Can Mice Really Build A House

I would incorporate the think-pair-share technique into the “Activities and Procedures” portion of the lesson. The fourth bullet in this portion of the lesson plan states that the children will brainstorm ideas for comparing and contrasting Chewandswallow to a real

Imagine that you are living inside a locked cage without any control of your life. You are not able to choose when or what you would like to eat, who you are going to spend time with, how you will spend your time, which friends are you going to have, or even if you are going to have a partner. You cannot even decide when you are going to sleep or not. That kind of life is horrible, and no one should live like that. The big question is why do we continue doing this to our precious and valuables animals? We infect them with diseases that they would never normally contract. Tiny mice grow tumors as large as their own bodies, kittens are purposely blinded, rats are made to suffer seizures, and primates’ skulls are cut open and electrodes are implanted

The teacher should prepare the Legos ahead of time, writing the upper case and lower case letters on them and mixing them up in a basket for easy

Explain to children what they are going to play today (How to fill out the forms on the desk, how doctor fill out the animal breed chart). Tell them there are 2 roles in this play, which is doctor, nurse and patient. Make sure that they are going to take turns, so they get to play all the roles. Ask children who wants to play a doctor, nurse and

Explain to students how to play Jenga (i.e. when it is your turn you must pull out one of the wooden Jenga blocks and try not to knock the tower over. After you have successfully removed the block you place it on the top of the tower.)

At last the walking was over. The Sfrums and I stopped like a backwards wave, where they start with there hands up then put there hands down when it comes to them. A day and a half of walking from behind the wall to the rug was finally over. And at that stop, I saw a whole new beginning.

Entry Event: Have everyone in the class take their height measurements (or guesstimate depending on time). . And ask, “If you are under 4’11 sit down, if you are under 5’1, sit down…” and so forth to a height that is relatively tall. The last person standing should be over six feet tall, if no one is, everyone lost. Restart the game and ask, “If you are over six feet sit down…” and so forth until the height of 5 feet on the dot. If they are five feet or shorter, than they have won this round. This shows adaption through traits that the students already have, such as height. Then, begin to talk about adaptations. This unit would be fun and enjoyable to do because the involvement of fossils, abstract thinking, and learning about the natural world.

Today was an interesting day. During PIE, I had to covered two Bilingual Kindergarten classes. There were ten to eleven students per class. First, I read a book to the students. The book was called “Sneezy the Snowman” by Maureen Wright. While I was reading, I asked the students questions. For example, what do you think is going to happen to sneezy? I could tell that the students enjoyed the story because they had all their attention on me. Next, the students played bingo. The bingo cards had simple words such as uno, eres, or ella. I had to call the words out loud and passed by each table showing the word. The winning price was a Valentines sticker. Then the students watched two videos that made them sing and dance. They had a lot of fun learning

Every day after school you have to get them from the elementary, and take them to their house. The kids are always rambunctious and always making themselves laugh. When the kids get home they are hungry and wanting food.So ask, “What do you want to eat?”. They never know. So while you guess and try to read their minds, make mac and cheese. Of course, it's not what they wanted so make hamburger helper. They eat that while you work on homework.

Beginning with functional play, this is important to have a setting dedicated to this form of play. According to researchers, Smilansky stated that functional play is using repetition in physical actions, language, and manipulation of objects, based on the need for physical activity. Functional play develops motor responses as well as both gross and fine motor skills. In the areas of learning through the manipulation of play, there should be “games” such as beanbag toss. In this the child can manipulate the beanbag, using their gross motor skills in which improving them. Stacking blocks is another way to achieve the outcome of

One example I have is, if I remember correctly, five children were in the circle and they have old cell phones that were in a cabinet. For the children they were new cellphones. One child was acting by talking on the phone with one of her friends and she was saying "You want to come with me so we can buy ice cream?" The other one said “Yes, come pick me up.” Then the other one said “I’m ready, please pick me up.” Lastly, the other two pretended to be live together and one said “We are going to the mall now or later? And the other responded “We are going now, get ready.” They were all having a good time talking on the cell phone and it is good that at this age they have good communication skills with their

I explained to them that I will show them some pictures from different times in History. I will ask you some questions about the pictures that I showed you. Then I will ask you some Government, History, Economics, and Geography questions. Anytime you do not know an answer, you can say pass or I do not know. Once each one of the boys understood what I was asking them to do, I started showing them the pictures.

The teacher will ask students to create their own fact family using the fact family house activity as an

I will start by telling the students we are going to play a fun game about the book, “The Night Before First Grade.”

The first instructional strategy that I used was the anticipatory set with asking the kids questions. I was only talking to 3 kids so I got to ask the questions more directly. My lesson was about basic coins so to start talking about that topic I asked them, who has gone to the store recently, what did you use to pay for the things you bought? The kids where kind of surprised because they knew that I was going to teach them money and thought it was weird that I was talking to them about going to the store. The kids where excited because they seemed to like going to the store. When the kids answered my questions they all said money, so I replied and said what kid of money like what does it look like. They said things like paper, credit cards and coins. So then from there I went on to talk about just coins and the color shape and size of the coins.