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1. A grade that interests me is 1st grade because I liked working with young students when I would babysit and do my field experience.

2. The Piagetian stage that most of my students would be in is the preoperational stage.

3. One activity that I would like to do with my students is to role play. Role playing allows the students to use their imagination to pretend that they are someone else and it allows them to take on many different roles.

4. This activity would be suitable for the cognitive abilities of my students because playing pretend is great for any child no matter their age. Role play not only is a game that boosts their imagination and creativity, it also allows them to imagine roles in many other ways. Whether they are reading a book or are just out in the community, they will begin to imagine how it feels to be in other peoples shoes.

5. If students have a difficult time with this activity, they may be falling behind in the preoperational stage and their cognitive development may be behind. However, there is a way on how to help these students that are having a difficult time with the activity. This could include identifying the scenario, choosing a role (have them think about a time when they may have seen a person like the one that they are playing), act out the scene, and provide feedback. Break role play down into steps instead of throwing them into the scenario which may seem stressful for them.

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1. I would like to teach first or second grade.

2. Many or most of my students will be at the end of the preoperational stage or at the beginning of the concrete operational stage.

3. One activity I would like to do with my students is baking cookies. I would do a brief and simple introduction to the fractions used in the measurements, as well as the ingredients used and steps that are taken to bake the cookies. I would do this activity at the end of second grade.

4. According to Paget’s theory, this activity is suitable for the cognitive abilities of my students because it gives the students a hands-on experience, allowing them to be active explorers of the real world.

5. If one or a few of the students have a hard time with the activity, I would alter the lesson to be completed in small groups, where the students will be asked to do different things based on their development. While all students will bake the cookies some groups might focus on getting to know the ingredients, while others might focus on measuring out the ingredients, or the general steps that are taken to bake the cookies. A group of students could also be taught about the scientific process that occurs in the oven to bake the cookies (a simple, broad version).

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1. The grade I would like to teach is first grade.
2. My students would be about 6 or 7 years old, so that would put them at the end of the preoperational stage and either starting to be in the concrete stage or just about to move to that stage.
3.  An activity that I would like to do with my students is having them make words from cut out letters. They could then color the letters when they are done.
4. According to Piaget's theory, this activity would be suitable for children in the end of the preoperational stage because it would give the students hands on practice and increase their development and understanding of words and how they are spelled. In this activity, students can first spell the words that they have trouble with, and then spell words of their choice. This could allow them to refrain from adult-like thinking, as Piaget's theory says adults should not hurry a child's development. Piaget's theory also says that children should be able to invent and discover, so the students being able to think of their own words allows them to have that discover side.
5. With this activity, some students may have a better understanding of the spelling of words than others. If a student were struggling with this activity, I would have them work with a partner that has a good understanding of how to spell words, so they could learn from a peer rather than an adult teacher.

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I am most interested in teaching 4th or 5th grade. Students in fourth or fifth grade are 9-10 years old, and are therefore in the concrete operational stage of Piaget's development. During this stage, children realize that their own beliefs or ideas are not shared by everyone. Because of this, I would do a lesson plan involving points of view, or perspective. I would have the students read something written from one point of view, then another. I would have them discuss with each other why they think people's ideas can be different, and ask them to explore their own opinions. Some students in this stage may have difficulty with this lesson because they have a hard time thinking or associating with things separate from their own realities, and could have difficulties understanding new perspectives. If a student had trouble with this, I would work individually with them and use analogies or stories to help them feel how others are feeling.

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1. I would like to teach second grade. 2. With most of my students being 7-8 year olds, they will most likely fall between the end of the preoperational stage and concrete operations stage of Piaget's stages of development. 3. With these stages in mind, I would like to do a hands-on activity about counting to 100. The students can use blocks to count and shape the different units. 4. I chose this math activity for these stages because both children in the preoperational stage and concrete operations stage learn well by using hands-on materials or manipulative. I think that by encouraging them to use these, students can understand at a deeper level how to count and the relation to numbers. 5. One thing that concerns me about doing this, however, is that children still in the peroperational stage might feel like they need more or the same number of blocks as their friends.

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I am interested in teaching 1st or 2nd grade. Most of my students will be in the beginning of the concrete operations stage of Piagetian theory since they will be around 6-7 years of age. An activity I would do with my students would be something focusing on the idea of conservation. Since children in the concrete operational stage have difficulties with the idea that since the size of the container changed, it does not mean the amount of liquid changes, I think this would be a great lesson to teach. For the lesson I would have the students participate so they can see for themselves that the amount of liquid is not changing. The students will benefit from the lesson of conservation, as well as the hands-on experiment. If a student is having difficulty with the idea of conservation after the lesson, I would work with them one on one with many examples to continue developing the idea of conservation in their heads.

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1. I would like to teach Kindergarten.
2. The Piagetian stage many or most of the students would be in would be the preoperational stage which is for students 2-6 or 7.
3. One activity I could do with my students would be to put shaving cream in front of them and have them draw letters in the shaving cream. I as the teacher will first write the letter on the board and have them tell me what the letter is and what sound it makes. As a class we will repeat the sound three times. Then the students will go and write the letter. I will be writing the letter on the board a few times so they can see how their hand needs to move to write the letter. Once they are done they will wipe away the letter and we will repeat this for the rest of the letters we are working on that day.

4. According to Piaget this would be a good activity because first off it has independent activity involved in it and allows a new experience for the kids. Having the students write in the shaving cream will allow for a this new experience. There is adult guidance for the students who struggle a little bit more with writing their letters. The students are able to sit near each other and talk about how the shaving cream feels because as Kindergarteners you know they are gonna talk about it which is peer interaction. It also follows some of the implications for teachers where it allows children to be active explorers in the world. Children are encouraged to learn through spontaneous interaction and using the shaving cream allows them to do that while also learning their letters. The activity can be arranged for students who are not on the same level by giving them some extra guidance on the activity.

5. If a few of my students are struggling with this activity I as the teacher will be there to show them how their hands should be going. Some of the students will be better at writing their letters than others so I will be around to guide them with the activity. When I write the letter on the board I will break it down into steps that the students will be able to do at their seat until it becomes the full letter. The students will also be able to look to their peers and watch what they are doing to help guide them as well.

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1.)The grade that I would like to teach is third grade.
2.) Third graders are in the age range of 8-9 years old, which would be considered the concrete operational stage.
3.)One activity that I would like to do with my students is lego/block building. I would ask the students create a building or big tower using the blocks provided by the teacher and try not to knock it down. After about 10 minutes, I would ask them all to tear down the tower and count how many pieces are still remaining and how many fell.
4.) According to Piaget's theory, this activity is suitable for the cognitive abilities for my students because they are able to understand material conservation and enhance this skill. The concrete operational stage is the third stage in Piaget's theory of cognitive development and it's when the child is able to use logical thought or operations, but can only apply logic to physical objects. This stage is important in a child's development, which is why I think this activity can enhance their skills and teach them new ones.
5.)If some of my students are having a hard time with the activity I would let them "phone-a-friend", which then their classmate can come help assist them with figuring out the answer. This allows them to communicate together and think with their peers. Sometimes students need a push in the right direction and then the pieces fall into their places.

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1.) The grades that I would like to teach are first and second.
2.) In first and second grade students are in the age range of 6-8 years old. According to Piaget, this is in the concrete operational stage.
3.) An activity to do with the students would be learning at the dinner tale. This would teach students about glass sizes. Teachings students about pouring liquid into one glass can be the same amount as pouring it into a shorter, wider glass.
4.) This is a great activity to do with first and second graders because it is teaching them about abstract concepts that they aren't taught about. Two of the same amount of liquid can be fit evenly into two completely different glasses. At this age it is good to open their minds to new concepts like this one. This is testing their cognitive development to see if they can realize that they are the same or different. Students will then be able to realize and identify more abstract concepts as they grow older and meet new development stages.
5.) The best thing you can do with this activity is to demonstrate it in a constructive way. As a teacher, you should take two cups that are different that hold the same amount of liquid. Pour the liquid into each cup and explain to the student/s how both cups can fit an equal amount of liquid. After that you should further explain how this concept can go for a lot of different things in life.

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1) A grade that I would like to teach is fourth grade.
2) Since most fourth graders are between the ages of 9 and 10 they would be in the concrete operational stage of development, according to Piaget.
3) One activity that I would like to do with my students would be to do a post-reading activity with a book that the class is reading and ask them to compare their lives to the lives of the characters in the story.
4) This activity would be suitable for the cognitive abilities of fourth graders because children in this stage are not able to think hypothetically since their thinking is still tied to their physical reality. Fourth graders may have a difficult time relating to or understanding the perspective of the characters in a story because the story is taking place in a reality that is not their own. This is especially true when reading a book about fantasy where the whole book lives in a different reality. But, by asking students to compare the lives their lives to the characters, it is using familiar examples to explain a more complex idea. They are able to use their schema and try to create connections so that they not only understand the story better but expand upon their schemas.
5) Piaget's ideas suggest that I might want to use analogies to show the relationship of the characters to their own lives. This will help these students to classify objects and ideas on more complex levels so that they soon can begin to make those connections on their own. Another suggestion that I could do would be to make the reading sections not as long. This is because fourth graders' minds cannot comprehend a lot of new information being given to them at one time. If the reading sections are smaller, they will be able to focus on fewer concepts and find at least on topic that they could make a connection to. This will make it easier for them to comprehend the material and allow them to remember it better because they will be able to actively engage with the material by using their schemas.

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1. I am interested in teaching second grade.
2. In second grade students are typically 6-8 years old so according to Piagetian many of my students will be in the Concrete Operations Stage.
3. One activity I would like to do with my students is the play store, with students having roles in shopping, working, and other roles needed.
4. The activity of a play store would be suitable for students in second grade according to Piaget because this play activity is free and helps the students reach important social, emotional, and cognitive development milestones. This is because it gives students the ability to be free and play in a store and act like they are shopping enduring in adulthood activities teaching them the importance of being responsible and behaving in the stores so they know what goes on.
5. Piaget’s idea that would be suggested for one or a few students who are having a hard time with the activity of a play store would be to talk it out with my students to give them the opportunity to talk with a fellow classmate to get some other information and express their schema and expand it to learn and grow more with the experience of something new. I would also make this activity very interactive and simplistic so there aren’t any technicalities, just to enjoy the shopping experience.

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1. A grade that I would love to teach is second grade.
2. Second graders are typically 7 or 8 years old meaning that they are at the beginning of the concrete operational stage. This means that they can represent operations in their minds and solve problems for items or situations that are removed from their physical space. The term "conservation" comes into play when students reach this stage. Children also begin to loosen their bond with egocentrism, meaning that they have their own thoughts and feelings that are not always shared by everyone else.
3. One activity that I would like to do with my students would involve the use of candy bars. I would lay out different kinds of candy bars and allow the students choose one that they like the most. After they take their candy bar, I would ask them to observe it and write down in their notebook the shape, color, and texture. Once they have all done this I will have them break the candy bar in half. When the bar is broken in half, I will tell them to break the two pieces that they have in front of them (resulting in them having four pieces). I will then ask them if they have more, less, or the same amount than what they started with. Finally, I will instruct them to place the pieces back together to show them that they still have the same exact amount as what they started with.
4. This activity would be suitable with Piaget's Theory because it is a "hands on experience" for the students. The student will be able to loosen their sense of egocentrism realizing that other students do not enjoy the same candy bar as them, and have different feelings and thoughts toward them. By observing the candy bar, students will be able to begin the classification aspect of the concrete operational stage. Lastly, students will be able to focus and understand conservation when noticing that even though the candy bar was broken into four pieces, it is still the same amount when it was one.
5. If one or few of my students are having a hard time with this activity I would have them think, pair, and share. This will allow them take the time to evaluate what they already know, talk with a partner about their schema and expand their own, and then share with the class to gain insight what others know and help them learn more.

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1) I am interested in teaching either first or second grade.
2)For that age group it could range from 6-8 year olds. These students could either be in the pre operational stage or the concrete operations stage.
3)One activity I would do with my students is an easy baking activity.
4)This activity would be suitable for my students because children around this age group usually really enjoy helping out in the kitchen, especially if it’s baking something fun like cookies, so it turns into a great learning opportunity. Also, it would be fun for the students to use different types of measuring cups so they learn about the different shapes and sizes of them and learn more about conservation.They also have the opportunity to sort the ingredients in different categories and using steps to follow the directions.
5) If student's are struggling with the activity I would help and guide them through the process and also have their peers help them so they can work together to solve the problem. While making this activity I would ensure that there are not too many steps and they it is easy to read.

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1. The grade I think that I would like to teach the most is first grade.

2. Students in 1st grade are usually either 6 or 7, which means that The Piagetian stage that most of my students would most likely be in is either the Preoperational stage if they are 6, or the concrete operational stage if they are 7, and some may be in either.

3. One activity that I would like to do with my students is an art project that involves using hands on practice and building, such as using clay or playdoh because they change shape.

4. According to Piaget’s theory, this activity would be suitable for the cognitive abilities of my students because the materials used would change shape, allowing my students to learn the concept of conservation because they can see that objects are able to change shape but still have the same amount of that object. Children in this stage learn well from hands on activities, so I would implement this often.

5. If some of my students are having a hard time with this activity, I would try to have them work together with a friend in class so they can share ideas and the student could help explain what makes sense to them when it comes to this activity. I could also have that student use different shapes or materials as well to establish an understanding.

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1) One grade I would like to teach is 4th grade special education.
2) In 4th grade most students are around the ages of 8, 9, or turning 10. This means they are in the concrete operational stage.
3) One activity I would like to do with my students allow them to plan a party. this can be include as an English assignment, where students have to creatively create and initiation to a party that includes the type of party, date, time, etc.
4) This activity is suitable for concrete operational learned because this event will not be happening and during this stage students need to understand things logically in their head without it actually happening. The are working in they head to create or maybe solve a problem that isn't happening in the real-world.
5) If one of a few of my students are struggling with this concept/idea I can give students a chance to work with other and talk their ideas out. I also want to make sure their are not too many variables at a time so students do not get confused and possibly evening trying to connect their event to past knowledge (schema) to help get the ideas flowing.