Research Paper On Dragonfly

Students will observe and record the structure of crayfish through direct interaction with live crayfish. They will set up two crayfish habitats and learn to care

called “Are you a Dragonfly?” by Judy Allen. Through reading the student can expand their

Pre-assessment: Ask students to tell you what they know about the life cycle of butterflies. After brainstorming, categorize the different ideas by the students. Highlight the main categories and ideas that emerged during the

Description of activity (how will this be presented to children and what will they do):

For Show and Tell, I used the display we had put together on Planting. We planted seeds with the children as part of a Maths experiment to see how tall they would grow and be able to measure in cm's and inches. Children estimated the plants end height and recorded the information. Our Science lesson covered, talking about plants, bugs, bees and the environment. We use a similar ICT programme whereby the children send

Over the summer Scrap Dragon opened its doors to the community. Old and new friends called in each Saturday to have a look around at all the weird and wonderful materials suitable for art, crafts and children’s play. Scrap Dragon is the brain child of three women, Alex, Gillian and Yanina, each with a background in the creative industry, working with children and young people, and with a keen interest in the environment

During my presentation, I will be having the students do an activity. This activity is for

My small group activity will be based off the observations of the children in the Star room. Adjustments will be made if need to ensure optimal development of all the preschoolers. I will incorporate a spider theme, as the children are very interested in insects and because Halloween is coming up very soon. This will help keep the children motivated to participate in the small group activity.

As students entered the classroom, I greet the students while dressed in a long pant, archeologist vest and helmet. I encourage the students to get familiar with the props by touching and them picking them up, and trying them on. I give them about five minutes to talk among themselves about the props by making a graphic organizer, similar as a bubble map or

METHOD OF PRESENTATION: The method of presentations is having enough space for the children walk and pretend to be buuterlflis. Is reading the children a book about insect and then telling the children we are going to be buuterflies. After I am going pass the the wings to the children. Tell the children to act out like buuterfliers. after I am going to let the chuldreen partipater and pretend to be buuterflies with other children

I am in a new school district this year and I am require to give spelling test to my 8th grade reading students. I am currently using the same system that the other teachers are using and I despise it! The students are given a list of words on a worksheet on Monday, then Friday they turn in the worksheet and are given the spelling test. After reading about Making Words, I would

Go over each vocabulary word asking the students, “Do you know what ____ means?” (can prompt students if needed)

Have the student present their picture to the class. The student will tell the students the name of their dinosaur and two facts about it (on the worksheet).

Children tend to stick everything in their mouths, so the giveaways have to be something they cannot choke on and non-poisonous. Also, children get bored easily, so the presentation has to be appealing to a child’s prespective. There may be a lot of noise also, because at this age, a child is learning how to speak and like to “show it off”.The presentation will be fun, appealing, and educate the children. Our group will have a poster displaying the steps of handwashing, a handwashing song, and a poem. The Handwashing song: To the tune Row, Row, Row Your Boat:

The next activity in zoology is Terminology cards (Identifying parts of the animals). The materials for this activities are a set of control cards which the parts of the body of a particular animal is highlighted in red and the names of the parts are written on them. The next setof cards are picture cards same as control cards but unnamed and the name tags. There are two cards non-highlighted pictures of a particular animal. This activity also has two presentation one for non-reading child and the other one for reading child. For the non-reading child the teacher will place the non-highlighted pictures of an animal, for e.g. Elephant the control card near the child and she will discuss about elephant. Then she will give any of the highlighted picture of an elephant say for e.g. the head and she will ask , “Do you know what part is this? If the child knows he will tell, if the child doesn’t know teacher will tell the name of the part, “Head”. Like wise the child will be discuss each part of an elephant. Then the teacher will gives the picture cards to match with the control cards. For reading child she does the same way as non-reading child, she gives the name tags and have the child read and place it under the correct card. When the child finishes she gives the control cards and ask the child to checks her work. After working with this materials the child will knows the parts of the animals, his vocabulary increase, it develop awareness of similarities