Grade 1 Research Paper

Mr. Villanueva begins the review by displaying a cardboard cutout that is folded in half and leaning against the side chalkboard and brings it over to display in front of the class. This board that represents the solar system in a 3-D way with the use of soft form is a perfect example of a visual reflection. Visual reflections make the classroom reflect the unit the teacher is teacher. Visual reflections also allow the students to be able to tie thoughts together through association. The visual reflection is also a

This game is a number computation game and has rules like any other games. It became a very important game to me. In the process of playing this game, I acquired the skill to count in numbers, self- discipline, and self-control. Also interacting with other children assisted me to learn good social relationships, and social norms. (Fletcher et.al., as cited in Berk, 2007).

Also, we had some posters about the shapes and I used them to demonstrate to them. With showing the illustration and let them to touch the colourful shapes I engaged them and I let them to discuss between themselves. I asked them for this activity you should all work as a team and should look at the shapes carefully and according the sides you must put in one circle. For example, in circle 1 we have all shape with 4 sides that we call quadrilateral.

116). The Wallas model of the creative process (as cited in Dinham, 2014, p. 34) is reflected in the lesson stages of the crayon–resist activity. The preparation stage (Dinham, 2014, p. 34) involves students collecting their ideas and drawing body parts of different animals, reptiles, insects, birds and fish. Following preparation is the incubation stage where students actively explore ideas by drawing combinations of different body parts to create a new critter. Next is the illumination stage where ideas come together and students determine the final body components of their critter. The final stage is verification, which involves improving the imaginary critter artwork and using the crayon–resist process to complete the project. Each stage of the Wallas model guides students to develop the critical and creative thinking skills, addressing the making and responding strands of the Australian

The lesson begin with revise on the previous lesson, to reinforce their learning on lines and patterns. Then display the beach illustration on the book’s front cover to the children, and assist the class to decompose the elements and principals of the illustration by asking questions,

Moreover, they are based on seeing positive and negative shapes and noting shape, proportion, angles, direction and sub-shapes (Dinham, 2015, p. 2). Any object can be used in an observational drawing, likewise anything that is of interest to the artist or the audience. A viewfinder, such as a piece of square cardboard with a postage stamp sized cut out may be used to help isolate sections of the object, thus aiding students’ “…understanding of spatial relationships” (Dinham, 2014, p. 374). An observational drawing demonstrates the process required to carefully view and draw an object. It highlights the importance of paying particular attention to recognise the leaves lines, shape, and edges and the need to take the time to draw meticulously. Observational drawings have a positive impact in the classroom because they allow students to explore the visual world using their senses, such as their sight, to express ideas and make meaning of these processes (Dinham, 2015, p. 1). Therefore, it is recommended that the processes of observational drawing should become a regular arts practice in the classroom and must be incorporated in the curriculum several times a

A work tray will have been compiled of the necessary resources for the Numeracy task. A student may be working on shape/colour recognition; the resources may contain a tracing card with a square, a circle and a triangle; a pencil and paper. Then the student is asked to trace the shape which may require hand over hand support. Other resources will also be used but using a different approach such as solid shapes in various colours, the student will be shown a shape and asked “what is the shape?” or more simply “it’s a .....” leaving time for the student to respond and complete the sentence. They may be asked to “take the yellow circle” from a choice of two shapes. Progress is then recorded and will aid the teacher to plan for future lessons depending on the progress made or whether the task is achievable and needs adapting to best suit the ability of the

[The learning goal states that the focus learner will be able to formulate learning that all circles are similar through application of transformation techniques (translation and dilation), by the end of the learning segment. The IEP goal states requires the focus learner to describe relationships between similar geometric shapes with 70% accuracy on informal assessments, utilizing one to two supports, by the ending of May 2016. In each lesson the objectives systematically build upon each other as they support the focus learner in accomplishing the learning goal that is based on the focus learner’s IEP goal. The lesson goal and the IEP goal both relate to learning of geometric shapes, with the learning goal being more specific, the circle. After selecting the circle a Common

And it connects with the Australian Curriculum areas: Create symmetrical patterns, pictures and shapes with or without digital technologies. The Storytelling strategy engages all students in listening and promotes their imagination, emotions and critical thinking skills while learning the main concept of math. The class discussion along with questioning strategy throughout the lesson promotes students’ exploratory conversations and shared experiences on mathematics. The main theme of this lesson is to enable students to understand Aboriginal symbols in the painting and reinforce the relation of the mathematical concepts behind the symbols.

I went home and I asked my children to play one of the games and they liked it. The game had the students engaged because I was engaged when I was playing and so were my kids. The interesting part is that the game is that it could be challenging but that will power of passing to the next level make you keep going. The game is also fun to play and you learn at the same time. Math being a concept that many children hate because of misconception this game can make them change their mind about math concepts. It also can be great for children to interact with one another as they help each other out when they get stuck in a particular section. This activity was so fun and interesting, that I am sure that many children will like it as

Even thou, geometry involve shapes, nature, conjectures, proofs, angles, formulas and patty paper, one needs the common language to express attributes. She was able to tell the number of sides a triangle, pentagon, and rectangles. She could not complete parallel line task because she did not know what parallel meant, which affected the parallelogram activity. I know that we were not supposed to give instruction, but what a great learning moment we shared. We found lines and shapes in the classroom environment and talk about where the lines started and ended. We addressed corners and where two lines met. We traced tile lines on the floor. She came to the conclusions that “top and bottom don’t touch.” We marked parallel lines and talked about what parallel meant. She remembered parallel the next day so it did make sense in her mind. In fact, she remembered the words from the warm-up. Many activities had a rubric that made it clear on how to analysis the

Big Idea 3 is a visual art activity that relates to the concept of spatial relations, a tenet concerning connections between physical features, “where or way in which something is situated” (The Free Dictionary). Spatial learning involves “the ability to mentally manipulate objects and understand spatial relationships, which are important in a wide range of tasks, including reading maps and graphs and understanding diagrams showing how to put things together” (Harms, 2012). These skills are critical in the Science, Technology, Engineering and Mathematics (STEM) fields (Harms, 2012). Students will draw a picture on a poster board, cut the picture into 10 pieces to create a puzzle, and then put the puzzle together. Puzzle play is “an important context for figuring out problems through reasoning” (National Science Foundation).

In early years at school young students sometimes find basic concepts hard to grasp, difficult to master and a challenge to recall. Young children are also very keen on playing games. Can we use this enthusiasm to help them master the basic concepts which they will need for their future education?

The western grey kangaroo, Macropus fuliginosus, who is also referred to as a black-faced kangaroo, belongs to the macropod family. This particular species of kangaroo is one of the largest macropods in Australia. They are a commonly found across almost the entire southern part of Australia. This species thrives in open woodland and forest, grassland, and can even be found throughout the outskirts of major cities.

No matter if it's humans or animals, everybody loves sex. The world is pretty aware of humans when it comes to sex, but what about animals? There are some absolutely mind-blowing facts about animal sex, and they are sure to leave you speechless.