This document provides the daily lesson plans for a week-long unit on plants for kindergarten students. Each day focuses on a different learning objective related to plants, such as identifying plant parts, the stages of a plant's growth, or making inferences about how plants grow. Activities include reading books, singing songs, creating art projects, playing sorting games, and using online educational games. The lessons employ various teaching strategies like using music, art, movement, and technology to engage students with different learning styles.
The document discusses introducing gardening and seeds to preschool students through various activities. It will begin with a story about seeds called "The Tiny Seed" to teach about where seeds come from and how they grow. Students will then do activities like planting their own seeds and documenting the growth in journals. They will also explore different types of seeds and predict which foods they come from. Sensory, art, and science centers are suggested to further engage students in learning about seeds.
Natasha Jobe observed preschoolers at Isabella Walton Childcare Centre playing with and throwing leaves in the playground. She noticed their interest in leaves and proposed exploring this topic further through sensory activities, art projects, math lessons, and outdoor play. Natasha conducted a small group activity where the children enjoyed discussing leaves and collecting piles. Based on their engagement, she believes the children remain interested in leaves and the inquiry process will be successful.
The student teacher observed that the preschool-aged children at Muppets Children's Centre were interested in leaves. To further explore this topic, the student planned a leaf fishing experience where the children would use magnets attached to strings to "fish" for paper-clipped leaves in a sand table. The experience was intended to support the children's cognitive, language, physical, and social-emotional development through sorting leaves by attributes and asking open-ended questions. The student teacher reflected that the children seemed engaged in catching leaves and comparing them, indicating the leaf exploration was a successful experience and inquiry process.
This document summarizes Izabela Andova's project exploring leaves with preschoolers. It includes documentation of art activities done with leaves, sensory exploration of leaves in water and sand, and dancing and singing while throwing leaves. Photos were displayed for parents to see what children were learning about leaves. Based on children's interest in falling leaves, Izabela planned developmentally appropriate activities to teach children about leaf texture, size, shape, and trees. As a celebration, Izabela reviewed the scrapbook with children and asked what they learned, finding that children recalled activities like dancing and exploring leaves in water, and knew leaves come in different sizes, shapes, and change colors in fall.
The document summarizes an anecdotal observation of three children, ages 3-5, playing in the dramatic play area of a YMCA childcare center. It notes the children pretending with fruits and vegetables, expressing preferences, and negotiating use of props. Developmental cues observed included pretend play, fine motor skills, speech, social skills, and independence. The center focuses on emergent curriculum.
The document describes an observation of children engaged in dramatic play baking activities in the preschool room. It notes the children's interests in mixing, cutting, organizing, matching, baking and cooking. The educator plans to support the children's inquiry into baking through supervised hands-on activities over the following weeks to develop their understanding of the baking process.
Assignment nº 2 HOT POTATOES ACTIVITIESanidemiguel
This document outlines a 3 lesson unit plan for a 2nd grade Spanish class focusing on toys. Lesson 1 introduces vocabulary for toys and has students watch a video clip to identify toys. Lesson 2 revises toy vocabulary and introduces materials toys are made of through a song. Lesson 3 teaches the structures "I have got" and "I haven't got" through a guessing game and sentence ordering activities. Each lesson incorporates various educational software tools and activities to reinforce vocabulary and grammar.
The document summarizes a student's observation of preschool children eating fruits during snack time at Centenary Seven Oaks Child Care Centre. The student observed that the preschoolers were served a variety of fruits like apples, bananas, oranges, and peaches. Most children were able to correctly identify the colors and shapes of fruits. The children enjoyed eating the fruits and often asked for more. The student created a KWHL chart to plan fruit-based activities exploring colors, textures, tastes, where fruits come from, and what can be made from fruits.
The document discusses introducing gardening and seeds to preschool students through various activities. It will begin with a story about seeds called "The Tiny Seed" to teach about where seeds come from and how they grow. Students will then do activities like planting their own seeds and documenting the growth in journals. They will also explore different types of seeds and predict which foods they come from. Sensory, art, and science centers are suggested to further engage students in learning about seeds.
Natasha Jobe observed preschoolers at Isabella Walton Childcare Centre playing with and throwing leaves in the playground. She noticed their interest in leaves and proposed exploring this topic further through sensory activities, art projects, math lessons, and outdoor play. Natasha conducted a small group activity where the children enjoyed discussing leaves and collecting piles. Based on their engagement, she believes the children remain interested in leaves and the inquiry process will be successful.
The student teacher observed that the preschool-aged children at Muppets Children's Centre were interested in leaves. To further explore this topic, the student planned a leaf fishing experience where the children would use magnets attached to strings to "fish" for paper-clipped leaves in a sand table. The experience was intended to support the children's cognitive, language, physical, and social-emotional development through sorting leaves by attributes and asking open-ended questions. The student teacher reflected that the children seemed engaged in catching leaves and comparing them, indicating the leaf exploration was a successful experience and inquiry process.
This document summarizes Izabela Andova's project exploring leaves with preschoolers. It includes documentation of art activities done with leaves, sensory exploration of leaves in water and sand, and dancing and singing while throwing leaves. Photos were displayed for parents to see what children were learning about leaves. Based on children's interest in falling leaves, Izabela planned developmentally appropriate activities to teach children about leaf texture, size, shape, and trees. As a celebration, Izabela reviewed the scrapbook with children and asked what they learned, finding that children recalled activities like dancing and exploring leaves in water, and knew leaves come in different sizes, shapes, and change colors in fall.
The document summarizes an anecdotal observation of three children, ages 3-5, playing in the dramatic play area of a YMCA childcare center. It notes the children pretending with fruits and vegetables, expressing preferences, and negotiating use of props. Developmental cues observed included pretend play, fine motor skills, speech, social skills, and independence. The center focuses on emergent curriculum.
The document describes an observation of children engaged in dramatic play baking activities in the preschool room. It notes the children's interests in mixing, cutting, organizing, matching, baking and cooking. The educator plans to support the children's inquiry into baking through supervised hands-on activities over the following weeks to develop their understanding of the baking process.
Assignment nº 2 HOT POTATOES ACTIVITIESanidemiguel
This document outlines a 3 lesson unit plan for a 2nd grade Spanish class focusing on toys. Lesson 1 introduces vocabulary for toys and has students watch a video clip to identify toys. Lesson 2 revises toy vocabulary and introduces materials toys are made of through a song. Lesson 3 teaches the structures "I have got" and "I haven't got" through a guessing game and sentence ordering activities. Each lesson incorporates various educational software tools and activities to reinforce vocabulary and grammar.
The document summarizes a student's observation of preschool children eating fruits during snack time at Centenary Seven Oaks Child Care Centre. The student observed that the preschoolers were served a variety of fruits like apples, bananas, oranges, and peaches. Most children were able to correctly identify the colors and shapes of fruits. The children enjoyed eating the fruits and often asked for more. The student created a KWHL chart to plan fruit-based activities exploring colors, textures, tastes, where fruits come from, and what can be made from fruits.
El documento describe el desarrollo intelectual en adultos mayores de 65 años o más, señalando que aunque ganan sabiduría a través de la experiencia, también experimentan limitaciones físicas, deterioro de neuronas, y dificultades como menor eficiencia física, retener información a largo plazo, y resolver nuevos problemas.
This document discusses an investigation where students examine how lung capacity is affected by different factors like inhaling and exhaling. Students will inflate balloons to different sizes and hold their breath for periods of time to understand how deep breathing and lung volume works. They then consider the explanations of others about their results to discuss the nature of science and technology.
The Crohn’S And Colitis Foundation Of America Newkristen gold
Over 1 million Americans suffer from Crohn's or Colitis. These conditions cause inflammation and ulcers in the digestive tract. Visiting www.ccfa.org can provide information to help those affected by these conditions.
This document discusses an investigation where students observe how lungs work by inflating balloons and watching them deflate. To do the investigation, students blow up balloons and time how long it takes for the balloons to fully deflate. They observe and discuss their results to understand that lungs work similarly, taking in air and slowly releasing it as carbon dioxide is expelled. The activity helps students learn about lung function and structure and consider explanations of the breathing process.
The document discusses how the author uses PHP to clean up and standardize metadata for architects in their visual resources collection, describing how the metadata goes through a series of "filters" to transform the data without modifying the original, and highlights two lessons learned that rich metadata prevents issues and having coding skills as a librarian is valuable but librarianship is still needed.
1. Blood transfusions can be indicated for both elective and emergency situations such as anemia, hemorrhage, surgery, and trauma.
2. The ABO and Rh blood group systems are the most important to screen for due to the risk of hemolytic transfusion reactions from naturally occurring antibodies.
3. Whole blood can be stored for 35 days while components like packed red blood cells and platelets have shorter storage times and are preferred to minimize changes during storage.
The document provides an overview of the new features and changes in Adobe Connect 8.1 SP1, including aesthetic changes, increased stability and ease-of-use, and an emphasis on collaboration. It outlines what users need to know like new menu options, mic and share buttons, and consolidated preferences. The agenda includes a spot the differences activity, test of knowledge, and contact information for questions.
Criando pipelines de entrega contínua multilinguagem com Docker e JenkinsCamilo Ribeiro
Palestra apresentada no QCon do Rio de Janeiro em 2015, sobre docker, jenkins, job dsl e automação de uma pipeline.
Exemplos e código podem ser encontrados em: https://github.com/camiloribeiro/cdeasy
This document discusses different types of shock including hypovolemic, septic, cardiogenic, neurogenic, and anaphylactic shock. It provides details on the definition, pathophysiology, clinical presentation, risk factors, and management of each type. For hypovolemic shock, it further discusses classification, fluid resuscitation, indicators of successful resuscitation, and choice of crystalloid versus colloid fluids. Septic shock is emphasized as an important type that can lead to multiple organ failure.
The anal canal extends from the anorectal ring to the anal verge. It is supplied by branches from the internal iliac and pudendal arteries and drained by veins that connect to the internal iliac and inferior mesenteric veins. It contains two sphincters - the internal involuntary sphincter and external voluntary sphincter - that help maintain fecal continence. Diseases that can affect the anal canal include hemorrhoids, anal fissures, abscesses, fistulas, and various cancers. Evaluation and management involve examination, imaging, and treatments ranging from nonsurgical options to procedures like sphincterotomy or fistulotomy.
This document discusses fluid compartments and electrolytes. It notes that total body water varies with age, gender, and body fat percentage. Intracellular fluid makes up 60% of body fluid and is rich in potassium and magnesium, while extracellular fluid is 40% and contains more sodium, chloride, and bicarbonate. Fluid compartments are regulated by membranes and pressures. Fluid balance is maintained through neutral, positive, or negative balances. The kidneys, lungs, heart, and hormones like aldosterone and ADH help regulate fluids and electrolytes. Disturbances can cause problems like volume depletion, overload, or specific electrolyte disorders.
El documento habla sobre el desarrollo intelectual en adultos mayores de 65 años o más. Menciona que aunque los adultos mayores adquieren sabiduría a través de la experiencia, también experimentan limitaciones físicas, deterioro de neuronas, falta de eficiencia física e incapacidad para retener información a largo plazo y resolver nuevos problemas.
O documento apresenta boas práticas para automação de testes, incluindo usar page objects, dados-driven testing e manter testes isolados. Também discute técnicas como record and replay, bare sleep e keep pooling.
ATLS (Advanced Trauma Life Support) provides guidelines for the initial care and resuscitation of trauma patients. It was introduced in the 1970s and focuses on assessing and treating life-threatening injuries during the "Golden Hour" after trauma occurs. The goals of ATLS are to identify injuries killing the patient, treat those injuries, find all other injuries, and develop a treatment plan. The primary and secondary surveys guide trauma evaluations and focus on the airway, breathing, circulation, disability, and exposure of patients. ATLS aims to optimize trauma care during the critical first hour after injury occurs.
Colon cancer is the fourth most commonly diagnosed cancer. About 70% of cases are sporadic, while 23% are genetic. It most commonly presents in the descending and sigmoid colon as a change in bowel habits with blood or mucus in the stool. Staging involves clinical exams, imaging like CT scans, and blood tests like CEA. Treatment depends on the stage, with surgery being the main treatment and chemotherapy sometimes used adjuvantly or palliatively. The 5-year survival ranges from 100% for stage 0 to 3-30% for stage 4 disease.
Continuous Delivery Pipeline with Docker and JenkinsCamilo Ribeiro
This document discusses using Docker and Jenkins to create a continuous delivery pipeline. It recommends using Docker to build, test, and deploy code in isolated environments at each stage. Jenkins can run in a Docker container and trigger Docker builds. The Job DSL plugin allows Jenkins jobs to be defined with Groovy scripts for easy automation and templating of jobs. The document provides resources for learning more about continuous delivery with Docker and Jenkins Job DSL.
This document provides an overview of approaches to evaluating and treating a patient presenting with jaundice. There are three main types of jaundice discussed: hemolytic, hepatic, and obstructive. For each type, the document outlines relevant clinical findings, laboratory investigations, and potential etiologies. Treatment options are also reviewed for obstructive jaundice, the most common cause being choledocholithiasis, which can be addressed through open or laparoscopic exploration/stone extraction or endoscopic papillotomy. Periampullary carcinoma is another potential etiology that may require curative surgery like the Whipple procedure or palliative interventions.
This SIOP lesson plan has students investigate plant growth by planting seeds and observing them over time. Students will learn key vocabulary like root, stem, leaf, and seed. They will plant their own seeds, record observations in journals, and be able to take the plants home. The teacher will provide scaffolding like reading a book, demonstrating how to plant seeds, and helping students label plant parts. Assessment will include checking students' journal entries for understanding of plant concepts and vocabulary.
This document provides a lesson plan about pumpkins and the plant growth process in the fall. The aims are for students to understand how plants grow and the important elements needed, develop group work and reasoning skills, and allow teachers to observe student interactions. Learning outcomes include identifying plant parts, understanding the planting process, and analyzing what elements are essential for growth. The lesson includes drawing and labeling plant parts, sequencing pictures of growth with explanations, and identifying/discussing elements like water, sunlight and soil that plants need to grow.
This document outlines an assignment for a Grade 2 class in Kenya to develop children's learning environment needs. It discusses integrating indoor and outdoor activities to engage children's senses and social skills. Key needs identified include manipulative toys and tools, loose parts like water and soil, natural objects, colors, animals, vegetation, and structures. The teacher leads activities with the class to explore these needs using pictures, drawings, and outdoor visits. The teacher discovered that providing engaging materials supports children's interests and development. Plans were made to further develop learning opportunities through interclass activities, creative spaces, animal visits, and playground equipment.
This document provides a template for designing a CLIL didactic unit on plants for a 1st grade science class. The unit aims to help students classify fruits and vegetables, identify plant parts, understand vocabulary, and learn the life cycle of plants. It includes learning outcomes, subject content on plant parts and types, language content on related vocabulary, contextual elements about local plants, cognitive processes, tasks and activities over 2 weeks involving group work, projects, and self-evaluation. Resources include worksheets, plants, videos, and internet pages. Evaluation will assess understanding of plant parts, types, and needs through observation, class work, and self-evaluation.
This lesson plan aims to teach 4th grade students about world production using a digital spreadsheet. The class has students from various cultures and backgrounds. Students will bring 10 items from home and identify the country of origin. They will create graphs to record findings and present in groups. The teacher will use a song, map, computer and hands-on activity to engage tactile, visual and auditory learners. Students will analyze which countries produce the most and discuss factors influencing production.
El documento describe el desarrollo intelectual en adultos mayores de 65 años o más, señalando que aunque ganan sabiduría a través de la experiencia, también experimentan limitaciones físicas, deterioro de neuronas, y dificultades como menor eficiencia física, retener información a largo plazo, y resolver nuevos problemas.
This document discusses an investigation where students examine how lung capacity is affected by different factors like inhaling and exhaling. Students will inflate balloons to different sizes and hold their breath for periods of time to understand how deep breathing and lung volume works. They then consider the explanations of others about their results to discuss the nature of science and technology.
The Crohn’S And Colitis Foundation Of America Newkristen gold
Over 1 million Americans suffer from Crohn's or Colitis. These conditions cause inflammation and ulcers in the digestive tract. Visiting www.ccfa.org can provide information to help those affected by these conditions.
This document discusses an investigation where students observe how lungs work by inflating balloons and watching them deflate. To do the investigation, students blow up balloons and time how long it takes for the balloons to fully deflate. They observe and discuss their results to understand that lungs work similarly, taking in air and slowly releasing it as carbon dioxide is expelled. The activity helps students learn about lung function and structure and consider explanations of the breathing process.
The document discusses how the author uses PHP to clean up and standardize metadata for architects in their visual resources collection, describing how the metadata goes through a series of "filters" to transform the data without modifying the original, and highlights two lessons learned that rich metadata prevents issues and having coding skills as a librarian is valuable but librarianship is still needed.
1. Blood transfusions can be indicated for both elective and emergency situations such as anemia, hemorrhage, surgery, and trauma.
2. The ABO and Rh blood group systems are the most important to screen for due to the risk of hemolytic transfusion reactions from naturally occurring antibodies.
3. Whole blood can be stored for 35 days while components like packed red blood cells and platelets have shorter storage times and are preferred to minimize changes during storage.
The document provides an overview of the new features and changes in Adobe Connect 8.1 SP1, including aesthetic changes, increased stability and ease-of-use, and an emphasis on collaboration. It outlines what users need to know like new menu options, mic and share buttons, and consolidated preferences. The agenda includes a spot the differences activity, test of knowledge, and contact information for questions.
Criando pipelines de entrega contínua multilinguagem com Docker e JenkinsCamilo Ribeiro
Palestra apresentada no QCon do Rio de Janeiro em 2015, sobre docker, jenkins, job dsl e automação de uma pipeline.
Exemplos e código podem ser encontrados em: https://github.com/camiloribeiro/cdeasy
This document discusses different types of shock including hypovolemic, septic, cardiogenic, neurogenic, and anaphylactic shock. It provides details on the definition, pathophysiology, clinical presentation, risk factors, and management of each type. For hypovolemic shock, it further discusses classification, fluid resuscitation, indicators of successful resuscitation, and choice of crystalloid versus colloid fluids. Septic shock is emphasized as an important type that can lead to multiple organ failure.
The anal canal extends from the anorectal ring to the anal verge. It is supplied by branches from the internal iliac and pudendal arteries and drained by veins that connect to the internal iliac and inferior mesenteric veins. It contains two sphincters - the internal involuntary sphincter and external voluntary sphincter - that help maintain fecal continence. Diseases that can affect the anal canal include hemorrhoids, anal fissures, abscesses, fistulas, and various cancers. Evaluation and management involve examination, imaging, and treatments ranging from nonsurgical options to procedures like sphincterotomy or fistulotomy.
This document discusses fluid compartments and electrolytes. It notes that total body water varies with age, gender, and body fat percentage. Intracellular fluid makes up 60% of body fluid and is rich in potassium and magnesium, while extracellular fluid is 40% and contains more sodium, chloride, and bicarbonate. Fluid compartments are regulated by membranes and pressures. Fluid balance is maintained through neutral, positive, or negative balances. The kidneys, lungs, heart, and hormones like aldosterone and ADH help regulate fluids and electrolytes. Disturbances can cause problems like volume depletion, overload, or specific electrolyte disorders.
El documento habla sobre el desarrollo intelectual en adultos mayores de 65 años o más. Menciona que aunque los adultos mayores adquieren sabiduría a través de la experiencia, también experimentan limitaciones físicas, deterioro de neuronas, falta de eficiencia física e incapacidad para retener información a largo plazo y resolver nuevos problemas.
O documento apresenta boas práticas para automação de testes, incluindo usar page objects, dados-driven testing e manter testes isolados. Também discute técnicas como record and replay, bare sleep e keep pooling.
ATLS (Advanced Trauma Life Support) provides guidelines for the initial care and resuscitation of trauma patients. It was introduced in the 1970s and focuses on assessing and treating life-threatening injuries during the "Golden Hour" after trauma occurs. The goals of ATLS are to identify injuries killing the patient, treat those injuries, find all other injuries, and develop a treatment plan. The primary and secondary surveys guide trauma evaluations and focus on the airway, breathing, circulation, disability, and exposure of patients. ATLS aims to optimize trauma care during the critical first hour after injury occurs.
Colon cancer is the fourth most commonly diagnosed cancer. About 70% of cases are sporadic, while 23% are genetic. It most commonly presents in the descending and sigmoid colon as a change in bowel habits with blood or mucus in the stool. Staging involves clinical exams, imaging like CT scans, and blood tests like CEA. Treatment depends on the stage, with surgery being the main treatment and chemotherapy sometimes used adjuvantly or palliatively. The 5-year survival ranges from 100% for stage 0 to 3-30% for stage 4 disease.
Continuous Delivery Pipeline with Docker and JenkinsCamilo Ribeiro
This document discusses using Docker and Jenkins to create a continuous delivery pipeline. It recommends using Docker to build, test, and deploy code in isolated environments at each stage. Jenkins can run in a Docker container and trigger Docker builds. The Job DSL plugin allows Jenkins jobs to be defined with Groovy scripts for easy automation and templating of jobs. The document provides resources for learning more about continuous delivery with Docker and Jenkins Job DSL.
This document provides an overview of approaches to evaluating and treating a patient presenting with jaundice. There are three main types of jaundice discussed: hemolytic, hepatic, and obstructive. For each type, the document outlines relevant clinical findings, laboratory investigations, and potential etiologies. Treatment options are also reviewed for obstructive jaundice, the most common cause being choledocholithiasis, which can be addressed through open or laparoscopic exploration/stone extraction or endoscopic papillotomy. Periampullary carcinoma is another potential etiology that may require curative surgery like the Whipple procedure or palliative interventions.
This SIOP lesson plan has students investigate plant growth by planting seeds and observing them over time. Students will learn key vocabulary like root, stem, leaf, and seed. They will plant their own seeds, record observations in journals, and be able to take the plants home. The teacher will provide scaffolding like reading a book, demonstrating how to plant seeds, and helping students label plant parts. Assessment will include checking students' journal entries for understanding of plant concepts and vocabulary.
This document provides a lesson plan about pumpkins and the plant growth process in the fall. The aims are for students to understand how plants grow and the important elements needed, develop group work and reasoning skills, and allow teachers to observe student interactions. Learning outcomes include identifying plant parts, understanding the planting process, and analyzing what elements are essential for growth. The lesson includes drawing and labeling plant parts, sequencing pictures of growth with explanations, and identifying/discussing elements like water, sunlight and soil that plants need to grow.
This document outlines an assignment for a Grade 2 class in Kenya to develop children's learning environment needs. It discusses integrating indoor and outdoor activities to engage children's senses and social skills. Key needs identified include manipulative toys and tools, loose parts like water and soil, natural objects, colors, animals, vegetation, and structures. The teacher leads activities with the class to explore these needs using pictures, drawings, and outdoor visits. The teacher discovered that providing engaging materials supports children's interests and development. Plans were made to further develop learning opportunities through interclass activities, creative spaces, animal visits, and playground equipment.
This document provides a template for designing a CLIL didactic unit on plants for a 1st grade science class. The unit aims to help students classify fruits and vegetables, identify plant parts, understand vocabulary, and learn the life cycle of plants. It includes learning outcomes, subject content on plant parts and types, language content on related vocabulary, contextual elements about local plants, cognitive processes, tasks and activities over 2 weeks involving group work, projects, and self-evaluation. Resources include worksheets, plants, videos, and internet pages. Evaluation will assess understanding of plant parts, types, and needs through observation, class work, and self-evaluation.
This lesson plan aims to teach 4th grade students about world production using a digital spreadsheet. The class has students from various cultures and backgrounds. Students will bring 10 items from home and identify the country of origin. They will create graphs to record findings and present in groups. The teacher will use a song, map, computer and hands-on activity to engage tactile, visual and auditory learners. Students will analyze which countries produce the most and discuss factors influencing production.
The document provides a week-long lesson plan for teaching students about the history and traditions of Halloween. Each day focuses on a different activity, such as identifying where pumpkins originate on a map, discussing the economics of pumpkin farming, sequencing the events in a story about pumpkins, exploring the inside of a real pumpkin, and researching the origins and customs of Halloween in different countries. The activities incorporate several subjects including language arts, math, science, music, and social studies. The goal is for students to learn about the history and cultural aspects of Halloween.
The document describes a student teacher's curriculum project on leaves based on observations of preschool children. The project involved 6 planned activities centered around leaves, including sorting leaves by color, exploring leaves' textures by putting them in water and sand, comparing leaf colors and shapes, making leaf crafts, pretending to be squirrels collecting leaves, and dancing to leaf songs. The goals were to enhance the children's development in various domains like cognitive, physical, social, emotional and language skills through hands-on exploration and investigation of leaves.
The document contains three passages about teaching science to young learners:
1) The first passage discusses how to teach science by connecting lessons to students' daily lives, creating an environment with science materials, and encouraging observation of surroundings.
2) The second passage explains that music is important for teaching science as it supports imagination and self-expression, and songs can teach concepts like types of animals and plants.
3) The third passage provides a sample lesson plan on classifying objects by texture, with activities involving guessing objects from boxes and feeling different ingredients.
The documentation panel summarizes the children's learning experiences with leaves over several weeks. The panel includes photos of the children sorting and counting leaves, exploring leaves' textures by putting them in water and sand, using leaves as paintbrushes to make art, pretending to be squirrels collecting leaves for winter, making play dough leaves of different colors, and dancing wearing leaf headgear and waistbands. The panel also includes the rationale, KWHL chart, initial concept map, anticipatory concept map, and final concept map to show the children's developing understanding of leaves and their properties.
1) A 4th grade science class is taking a field trip to a local farmer's market to learn about plant parts and their functions. Before the trip, students learn vocabulary and see diagrams of plant parts.
2) At the farmer's market, students will work in pairs with one student as a map navigator and the other as a photographer. They will use a map and instructions to locate flowers, observe their parts, and take pictures.
3) Back in class, students will highlight vocabulary words for plant parts they observed and read supplemental material about plant functions. Their pictures will be developed and used in a class discussion and bulletin board display about the parts of plants.
1) A 4th grade science class is taking a field trip to a local farmer's market to learn about plant parts and their functions. Before the trip, students learn vocabulary and see diagrams of plant parts.
2) At the farmer's market, students will work in pairs with one student as a map navigator and the other as a photographer. They will use a map and instructions to locate flowers, observe their parts, and take pictures.
3) Back in class, students will highlight vocabulary words for plant parts they observed and read supplemental material. They will then view their pictures, discuss what they learned, and display their work on a bulletin board.
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.
The document provides information for a lesson plan on sunflowers for children ages 6-7, including science standards, objectives, activities, and materials needed to teach students about the life cycle and growth of sunflowers, parts of sunflowers that are edible, and a field trip to a local arboretum to see sunflowers in their natural habitat. The activities include growing their own sunflowers, identifying edible parts of sunflowers, and a game involving filling a paper sunflower seed head with petals using dice.
This document outlines a week of lesson plans that focus on teaching students about habitats and how different animals and plants survive in different environments. The plans include activities such as discussing animals in alternative habitats, classifying animals by habitat, reading a story and song about habitats, observing plants and predicting seasonal changes, visiting a zoo to research animals, and playing a charades game about animals and habitats. The objective is for students to understand how environments impact what kinds of plants and animals can survive.
ASTEP Abby Gerdts_Early Childhood Learning through the ArtsTeach_For_India_Hyd
This document discusses how early childhood learning benchmarks can be taught through arts activities. It provides examples of three sample activities - a visual art activity incorporating coloring and cutting, a music activity involving passing instruments to rhythms, and an interactive storytelling activity using movement. Each activity is designed to target specific benchmarks like fine motor skills, language skills, social skills, and more. The document also provides supplemental information on how the arts stimulate brain growth, can help with healing, and engage both rational and emotional thinking in children.
This document provides a record sheet for a classroom activity where children made paper plate birds. The activity aimed to teach children about birds, develop fine motor skills using scissors, and foster creativity. Materials included paper plates, colored paper, googly eyes, feathers, and glue. Children cut out wings and other shapes to assemble their birds. The activity supports early learning goals and can be adapted for different ages, skills, settings, and linked to other subjects like science, math, or literature.
Creating Little Botanist was presented at the Anchorage Association for the Education of Young Children Conference February 2015 by Katie Olson. Katie has over 12 years experience working as the Directress at The Learning Tree Montessori and also serves as the Program Chair at Alaska Christian College in Soldotna. This session takes a look at the importance of creating a connection with the natural world in order to help young children self-regulate, focus, develop observation skills, and develop a life-long loving relationship with nature. This session helps outline how educators might develop a framework for an outdoor experiential classroom for children 3-11.
This document provides a lesson plan on exploring the five senses. The objectives are to identify the five senses, describe how sense organs send messages to the brain, appreciate the importance of the senses, and understand how the senses work together. Activities include a game where students pass sensory information from one to the next to identify objects, and investigating fruits with their senses. The lesson focuses on sight and identifying the parts of the eye and their functions, using sight to observe and describe objects, and discussing the importance of vision.
This lesson plan is for a kindergarten science class and has the following objectives:
1) Identify things plants need to grow
2) Identify common plants in the community
3) Determine the sizes of plants
The lesson will include singing a song about planting seeds, presenting a poem about a plant's growth, discussing what plants need and counting common plants in the school garden. Students will then work in groups to arrange pictures from the poem in order and mold shapes of plants, fruits, leaves or flowers out of clay. Finally, students will sort pictures of plants by size and complete a coloring assignment about caring for plants.
The educator observed children playing with fallen leaves in the playground which inspired a leaf sorting project. During activities, the educator asked open-ended questions to scaffold the children's learning per Vygotsky's theory. The whole process was child-centered, with the educator and children using inquiry to answer questions like why leaves change color and develop new understandings.
1. Standard 4 – The Living Environment
Students ask questions about a variety of living things and everyday events that can be
answered through shared observation
Monday
Materials: Plant pictures
Curious George Plants a Tree by Monica Perez
Objectives: Students will be able to sing the Parts of a flower song and perform the
motions. Students will be able to recognize different parts of a plant (flower, stem, roots,
leaves)
Procedure: Tell students that throughout the week they will be learning about plants. Read
the book Curious George Plants a Tree. Show them pictures of plants and show them the
different parts (Flower, Stem, Leaves, and Roots). Explain what each part does for the
plant. Teach the students the “Parts Of a Flower” song, below, which goes to the tune of
“Head and Shoulders, Knees, and Toes”. Once they have a grasp on the words of the song,
teach them the motions that accompany it. Ask the students to count how many petals are
on their flowers (since their fingers are their petals there are 5). If there is still time after
the students have learned the entire song with motions, pass out a picture of a plant to each
student. Call out a part of a flower and have the students point to that part on their plant
picture. (Musical and Kinesthetic-Gardner) (Knowledge-Bloom)
Flower (Hands around face.)
Stem (Point to neck.)
Leaves (Stick out arms.)
And roots (Touch feet.) – Leaves and roots.
Flower, stem, leaves, and roots – Leaves and roots.
All it takes is sun (Hands up in circle over head.)
And showers (Wiggle fingers down.)
And a seed (Hold out palm.)
Grows into a flower. (Spread fingers of right hand up through left fist.)
Assessment: Through their participation in the music activity and pointing out the parts
of a plant, assess that each student can recognize the various parts of a plant (roots,
leaves, stem, flower)
Tuesday
Materials: The Tiny Seed by Eric Carle
Coloring utensils
Tissue paper
Seeds of any kind
Glue (stick or Elmer’s)
Objective: By the end of this lesson, students will be able to vocalize various things that
can happen to a seed based off the book The Tiny Seed. Students will also be able to
create their own picture of a plant.
Procedure: Before reading the story The Tiny Seed, do a walk through of the book with
the students. Show them the cover and ask them to predict what they think the story will
be about (Synthesis-Bloom) (Predict-Science Process Skill). As you flip through the
pages be sure that each student is looking at the pictures, ask students to think about what
might happen in the story (Spatial-Gardner). After you are done introducing the book to
2. the students, read it to them. Once you are finished reading the story, have the students
tell things they observed about the seed in the story (Knowledge-Bloom). Next explain to
the students that they will be creating their own picture of a plant using various art
supplies and show them your example (Application-Bloom). Give the students ample
time to work on their project, about 20-25 minutes (Kinesthetic-Gardner). When the
student is finished have them write about their plant or write out what they say about their
plant. Then have the students measure their plants next to each other’s and see whose is
the biggest and whose is the smallest.
Assessment: Look at students’ art to see whether they included most or all parts of a
plant as previously talked about. Assess whether students can recognize whose plant is
biggest and whose is smallest.
Wednesday
Materials: How a Seed Grows by Helen J. Jordan
Copy of Seeds-Growth stages of a plant for each student
Coloring utensils
Standards: K.1.6-Count, recognize, represent, name, and order a number of objects.
(Math)
K.6.1-Describe an object by saying how it is similar to or different from another
object. (Science)
Objectives: Students will be able to differentiate between various stages of a plant. They
will also be able to draw these various stages.
Procedure: Explain to the students that the book you are going to read is nonfiction
meaning that it is all true. Read the story to the class. Lead a discussion with the students
about the stages that a plant goes through. Ask questions such as: “What does the see
look like on day three? Day five? What three things do seeds need to grow? What will
happen to the seed next?” Give the students extra practice with stages of a plant by
showing them various pictures of plant stages and have them put them in order
(Mathematical-Gardner). Talk with the students about the similarities and differences of
the plant in each picture (Evaluation-Bloom). Show the students the Seeds sheet and
explain to them what they are supposed to draw in each box (different stages of a plant).
Give the students time to draw each stage. (Naturalist-Gardner) (Analysis-Bloom)
Assessment: Look at each student’s drawings to make sure they understand the different
stages of a plant.
Thursday
Materials: How Do Plants Grow? By Melissa Stewart
Objectives: Students will make inferences about plant growth. Students will also sort
pictures of plants.
Procedure: Begin by reviewing, as a whole group, the information they have learned
thus far in the week; parts of a plant and stages of a plant. Review and sing the Parts of a
Flower song. Read the story “How Do Plants Grow?”. While reading the story, try and
encourage the students to make inferences (Inference-Science Process Skill); have them
fill in the blank, “Since the sun is out and the plants are watered they will ____ (grow!)”,
“The plant is fully grown so I know that even though I can’t see them, there are _____ in
the ground (roots!)”, etc. Pass out pictures of plants and have the students sort them, first
by size and then by color. Have each student tell a story about a plant they have seen or
maybe a plant that they really like or allow each student to share something they learned
3. about plants throughout the week. (Interpersonal-Gardner) (Comprehension-Bloom)
(Verbal-Gardner)
Assessment: Observe whether students are making valid inferences based on what they
have learned throughout the week.
Friday
Materials: Have this be a computer lab day and have each students work on a computer
either alone or with a partner. Use the following sites for games about plants:
http://www.primarygames.com/science/flowers/games.htm
http://pbskids.org/arthur/games/groovygarden/groovygarden.html
http://www.learn4good.com/games/online/blooming_garden_flower_power.htm
[As plan B]: Bingo cards with flower petals and a letter on each petal (12 petals on each
card), seeds as bingo markers
Objectives: Students will use technology to get extra practice learning about plants.
Procedure: Have this be a fun day. Allow the students to choose whether they want to
work with a partner or alone in the computer lab. Give each student or pair of students the
choice of which site/game they want to play. Be sure to explain each game and the rules
of using the computers before setting the kids loose on the computers. If you are unable
to use the computer lab, play flower bingo. Give each student a handful of marker seeds
and have them count the seeds. To begin the game the teacher will call out a word and the
students will put a seed on their letter if the words starts with that letter (ex: “Cat” student
will put a seed marker on the letter “C” if it is on their bingo card). (Application-Bloom)
(Intrapersonal-Gardner)