The Chick Life Cycle

Students observe and record some of the structures of a crustacean, the crayfish, and compare it to other organisms. They establish a feeding and maintenance schedule for the organisms. Students investigate crayfish behavior and map where the crayfish spend time within their habitat. Through readings, organism cards, and a video, students learn about adaptations of organisms in different environments. Students engage in an outdoor simulation activity to explore food chains.

Here our focus is on Concept Development. Concept Development looks at the ways teachers use instructional discussions to promote children’s higher-order thinking skills and cognition rather than using rote instruction and recall of facts. One-way is to ask how and why questions as a way to help the children gain a deeper understanding of concepts and develop thinking skills. In this video, the children are comparing bugs and animals. You encourage the children to think about the differences by asking, “Why do you think this is an animal?” This question encourages the children to use their critical thinking skills.

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

This learning experience is designed for a year 1 class (middle of the year) with diverse learning needs. The lessons take into account Gardner’s multiple intelligences theory and caters for EAL/D, students who are ready to move beyond the lesson and students who are not ready to move beyond the lesson. The activities seen in the three lessons may be modified to suit the needs of individual students (refer to catering for diversity).

As per Gardner’s multiple intelligences, the naturalistic and intrapersonal aspects of intelligence were those that were addressed the least in the class I observed. The class is almost entirely indoors-only having outside time at the playground-so there no time to develop the ability to recognize patterns in nature. I think the teacher tries to compensate by covering activities that invoice nature themes, such as the lightning worksheet, but there is only so much of nature that can be studied in the air conditioning, under fluorescent lights. Also, there was very little development of intrapersonal intelligence. The teacher mostly relied on consequences as a means to control behavior rarely trying to develop the personal strengths and goals of the students. I also believed that the teacher could have used constructivism; to better enhance instruction and learning. Constructivism is “that learning is meaning, it is reflecting on experienced” (Educational Theories, November 2012). Mrs. Turner could have enhanced lesson to incorporate real life connections to the students to make it meaningful for them. Also, she could have had students predict what was going to happen next in the story. The teacher could have asked

Think about the objective above. What learning skills can you use to succeed in this lesson? Perhaps you will make a list of details and analyze them for their impact on the central idea. Maybe you will classify the information you find into categories.

curriculum. Additionally, this enables for a higher than usual level of explicit teaching in all subject areas. However, it does not make integrated curriculum delivery very viable. Fortunately, Mrs. Bea has an innovative teaching style and adjusts her teaching to cater to Gardner’s multiple intelligences (1983) and diverse learning styles.

In Life-Span Development the class had the ability to observe the infant, Riley, and her parents, Erin and Robin. The class had the ability to discover to talk to real parents and ask the questions that most students are too shy to ask. The class was also able to observe how Riley acted in front of forty people. This experienced allowed people to understand the true development of infant whether it be cognitive, physical or social

In this lesson, students will be using nearpod as an engaging activity for collaborative learning. I will provide students with questions and cues that will tap into their prior knowledge to facilitate comprehension of the text and information. This lesson focuses on finding key details and examples from a text, as well as an integration of science. Students will explore how animals use adaptations to survive in their environment. The lesson will set a clear objective of the learning goal and students will receive feedback toward this goal. Students will need to summarize the text and to find the most essential information and putting it in their own words. I will use direct instruction throughout the lesson to ensure students

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.

In the Life-Span Development course at Dordt College, we observed two children on February 18th, 2016. With the approval of the parents, we watched the physical, cognitive, and social development of a 3-month old male, Cupper, and a 5.5-month old girl, Mariah. This observation was done in room 1320 in the classroom building of Dordt College.

An egg at each developmental stage (24, 28, 72, and 96 hour) were obtained with their blunt end positioned up because the embryo will be sitting just below the air space, while the yolk gravitates to the bottom. Each egg was opened from the blunt end by removing the shell membranes with forceps and scissors. The embryos of each stage were taken out by a technique that consisted of the embryo attaching to a filter paper, and then getting cut around the ring with scissors. The embryo was transferred to a small petri dish with Howard’s Ringer’s solution. Each embryo was examined and compared to one another.

Do you know how you were born? Do you know how you came to be? The reproductive system is the system that made that all possible. Without the reproductive system you wouldn’t have been born. In order to produce offspring, the male and female reproductive systems have to be different. Each system has different parts, problems and care. Each system have different purposes, the male reproductive system’s function is to produce sperm, while the female reproductive system’s function is to produce ova, store ova and house a fertilized egg.

If a teacher is having difficulty reaching a student in the more traditional linguistic or logical ways of instruction, the theory of multiple intelligences suggests several other ways in which the material might be presented to facilitate effective learning.

Explain that the class will be reading, writing, and reflecting on nature. Read out loud to the students In A Nutshell by Joseph Anthony. While reading, stop to check students understanding, explaining words and concepts as needed. After the completing reading, discuss the book with the students. Ask questions, such as, what happened to the tree? How did it become a different tree? Explain to the students they will be creating an expository paragraph on a plant or tree. Show students a poster board on the process approach to writing. On the poster board are the steps listed in order are, first prewriting included brainstorming and a picture of what prewriting looks like. The second step is writing a rough draft of their ideas. The next step is revising and editing. The final step is rewriting and publishing the paragraph. A visual is next to each step to show the students what an example looks like in the process. Display and explain pictures on the interactive whiteboard of plants and trees and the life cycle. Students and teacher will brainstorm a list of plants or trees that students could write about. The students pick a plant or tree to write about. Turning to a partner, the students will use think-pair-share and discuss ideas of what type of plant or tree they would like to write their paragraph about. Explain it is their turn to do their prewriting on their expository paragraph on the life cycle of a plant or tree. Collaborating as a whole group, the teacher will