of parts and how they are organized (symmetrical, asymmetrical, distinct, merged)
e. Inscriptions (printed, stamped, engraved)
3) Does the object appear to be human made?
a. If it is human made, does it show evidence of natural processes? (oxidation, decay)
b. If not human made, does it show evidence of human intervention? (modification, wear)
4) How does the object interact with human bodies?
a. Other species?
5) How is the object oriented?
a. Unidirectional?
b. Does it have a presumed front, back, bottom, or top?
c. Does it have open and closed parts? If, for example, it appears to have a “handle” or a “lid,” how do you know?
6) What is the object’s purpose?
7) Does the object prompt some kind of action or performance?
a. Individual
b. Social
8) What is your emotional response to the object?
a. What might it evoke for others?
9) How was the object produced?
a. Techniques
b. Social structures
10) Who made the object, and under what circumstances?
a. Was it made by one or more individuals?
b. Was the maker also the designer?
c. When was it made?
d. Where was it made?
11) What is the object’s history?
a. Who owned and/or used it?
b. When?
c. Where?
12) Is the object part of a group of objects? If so, how?
a. Is it part of a genre? If so, what features does it share with other objects of its genre?
b. What is its spatial relationship to other objects?
c. Does it have a metaphorical relationship to other objects? If so, how?
d. Is it part of a collection, whether personal or institutional?
13) How does, or did, possession of the object relate to individual and/or group identity
(e.g., class, race, ethnicity, gender, sexuality, nation, religion)?
14) Does the object relate to a set (or sets) of beliefs (e.g., spiritual, ideological)? If so, how?
15) Is .
Includes:
Topic, developmental level and rationale
Thematic web
Main Ideas
General Objectives
Previous Knowledge
Theoretical Underpinnings
Curriculum Strands
List of Resources
List of Skills
Evaluation Strategies
List of Activities
Activity Plan (sample)
Integration of Bird Theme into the Environment
Parental Involvement
Activity Name From Dirt to MudLearning Domain Social emotional, co.docxgalerussel59292
Activity Name: From Dirt to MudLearning Domain: Social emotional, cognitive, and physical and perceptual developmentOverview & Purpose
Children will learn.to stimulate creativity and imagination as it facilitates open-ended play, communication, collaboration and physical activity.
Children will connect and interact with the natural world around them.Education Standards Addressed
The study of elementary science includes planning and safely implementing classroom and outdoor investigations using scientific processes, including inquiry methods, analyzing information, making informed decisions, and using tools to collect and record information, while addressing the major concepts and vocabulary, in the context of physical, earth, and life sciences.
In Kindergarten, students observe and describe the natural world using their five senses. Students do science as inquiry in order to develop and enrich their abilities to understand scientific concepts and processes. Students develop vocabulary through their experiences investigating properties of common objects, earth materials, and organisms.
.
Activity Name From Dirt to MudLearning Domain Social emotional, co.docxbobbywlane695641
Activity Name: From Dirt to MudLearning Domain: Social emotional, cognitive, and physical and perceptual developmentOverview & Purpose
Children will learn.to stimulate creativity and imagination as it facilitates open-ended play, communication, collaboration and physical activity.
Children will connect and interact with the natural world around them.Education Standards Addressed
The study of elementary science includes planning and safely implementing classroom and outdoor investigations using scientific processes, including inquiry methods, analyzing information, making informed decisions, and using tools to collect and record information, while addressing the major concepts and vocabulary, in the context of physical, earth, and life sciences.
In Kindergarten, students observe and describe the natural world using their five senses. Students do science as inquiry in order to develop and enrich their abilities to understand scientific concepts and processes. Students develop vocabulary through their experiences investigating properties of common objects, earth materials, and organisms.
.
Math Lesson PlanGrade Level KSubjectMathPrepared ByAct.docxandreecapon
Math Lesson Plan
Grade Level:
KSubject:MathPrepared By:
Activity Name:
Brown Bear Character PictographLearning Domain
Students will be organizing animals on a pictograph, counting, and interpreting data.Overview & Purpose
Students will learn the names of animals, colors, and how to create a pictograph by organizing the animals to determine analysis.
Education Standards Addressed
Collect and organize data by counting and using tally marks and other symbols. (DOK 1) describing data by using mathematical language such as more than, less than, etc. (DOK 1)
Objectives:
(Specify skills/information that will be learned.)
Students will learn through listening, engaging in discussion, and observing pictures. They will learn the names of animals, colors, create a pictograph, and count to determine more or less.Materials Needed:
· Brown Bear, Brown Bear, Book
· Squares made from construction paper
· Animal stamps
· Markers
· pictograph
Content:
(Specific skill/ concept being taught in lesson)
Listening, engaging, observing, and gathering information to create a pictograph to determine analysis
Vocabulary:
Discuss and define the words more, less, total, data, and pictographOther Resources:
Counting books, animal manipulatives, number flashcards, and counting videos.
Procedure/s: (List of steps in lesson delivery) Include as applicable and in order of delivery:
Examine & Talk, Demonstrate, Model, Plan, Guide, Record, Describe, Explore, Acquire, Practice, etc.
The teacher reads Brown Bear, Brown Bear What Do You See? Show pictures. Engage in class discussion. Instruct students to use the animal stamps to make cards of their favorite animal in the story. Teacher will display a large pictograph in front of room and let students come up to put them in the correct row. Class will count to obtain the data analysis to determine the class favorite animal character in the story.Evaluation/Summary:
Use a worksheet that students will have to count the number of items in a group and write the correct number under the group. Then let them circle the number that is the largest of the groups
Remediation:
Remedial Activities
Adaptations or Individualization
Review in a one-on-one setting using manipulative animals to group and count.
Extension:
Enrichment Activities
Ask students to choose two animals from the story. Draw small pictures of the one that is their favorite and draw two less of the one that is their least favorite. Write the number under the pictures to represent how many.Additional Notes:
This book may also be used to teach color.
Science Lesson Plan
Grade Level:
K
Subject:
Science
Prepared By:
Activity Name: Sounds Good
Learning Domain
Exploring animal sounds by using the sense of hearing, and improving comprehension skills.
Overview & ...
Erasmus+ Project Based Learning activities for Inclusion despinarmenaki
Under the frame of the Erasmus+ project “Inclusive Learning for Students”, Uk, Italy, Poland, Greece and Turkey cooperate to stimulate inclusion to every student and interest in the subjects of language, physics, history, science, environmental education, geography, physical education, design technology, ICT, music and Art.
Early & Effective Outdoor Education: Nurturing the Future of Children & NatureMelvz
This presentation aims to communicate the importance of Outdoor Education for both young children and the environment. It will serve as a resource for Infant School teachers to facilitate the early development of children's connection to and appreciation for the natural world in order to preserve the environment for future generations.
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.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2. A science learning center is intersting,
inviting, and offers children opportunities to
explore, discover and use their senses.
Effective Science learning requires
• Hands on contact with materials
• Time to investigate and manipulate those materials
• Time to contemplate the results
3. Children experience the nature early experience with (Ex.
Plants, Animals, Outdoors and Indoors, and natural
collection.)
4. ITEM #1
In every learning center they are boken down into categories.
Each categories is required to have 3-5 different materials
availble to children at all time. In the Science learning centers
there are five.
These categories are
Nature collections
Living things
Science game
Activities
Factual books and pictures
5. Nature Collections: (Ex. seashells, different types of wood ,pine cones,fossils,
rocks and bird nests)
Living Things : (Ex. house plants, garden, class pet, window bird feeder, butterfly
hatching kit,aquarium and eggs that hatch)
6. Scince Books and Pictures:( Ex. story books and
facial books, posters, CD’s, and vvideos)
7. Science Game: (Ex.board games with a nature theme, nature picture matching
cards,nature sequence cards or body part matching games.)
Activities: (Ex. sink and float, comparing and contrast objects such as hard or
soft, smelling and matching senses, color paddles, planting seeds, measure hot
and cold using a thermometer, comparing and contrast bects.)
8. ITEM #2
In order to incorporate diverse in the science center you can have the following materials
and activities
Exploring skin colors
Discuss differences and similarities
Read diverse books
9. ITEM #3
Providing nature materials and activities helps the child
Develop vocabulary
Learn basic natural concepts
Provides opportunity to explore the world
11. DOMAIN: COGNITION AND GENERAL KNOWLEDGE
Strand 1: Leaning about mathematical concepts
Sub-strand B-measurement
B1-Explore objects in their environment
B9- Use standards tools(e.g measuring cups, ruler, scales,) to explore and understand the environment.
Strategies: Engaging with child in conversation about quanity as you interact with materials throughout the day
12. DOMIAN: COGNITION AND GENERAL KNOWLEDGE
Strand 1- Learning about mathematical Concepts
Sub-strand C: Patterns and Relationships
C5- Explore simiaries and differences of objects(e.g color, size,shape and texture)
Strategies:
C7- Recognize, sort and classify objects by a single characteristic (e.g color, size, shape, and texure)
Strategies:
13. .
Domain: Approches to learning
Strand 4- Reasoning and Problem Solving
D1- Explore object characteristic (e.g size, shape, texture) in many different ways
Strategies:
14. DOMAIN: COGNITION AND GENERAL KNOWLEDGE
Strand 2: Learning about the world
Sub-Strand A: Scientific Knowledge
A7-Recognize and respond to different sights, textures, smells, sounds, and
taste
A3- Observe and describe characteristics of living things, the weather, and
the outdoor environment
Strategies:
Sub-Strand B: Scientific Inquiry and Exploration
B11-Begin to use simple tools and equipment for investigation
B2- Demonstrate curiosity about the natural environment
Strategies:
15. DOMAIN: LANGUAGE AND LITERACY
Stand 1: Listening and Literacy
A7- Build increased understanding of basic concepts and vocabulary
A5- Understand question some basic concepts, and simple directions.
Strategies:
16. DOMAIN: FINE ARTS
Strand 4: Visual Arts
D1: Focus on and show interest in objects in the environment
D2: Explore the textures of different mediums(e.g, fabric of different textures)
Strategies:
17. DOMAIN: PHYSICAL DEVELOPMENT AND
HEALTH
Strand 2: Fine Motor Development
B4: Demonstrate growing strength, dexterity, and control needed to perform a variety of fine motor tasks.
Strategies:
