Sprouts: Feed The Shark

Ding the bell rings while a person walks into the crusty crab. They walk towers the counter when he arrived he ask for one crusty crab. When he sat down he started eating his crusty crab then all the sudden he stared to spit his food out of his mouth. He started to yell at Squidward he was so loud people stared to get out of the crusty crab and going home. Mr. Crabs then came out of his office and ask then men what was wrong and he said the crabby patty were gross.

She demonstrates an emerging ability to skip count by 2’s and 10’s and is encouraged to work on counting by 5’s. Marina can recognize and create patterns like AB and ABC. With support she is able to translate and extend simple patterns. Marina has shown growth in representing numbers in a variety of ways by extending past pictures. In our shape unit, Marina was able to name most 2D and 3D shapes. She is able to draw a triangle, square, circle and rectangle. Marina is encouraged to work on making her notebook neat so it is easier to read. She shows respect for other students by listening and valuing their contributions. An example of this is when engaging in a shape hunt Marina was able to work with others to find 3D objects in our environment. Marina is encouraged to continue working on adding numbers together. She is supported by the use of manipulatives and different

I will use this in a group setting to better understand the children and help them become better learners.

Moreover, the teacher demonstrating the steps helps the children to understand more what they are meant to be doing in the activity so they are able to understand more and physically be able to do the activity. Ms. Smith also has one student who models each of the steps so that the other students can watch and ask questions. Once she is sure that all the students understand the project, she tells them they may begin. This gives every child the opportunity and does not allow any child to be left out this will help in there social/emotional development by giving each child an opportunity to be involved. Also, to help her students remember the steps, she has taped three large cards in the centre of each table. This helps the children to not forget the steps and helps the memory of the child which will improve on there cognitive development. The teacher also shows developmentally appropriate practice by allowing the children to use there sensory skills while they are being involved in the activity and cutting, pasting gluing and colouring.

If the children work together or side by side, they have the opportunity to learn from each other. The children also learn to share their ideas with others. If one of the children is too small to understand the procedure, have material available for the child to use hand-eye coordination Have them tie shoes or zip zippers to use their fine motor skill or run, throwing a ball to use their gross motor skill. They can also mix, measure, or pour the required material for the experiment.

With thirty-eight students are being taught by just one teacher there is only so much one-on-one time available during class times. “"Kids are unpredictable, and kids need attention. In smaller classes, you can give them the attention they need. You can allow them to express themselves and you don't have to make them be quiet so that others get a chance to speak. It is not our job to simply make kids memorize information and regurgitate it on multiple choice tests, but rather to encourage their participation in classes and

She was able to dip the paintbrush into the container and apply the liquid to her fish. Athena then grabbed small pieces of tissue paper and began putting them on her fish. (fine motor skills) Every time she glued a piece of tissue paper, she would look at what the other children were doing with their fishes. She continued to glue tissue paper on her fish. She told the teacher, “My fish is pretty.” (Self-esteem) The teacher told her fish was beautiful and Athena smiled at the teacher. (extrinsic motivation) After a few minutes, Athena once again dipped her paintbrush into the container and flailed the brush. The teacher asked her to stop and Athena announced, “I’m done with my fishy”. The teacher asked her to take her fish to the dry rack and to wash her hands. Athena carefully picked up her paper and was having difficulties balancing her art work with her walking. She proceeded to walk very slowly to the dry rack. On the way, she bumped into a few students. A nearby teacher told her to say “Excuse me” but Athena did not say anything. She had her gaze on the dry rack. When she reached the dry rack, she placed her artwork in an empty slot. She then turned around and waved her hands at a teacher and said, “Look, my dirty hands!” Athena went to the sink and washed her hands with a teacher’s help.

She started studying all about the whales and worked so hard. She started taking classes to get into the company and kept talking about how she was going to do that. Her teacher told her,” You’re going to do great on the exam soon, you are going to join those kids who are working with whales right now.”

The reason why an onion can survive without an abundance of chloroplast, is proven through scientific reasoning. Photosynthesis occurs when sunlight, water, carbon dioxide and a chlorophyll create sugars. Chloroplasts are required to perform photosynthesis, but most of the onion grows underground. The onion’s leaves however, grow above ground. These leaves contain chlorophyll and, receive enough sunlight to provide for the entire onion. The part we put on the microscope however, was also the part of the plant consumed by humans. It is called the bulb, and it resides at the base of the plant, completely underground. The bulb’s primary purpose is energy storage and holding the flower for the second growing season and so it does not contain chloroplast

This book introduces young children to the fact that vegetables are grown in a garden. It provides step-by-step directions from planting the seeds to cutting the vegetables up and cooking soup with them. This book would be good to use in the literacy center after it has been used as a read aloud. It provides big words as well as colorful pictures.

Today, there are plenty of herbal supplements, diet aids and pills to choose from that it can be difficult to come to a decision, especially if you are a vegetarian, however, have you tried Spirulina yet? Spirulina is a natural source of B-12, protein, antioxidants and amino acids. Would you believe Spirulina is even safe to consume while pregnant? Surprisingly, there seems to be a debate over whether or not it's good for the mother-to-be and baby. In either case, if you have made the decision to use Spirulina, choose one that is organic. The one people recommend is Mountain Rose Herbs. Other brands generally are not as pure and contain additives.

“This water is full of mucky green stuff and fish. It’s disgusting. AH! A fish got me! A fish got me! Ewe, ewe, ewe, and the fish’s mouth is so slimy and gross.” The little coin complained.

The activity explain above would be a developmental and consolidating developmental, and practice activity. This activity is developmental because the teacher is teaching something new, she informs students that 10 take away one is 9. Next thing this activity demonstrates is consolidating developmental. This is demonstrated when the students count out 9 objects and add one to get ten and then take away one to get 9. The manipulates act as objects in the math problem that the students can visibly see and touch as they

Are you someone who just loves broccoli, but only eats the flower? Many people are like this and often throw away the broccoli stems or pieces of the stalk. This is OK if you are putting your leftover food in a compost pile, but there are other options to consider.

In the sixth grade math classroom, I was able to observe and be a part of a learning community that encouraged all the kids to take part in their education. On a daily basis, the teacher would encourage the student’s learning by facilitating lessons and activities that were structured towards developing the qualities of respect, communication, and collaboration in the classroom. “In all of this, the goal was to make the classroom environment a learning laboratory, an active workshop for discovery. I wanted to challenge the youngsters to pursue their work, their interests, and their knowledge” (Ayres, 70). She developed the curriculum and this learning environment by choice so that each individual student could have the chance to positively impact the classroom. Due to her valuing all of her student’s voices, she allowed each student to have an impact, and this is what created and continues to create the opportunity for students to have multiple ways to pursue their interests and to