Questions On The Science Lesson

Golgi Apparatus : modifies, sorts, and packages proteins and other materials from the cellular endoplasmic reticulum

#1. The dirt considered living because it has all the kingdoms of life in it.

When we ask the children to share their ideas orally using solid objects (teddies or animals), the teacher will be able to define their ideas and strategies. In addition, the children will have the opportunity to be involved in their learning process as part of their sense of agency.

A cleansing cream is used for multiple purposes some of them are for removing grease, dirt, make up and unpleasant oils. Cleansing cream is used in quite a few ways. When using cleansing cream you want to get it a bit wet so you can lather it up especially to remove and get in the areas that you want to remove whatever you are trying to remove. Once you apply the cleansing cream to your skin all the components join together and attach to the dirt or oil or makeup loosening them from your skin making them easier to remove with water.

As students enter their second grade year it is crucial that they investigate the world around them. Part of that investigation involves learning about the basic life cycles of the animals that they commonly interact with. This paper will cover basic background information about animal life cycles that is necessary to teach this standard to a second grade audience. It will also outline specific strategies for teaching this content to second graders and support of why these strategies are effective.

This book is really awesome. A lot of children have a weakness for animals, and authors and illustrators have been exploiting on this for years, creating alphabet books featuring furry, feathered, scaly, and slimy creatures. Now Suse MacDonald has joined this party with her very crafty and cooperative alphabet book. For each letter of the alphabet Suse MacDonald has created a picture of an animal. The animal’s name begins with the letter of the alphabet on which page its sits, and this is what makes things interesting. The animal is shaped into that letter. So on the A page we see an alligator and it is bent into an A shape. On the D page a rather confused looking dragon sits in a way that it makes a D shape with its body and there are no words on the picture pages at all. Instead on every page there is a tab that can be pulled to reveal a hidden page. Each pull-out page reveals the letter of the alphabet for that page and the name of the animal.

Lesson’s Goal: The goal is to help my group of students learn or enhance their understanding of different habitats through the investigation, observation, experimentation of some of the animals in their local environment and develop an awareness of what they need to survive. Students will also learn, compare and contrast different types of habitats thru research, cooperative hands-on activities and games suitable for some of my tactile-kinesthetic and visual learners.

Read the selection and choose the best answer to each question. Then fill in the answer on your answer document. Carson wrote the following paper in response to a science class assignment. Read Carson’s paper and look for any mistake she has made. Then answer the questions that follow.

Students will work in groups to read about and research the rainforest during a habitat unit. They will read a magazine article that teaches about the animals and characteristics of the rainforest. The article will also discuss the deconstruction of the rainforest and why these rainforests are important to take care of. Students will read each section of the article and highlight the key words that they believe are important to each section. Students will then record these key words on their main idea graphic organizer which they will go back to after reading the whole article. After reading the whole article the students will use the highlighted key words and the text to develop a main idea statement to record. Students will then record three important facts from each section and record these on sticky notes. Students will transfer these sticky notes onto their group’s main idea graphic organizer where these will serve as the supporting details. The group’s graphic organizer will serve as a scaffold for the four squares foldable each student will make. This four square foldable will eventually be used by students to help guide them throughout their expository writing piece on

The students in the fifth-grade classroom where I taught the two-day science lesson seemed to understand the objectives of the lesson fully. Throughout the lesson, I offered multiple opportunities for discussion and critical thinking from when the lesson first started, and until the lesson ended. During the first day of the lesson there was a section of it where the students had to debate or argue against one another if they thought they were incorrect with where they were placing their sort card. The student who wanted to debate against the placement had to present his or her own reasoning and evidence as to why the card should not have been placed there. I made sure to get every student involved with the card sort even if they did not debate against other students, he or she still had to present their own reasoning why they placed the card under the specific heading. All of the students during this time seemed to be highly engaged, and had no difficulty debating whether something was correct or incorrect. For the second day of the lesson when the students were asked to share their Venn diagrams most of them wanted to share what they had written or drawn on their diagram to the whole class. When we had our

The Peppa project describes how a Teacher his dog, Peppa to develop the children’s skill in art in the classroom. By using Peppa as the basis of the art lessons, he brings changing real life to the class. As Peppa grows, the drawings would also adapt. A dog would drives the child’s excitement on the way to school with the expectation of seeing Peppa that day. Hopefully, the children would relate this excitement to the art lessons.

We chose this topic because we were interested in the animals of Australia and how they affected the Australian environment. First of all, we chose our topic which was animals in Australia and how they impacted the environment. We typed out the proposal and after we got our proposal approved, we decided to start working on the actual game board. We took purple paper and traced Australia onto the paper from the help from Ms. Gale’s projector and cut it out. After we cut it out, we glued the paper onto the poster board and started to cut out the tiles out of colorful index cards and glue them onto the board. We also researched facts about our four animals for homework, which were the European Red Fox, European Rabbit, the kangaroo, and the koala.

Even just at first glance, this article is very eye-catching (no pun intended). At the least, the photographs from this article could be used various ways in a classroom. You could identify the animal each set of eyes belongs to and talk about the physical differences: shape, color, position, and other physical features. The pictures could be cut out and then in half to create a matching game. Just using the photographs, you could also compare our eyes to the eyes of these animals. A point-of-view activity with these photos would be interesting and engaging as well. Students could choose a set of animal eyes and write about what they are looking at!

7. Ask students to join in on a classroom discussion by going over another example of a mammal, and how to determine the animal 's class. This discussion is included in the Powerpoint presentation. Discuss again with the students how similar characteristics of a group of animals determine the animal 's class. Reiterate how differences in the characteristics of animals make them in different classes. Take another short pause

To connect Mrs. Frisby and the rats of NIHM to science the students would explore characteristics of real field mice such as their size, life expectancy, their diet, their ability to get food and water, shelter and their defenses against predators. After exploring each element of the common field mouse, students will compare their findings to the characteristics of Mrs. Frisby from the book. Students will be divided into partners of three and be given a Venn diagram. Students will work together in their groups to discover what is similar about the real field mice and Mrs. Frisby and what characteristics are different. Afterward, I would have students brainstorm ideas how a real field mouse could use their characteristics and adaptations to solve Mrs. Frisby’s problem.