Matching Colors

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.

This is a 1st grade class made up of 12 first grade students. There are 7 Girls and 5 Boys. There is 1 male student with general academic IEP that covers all subjects as well as 1 male and 1 female student that have speech IEPs. The classroom is arranged in table seating with a large carpeted area in the front of the classroom for group learning. This lesson will be taught in a group setting at the carpet.

Each child will get 60 seconds each to be the leader so that every student would get a chance to be the leader. I will explain that the leader has to move around in different directions and not to perform hard traveling patterns for their partners. For safety persecutions I will make sure that they keep their distance from other groups so that they do not bump into another group. Any student who does not follow the rules would be taken out of the activity immediately and given an alternative assignment. At the end of the lesson I will tell the students that they did a great job and explain the importance of the lesson in a way that they could understand.

I did this activity with 3 children. I first had them sit down while I read the book “Sort it Out” by Barbara Mariconda, after reading the book we talked about the different items that Pack rat came home with, and how his mother told him to sort them out. We discussed what items at home had to go in a particular place, for example, dishes in the kitchen, beds, in the bedrooms, toilets in the bathrooms, to list a few. We followed by talking about the types of shoes we were wearing, and the color of the shoes. How we were all wearing sneakers, and how every one was wearing a different color. I Introduced them to the Jumbo Pegs, and the Pegboards, and I went over the different colors inside the tub. I asked they what their favorite color was, and once we they had all chose their color, I asked them to grab a pegboard, and look through the container for the color they choose, and place them into the pegboard. They all started

The first person to fill in all of their squares without repeating a name wins. Tell students to raise their paper and call out if they think they have won. 7. Give students time to complete their scavenger hunt. Walk around the classroom while students are engaged to make sure everyone is playing fairly and nobody is running. Call time when a student has announced they have finished and have students quietly freeze where they are standing while you check the possible winning sheet. If the student is mistaken, have the class resume the activity. If not, ask students to return to their seats. 8. Discuss the scavenger hunt with students. Who learned something new about their classmates? What did they learn? Why was it important to use good listening skills during the scavenger hunt? Why was it important to use good speaking skills? 9. If time allows, students can practice their reading and listening skills online with interactive stories at this Web site http://www.alfy.com/Storyville 10. 11. Evaluation: 12.

Another activity that I planned was for a (DIY) lightbox. This was made from a plastic box which had fairy lights inside. This was an idea that was based upon Reggio Emilia, which uses tools such as light boxes to allow children to explore different materials and subjects. The activity planned was for children to locate a number of tissue paper shapes I had hidden around the setting, and when they were all brought back we would place on top of the box to make a shape and then we would turn the lights off and the fairy lights on to make a reflected pattern. I invited a selection of children to do this task and explained that I wanted each of them to find the different shapes. I had cut the paper into different shapes and located laminate shapes to demonstrate the shape I wanted. Additionally, I tried to have the children count the number of sides that a shape had, the shape of those sides etc. This activity aimed to incorporate mathematics, specifically, numbers and Shape, space and measure. Upon reflection this activity did engage the children and they were able to consider different shapes and numbers. However, there were areas that I would like to improve upon, which include the length of the session, as this activity lasted longer than anticipated and was a difficult request for younger children especially. Additionally, I would need to think about the location, as the box had to be on the ground near the corner where

To hook the students into our lesson, I will tap into their prior knowledge and develop students’ interest by completing the dot plate activity. Before introducing the game I will model to the students using the dot plates and use the key language to review what greater than, less than, and equal to groups are. I will hold up two different plates and count the dots on each plate, one plate at a time. I will then think aloud about which group is greater than the other, I will then pick the plate that is greater than and explain why it is the greater than group. I will do the same for two plates with one group that is less than, and then again with two plates that are equal. I will then explain the rules of the dot plate game. Each student will

Each group will have a minute and a half to address the above requirements. After group A has presented, group B presents. When the timer goes off, all participants on group A side, move down the line until they are met with another group B. Repeat the process until all groups have shared their ideas with one another. All participants of the group are required to share/ discuss their game with their peers. This form of learning allows students to learn a range of perspectives within a short period of time.

Entry Event: Have everyone in the class take their height measurements (or guesstimate depending on time). . And ask, “If you are under 4’11 sit down, if you are under 5’1, sit down…” and so forth to a height that is relatively tall. The last person standing should be over six feet tall, if no one is, everyone lost. Restart the game and ask, “If you are over six feet sit down…” and so forth until the height of 5 feet on the dot. If they are five feet or shorter, than they have won this round. This shows adaption through traits that the students already have, such as height. Then, begin to talk about adaptations. This unit would be fun and enjoyable to do because the involvement of fossils, abstract thinking, and learning about the natural world.

Once I have finish modeling the activity 3.1, students will have the opportunity to do the activity. The teachers helper will pick a name out of popsicle stick holder. I will either have the amount of dots and have the student write the corresponding number or write down the number and have the student draw the correct amount of dots. If the student is unsure of how to write a certain number, we would count the number line up in to the number.

I will show the video of different colors and the why it is written to the students. I will ask the students to give me examples of the colors that they have seen and where. As a whole class, we will read a book “My Many Colored Days”, which I will ask questions during and after the story. As soon that we are done the fist group will do a little book of my little itsy spider color book. The students have to color and cut the pieces and create a book. When they are done they are going to play a game on the computer about identifying the color and color word correctly. The second group will be coloring and writing the words blue, red, and yellow. When they finish the will playing with the color cards and word cards by matching

The interior of a home is the side that we see the most often. The colors of the walls and the trim set the mood for each space and play a surprisingly large role in the feeling you get when spending time at home. Many homeowners choose interior paint colors quickly without considering various shades and other factors. While this may achieve acceptable results, it does not maximize the potential of the space.

Group graffiti- one piece of paper- several markers per group- everyone contributes- words, pictures, symbols, etc)

Diego Munoz Camargo’s drawing, Burning of the Books of the Gods(1581-84), Codex Tlaxcala, in the University of Glasgow, is composed of ink on paper. The image depicts two Franciscan Friars holding torches up to a mass of Aztec spirits floating between them. These spirits are bathed in the torch 's flame. The Aztec Gods are engulfed in a blaze, which licks the figures and spurts outwards from the edges of the mass. Oddly, the majority of the work is occupied by the burning figures, which stretch from the top two corners of the document, almost down to the bottom of the sheet. The various Aztec spirits are a combined heap of vaguely humanoid figures, with some sporting animal or inhuman features. Certain spirits are considerably larger than the Friars below, with expansive heads and facial decorations. These decorations occur in the form of numerous patterns and designs. A color scheme of black and white, illustrates the facial patterns of the Aztec spirits, as well as the hair and belts of the Friars. Behind the Friar in the right corner of the work stands two individuals. One is only visible as a head visible over the Friar’s shoulder, while the other clutches three books and faces upwards toward the top left corner.

Since the age of Aristotle, great minds have questioned the various natures of reality: how a concept works and how humans perceive it. The fundamentals of colour were one such mystery. As an unstable property, the secrets of colour have eluded philosophers, artists, and scientists for centuries, until 1666 when Sir Isaac Newton discovered the properties of light. Thanks to visionaries such as Newton, Hermann von Helmholtz, and Georges Seurat modern understanding of colour can be explained in a variety of manners and can now be categorized according to medium. Seperated into ‘light’ and ‘pigment’, colours are viewed as individual entities as their application and combinations create alternate visual features that