Science Learning Tasks

Colors Spinner

Colors are very important for children. The child will move the hand of the clock and the hand will stop on one color. The child will choose a circle that has the same color of the circle third which the hand is located .For example, if the clock hand is pointing at the red third of the clock, the child should find a red circle and match it with the red circle in the laminated card.

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http://www.slideshare.net/magicalbawadi/final-report-7973741
http://www.slideshare.net/magicalbawadi/1-7973695
http://www.slideshare.net/magicalbawadi/ss-7973696

Let’s Touch

Texture is a very common practice in children daily lives. This activity reinforces the sense of touch Only by using the sense of touch, children feel each board surface by one hand and find the card which has the same texture. They will match the same texture and identify the rough and smooth texture.

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http://www.slideshare.net/magicalbawadi/learning-task111
http://www.slideshare.net/magicalbawadi/ss-7973694

Land, Water, Air

Children work independently to put the objects which they can be found in – land, water, and air- in their right places. The containers which represent the three environment systems – land, water, and air- can help children sort pictures correctly.

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http://www.slideshare.net/magicalbawadi/my-project-7973707

http://www.slideshare.net/magicalbawadi/living-nonliving-pictures

Matching Colors.

Children will work independently to arrange the laminated color cards and match to them the same color of the felt cards. They may name the pictures on the laminated cards.

Start with the primary colors and add the secondary colors with gold and silver according to the child's progress.  

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http://www.slideshare.net/magicalbawadi/final-7973701

http://www.slideshare.net/magicalbawadi/ss-7973681

http://www.slideshare.net/magicalbawadi/ss-7973680
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Plant parts puzzle

Children work independently to put the plant parts in their right place on a felt board. Cutouts from "felt" materials are used to stick directly on the board that is covered with black felt. The child rearranges the parts until he can put each part in the correct place.

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http://www.slideshare.net/magicalbawadi/the-learning-task

where the animals live

 animals live in desert, sea, forest

Students work independently to put the animals(which live in desert, sea, forest) in their right places on a felt in cartoon. Cutouts from “felt’’ materials are used to stick in the cartoon with glue. The student classifies the animals until he can put each animal in the correct place .

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http://www.slideshare.net/magicalbawadi/learning-task-7973588

Mathematic Learning Tasks

Animals on Parade – Ordinals

Students work independently creating a parade of animals.  Laminated cards with pictures of mammals, birds, insects and spiders, reptiles, and fish are used.  One an animal parade is established, the child place an ordinal numeral above the animals to signify their position in the parade.  The number of animal cards provided to the child can vary depending upon the level of difficulty suitable for the child.  The mammals, reptiles, and birds all face to the right while the insects and spiders and fish face to the left.  Thus, parades can be arranged in either direction with the first animal at the head of the parade.  The activity can be used either on a table or on the floor mat.  Sets of animals can be mixed as long as the sets are facing in the same direction.

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http://www.slideshare.net/magicalbawadi/animals-on-parade-l

Candles on Cake

Students like to work with manipulative materials, because of this, I believe that this activity will enhance a child learning. During this activity a child will count from 0 – 5 by placing candles on a picture of a birthday cake. The child will also learn to associate numerals with various quantities.

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http://www.slideshare.net/magicalbawadi/learning-task-1

Counting with Stars

The child is going to do this task in Both Arabic and English languages individually. The child has to put the numbered cards in the correct order according to the language; and finally, he has to relate the quantities (number of stars) with the correct numerals.

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http://www.slideshare.net/magicalbawadi/learning-task-7973684

http://www.slideshare.net/magicalbawadi/ss-7973647

Dinosaur Rhythm Patterns

Students work independently creating a pattern using images of dinosaurs.  Laminated cards with pictures of sixteen different are available.  At the beginning, stage a maximum of three dinosaur images can be used for any one pattern.  The child at first attempts to match the simple pattern provided on one of the model cards.  Letter cards are used to represent the dinosaurs so that a pattern rule or name can be shown. Pictures of ‘slaps’, ‘snaps’, and ‘claps’ are used in addition to the letters to show the hand movement to use to produce a sound pattern. Next, they attempt to extend the pattern keeping the same rhythm or beat.

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Felt Boards – Butterfly Symmetry

Students work independently with a felt board background and the outline felt shape of a butterfly.  They place small coloured geometric shapes on the two wings attempting match the shapes on one wing shapes of the type and colour on the opposite wing. They can either create the symmetrical pattern shape by shape or complete all the shapes on one wing before attempting to make the symmetrical match on the opposite wing.

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http://www.slideshare.net/magicalbawadi/butterfly-symmetry-lt

http://www.slideshare.net/magicalbawadi/butterfly-circles

http://www.slideshare.net/magicalbawadi/butterfly-outline-7974081
http://www.slideshare.net/magicalbawadi/stars-7974047
http://www.slideshare.net/magicalbawadi/squares-7974045
http://www.slideshare.net/magicalbawadi/shapes-for-butterflies
http://www.slideshare.net/magicalbawadi/triangles-7974046
http://www.slideshare.net/magicalbawadi/rectangles-7974040
http://www.slideshare.net/magicalbawadi/diamonds-7974039
http://www.slideshare.net/magicalbawadi/pentagons-7974036
http://www.slideshare.net/magicalbawadi/ellipses-7974037

One Hundred Board

Students work independently with a laminated one hundred board background to identify various types of number patterns.  They place small coloured geometric shapes on the one hundred board or they use an erasable marker to highlight numbers on the board. They can either follow a pattern rule or create an original pattern of their own.

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http://www.slideshare.net/magicalbawadi/one-hundred-board-lt
http://www.slideshare.net/magicalbawadi/one-hundred-board
http://www.slideshare.net/magicalbawadi/circles-7974056

http://www.slideshare.net/magicalbawadi/triangles-7974073

http://www.slideshare.net/magicalbawadi/stars-7974070
http://www.slideshare.net/magicalbawadi/pentagons
http://www.slideshare.net/magicalbawadi/hexagons
http://www.slideshare.net/magicalbawadi/squares-7974068

Shapes feely bag.

Only through their sense of touch, children will be searching for a certain shape (circle, square, rectangle, etc) which the teacher asks them to find from the opaque feely bag. They will insert one hand inside the feely bag and try to identify a particular shape using their prior knowledge about the features of each one.

Adding and removing shapes from the feely bag depends on each child’s level. Start with 4 shapes or less, and add some according to the child’s progress.

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http://www.slideshare.net/magicalbawadi/thuraya-learning-task

Size activity

 (Big, medium, and small)

A child will arrange pictures under heading of ‘big,’ ‘medium,’ and ‘small.’

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http://www.slideshare.net/magicalbawadi/learning-task-latifa

http://www.slideshare.net/magicalbawadi/ss-7973670
http://www.slideshare.net/magicalbawadi/task-7973663
http://www.slideshare.net/magicalbawadi/pictures-7973661

Skip Counting – Dalmatians

Students work individually using a set of picture cards and a die to create a set of cards that has an equal number of dogs to the number shown on the die.  Three different sets of cards and dice are available; sets of two, sets of five, and sets of tens. These are used for separate activities. Once the die is cast the student must find a card with a matching numeral and place it on the surface.  Next the student must use the picture cards to skip count up to the number that matches the numeral on the card.  This process is repeated with several rolls of the die.

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http://www.slideshare.net/magicalbawadi/skip-counting-dalmations-lt

http://www.slideshare.net/magicalbawadi/skip-counting-by-2s

http://www.slideshare.net/magicalbawadi/skip-counting-by-5s

http://www.slideshare.net/magicalbawadi/skip-counting-by-10s

 Addition Story of Number 5.

In studying the number sense and numeration, students learn to demonstrate an awareness of addition. To have them be able to do that, we can use the manipulative to make stories about number. Stories are like equations where the child develops an understanding of ‘together with’ is the same of ‘+’ sign for a range of numbers (as the activity; 0+5 is the same of 5+0, 1+4 is the same of 4+1, etc). Also, they can begin writing simple equations to demonstrate the addition story.

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http://www.slideshare.net/magicalbawadi/learning-task-activity

Less and More Watermelon

Children will count the seeds from the original laminated watermelon pictures and find out a correct answer by counting the seeds from the individual cards. The teacher should not force the child to solve the problem in one way. The child can solve it in many ways just let him explore. This activity will enhance children's cognitive abilities for example; the child will acquire thinking and problem solving skills.

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http://www.slideshare.net/magicalbawadi/less-and-more-report

Personal and Social Development

Bean Bags

The child is going to play with the bean bag in the gym room or in the playground that is available in the school. The teacher role is to guide the child how to hold the bean bag and the possible ways that he/she can play with. Some ways are: putting it on the hand/'s back, feet, shoulder, head, or arm and walk without falling off. Other ways are to throw the bean bag up in the air and catch it with both hands or throwing it to a peer to catch it.  Children might suggest other ways, just ask them to think out of new ways.

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http://www.slideshare.net/magicalbawadi/ss-7973644

http://www.slideshare.net/magicalbawadi/beanbag-learning-task

Body Parts Puzzle

Students work independently to put the body parts in their right places on a felt board. Cutouts from “felt” material are used to stick directly on the board that is covered with same material. The student rearranges the parts until he can put each part in the correct place in relation to the other parts. While there are eleven pieces, students can begin with some, while others are already placed on the board correctly.

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http://www.slideshare.net/magicalbawadi/body-parts-learning-task

http://www.slideshare.net/magicalbawadi/body-parts-outline

http://www.slideshare.net/magicalbawadi/body-part-labels

Clothespins on a Box

Children squeeze the clothespins from the cup and clip them to the sides of the box using two fingers to hold the clothespins. They will match the colors on the clothespins to the colors on the box to make the activity more interesting. This activity will enhance children's fine motor skills and help them to gain more control of their muscles.

Squeezing and clipping the clothespins depends on each child's level. The teacher could start with two clothespins and she could add more according to the child's progress on this activity.

This activity will help children to strengthen their hand coordination and their handwriting later on. 

  

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http://www.slideshare.net/magicalbawadi/learning-activity-7973654

Spooning  beans.

The child uses a spoon to move the beans from one bowl to another.

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http://www.slideshare.net/magicalbawadi/learning-task-7973656

http://www.slideshare.net/magicalbawadi/ss-7973657