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Here are two booklists to get you started: Picture Books to Teach Students About Kindness and Picture Books to Teach Social-Emotional Skills. Reading about characters they can relate to, in situations they can relate to, helps young children learn valuable lessons. There are TONS of children’s books featuring interesting main characters and storylines that teach social-emotional skills. These social-emotional activities are not only fun and engaging for little ones they spark essential conversations that lead to deeper understanding.
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Identifying and labeling feelings (your own and others’) is a valuable life skill that takes lots of practice. We only recommend items our team loves! Teach students to identify their emotions Did the student want to make any changes to their “wild self’s” features in their drawing? What did they change and why? I can extend this project further by having the class create a Popplet to categorize the classrooms “wild self’s” into habitats or attributes.Just a heads up! WeAreTeachers may collect a share of sales from the links on this page. The students could draw their “wild self” after they have completed the lesson. This lesson can be integrated into a Language Arts project along with an arts project. Online Projects, Collaboration Sites, and Publishing Opportunities Reflective Practice: This lesson idea can help students learn attributes of different animals. To further extend this lesson I could turn this lesson into a collaborating project and have students pair into groups based on the attributes and habitats of their “wild self”. The students will be assessed on how well they followed directions, their story describing their “wild self” along with their finial presentation to the class. Where does your “wild self” live? What does it eat? Does your “wild self” have any special talents? Once the teacher has received all the students finished projects the teacher will print off each student’s “wild self” and the student will present their finished project to the class and tell the class about their “wild Self”. The teacher will then instruct the students to write a paragraph or two to describe their “wild self”.
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Once finished the teacher will have the students email her their finished project. Once submitted the sight will then describe the attributes about your “wild self” based on the features the student chose. After the students are completed making their “Wild Self” and gave it a name have the students hit the “I’m Done” button. Next have the students make up a name that they wish to call their creature such as I named my “wild self” Batzenna in my example. The students will each design their own “wild self” by choosing different body parts, attributes, and habitats to create their “wild self”. Lesson idea implementation: The teacher will start off by having the students go to the directed website to build their wild self. The teacher can pair students up in groups to make the lesson a collaborative lesson. Universal Design for Learning (UDL): The teacher will assist the students when needed while using the website to create their wild-self. Levels of Technology Integration (LoTi Level): ☒ Level 1: Awareness Knowledge Constructor Selected Technology Tool: Online Learning Project URL(s) to support the lesson (if applicable): Bloom’s Taxonomy Level(s): ☒ Remembering Construct an explanation of how external features and adaptations (camouflage, hibernation, migration, mimicry) of animals allow them to survive in their habitat. Obtain, evaluate, and communicate information about the similarities and differences between plants, animals, and habitats found within geographic regions (Blue Ridge Mountains, Piedmont, Coastal Plains, Valley and Ridge, and Appalachian Plateau) of Georgia b. Online Projects, Collaboration Sites, and Publishing Opportunities Lesson Idea Name: Build Your Wild Self Content Area Addressed: Life Science Grade Level(s): Third Grade Content Standard Addressed: S3L1.