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Answers:An aim is more theoretical, such as "students will practice small motor skills". The outcome is more practical, such as "students will create an origami crane".

Question:i'm in a child development class....sophomore....i have to make 3 lesson plans for preshcool classes i'm gonna have to teach. it took me forever to finally get my 1st lesson plan done...i just finished it today and it was due a week ago....i seriously need some help... chynna ps if you have a myspace, add me: myspace.com/evanescence_roxx

Answers:I majored in early childhood education not too long ago, and made lesson plan after lesson plan after lesson plan... What sorts of lesson plans do you need help with? Large motor activities, science, music, art, stories? Here's an example for a large motor activity: Bean Bag Toss Area of Development: Physical Objectives: By participating in this activity the children will -Develop large motor skills as they use their arms to throw bean bags. -Enhance hand-eye coordination as they aim the bags into the basket or bucket. Example story activity: The Itsy Bitsy Spider, by Iza Trapani Area of Development: Social/emotional Objectives: By participating in this activity the children will -Discuss feelings and emotions. -Develop listening skills as the story is read. Example science activity: Magnet Exploration Table Area of Development: Cognitive Objectives: By participating in this activity the children will -Experiment with magnets and various objects -Predict which objects are attracted to magnets, and test their predictions -Classify objects that are attracted to magnets Example of an art activity: Painting with Cars Area of Development: Physical Objectives: By participating in this activity the children will -Develop fine motor skills as they paint using toy cars -Coordinate various grasping techniques, including pincer grasp, to pick up cars -Develop social/emotional skills as the use their imaginations while driving the cars through the paint with other children -Develop creativity skills as they create their artwork These are all samples of my own lesson plans when I taught a preschool class as part of my schooling. All child development teachers like lesson plans done their own way, but I hope this helped you develop your own ideas. Best wishes and good luck!

Question:Or should I start over. The Vowel Slide Grade Level: K Subject area: Reading Objective: Students learn about vowels and get familiar with them so they can apply them to reading. Standard: TEKS 7.C. The student uses letter-sound knowledge to decode written language. The student is expected to learn and apply letter-sound correspondences of a set of consonants and vowels to begin to read (K-1). Focus Activity: Ask students have they ever heard of the word vowel. Explain to them what are vowels and why we need them. Teach them a vowel song. Here is a simple beat one A, E, A, E, I, O U, U, and sometimes Y (repeat over and over you may add dance moves to make them more active). Instructional Input/Teaching: Input: Class before teach and go over the vowels with the students. Next class period (today) ask the students to name the vowel letters which are a,e,i,o,u and sometimes y. Have them sing the vowel song back to you. Announce the vowel of the week. For instance today will better the letter vowel O. Modeling: Next mention a playground slide and ask the students if they have ever felt afraid to go down the slide alone. Tell them that vowels are also afraid to go down the slide alone. Next pick one vowel and two suitable letters you have recently studied, such as D and G, using O as the vowel. Pretend O is on a playground an is about to climb up the slide but is afraid to go down the slide alone so G volunteers to wait at the bottom and D will go up the slide with O. As D and O move up the slide help the children pronounce the spelling do/do/do. As they slide down and bump into G the pronunciation will come together. Check for Understanding: Do this same activity with them using different words, to see if they can identify the vowel and sound the words out completely. Ask them several questions such as. What is a Vowel? Name the Vowels? As you point to the several words you have just studied see if they can read them. If there is extra time another activity they may do is you can take the student outside on a realistic slide and repeat the step but using them and paper alphabet necklaces, they may enjoy this very much. Guided Practice: Set up a picture match game using the vowels. Have pictures large enough for the students to view and say the word aloud. Have the student s guess which short vowel is being pronounced in the word. Closure: Review the importance and duties of a vowel. See if the students remember the vowel songs and sing it once again. Give them the next Vowel of the week and have them think of words with that particular vowel present. Independent Practice: Similar to what was mentioned in the closure have the students ask their parents to help them think about what words and object consist of the vowel that was previously studied and during circle time have them announce their predictions. Assessment: Using the guided practice again you will get a full understanding on which students understand the concept of vowels and which ones are still not to sure.

Answers:Why teach kindergartners multi- cultrualism. My personal opinion is that you are morally wrong to do so.Teaching a child that there are several culturals are one thing but the teach them that they are all morally equal is wrong and you are lieing to you the children.

Question:Plan a practical 10 minute maths lesson for a small group of 2/3 year olds. Our theme is BUGS. Tell us the activity. Your aim for the activity and how you will present it, evaluate it

Answers:this website has great lesson plans, under the classroom ideas, outcome based link will cover state content areas. use this for all your *homework emergencies*

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Esthetics, Function and Problem Solving: Developing a Predictable Pathway to Esthetic Success ... :View this Lecture for FREE by signing up at www.prolibraries.com View any number of our other 32000 sessions from over 350 conferences by going to www.prolibraries.com Speaker(s) George R. Perri, DDS Esthetics, Function and Problem Solving: Developing a Predictable Pathway to Esthetic Success with Dental Implants (Core - 2.5 CE) - California Dental Association CDA Anaheim 2010 Anterior implant reconstruction is a complex three-dimensional challenge, which is difficult for the clinician as well as the patient. To maximize success rates, we need to understand the advantages and limitations inherent in every case and be able to effectively relay the expected outcome to the patient before the treatment begins. Key points will include esthetic-biased treatment planning, implant placement criteria for a predictable restorative outcome, and restorative techniques for ideal and less-than-ideal implant placement. 6487c7da3848ba1c419383453dafac03

2010 Myers Lecture Series (Part 1) :The College hosted the second annual Jeffrey and Joyce Myers Lecture Series on Wednesday, October 27th ,2010. This year's featured speaker was Mitchell M. Scheiman, OD, FAAO, FCOVD. Dr. Scheiman serves as Chief of the Pediatric & Binocular Vision Service and Professor of Optometry at The Eye Institute of the Pennsylvania College of Optometry at Salus University. Dr Scheiman presented, The Convergence Insufficiency Treatment Trial: "The Rest of the Story," where he discussed the challenges and lessons learned, both clinical and political, from the initial planning stages through the publication of the primary outcome manuscript.