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Quizizz - The world's most engaging learning platform

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Find and create gamified quizzes, lessons, presentations, and flashcards for students, employees, and everyone else. Get started for free!

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Interact with your audience using real-time voting. No installations or downloads required - and it's free!

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Toe by Rosalina Cristina Ribeiro Santos on Genially

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Discover more about Toe ✌️ - Interactive Image

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Susan´s Daily Routine | Interactive Worksheet by Rosalina Santos | Wizer.me

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Wizer.me free interactive worksheet - Susan´s Daily Routine by teacher Rosalina Santos

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daily routine | Interactive Worksheet by Rosalina Santos | Wizer.me

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Use this version, or check out other variations created by teachers from the Wizer community: No teacher has used it yet. Why not be the first? Please login to add your feedback. Start creating - For free!

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Show and tell (House)

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Create a city with blocks.
Create an imaginary creature and write its story.

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Play hopscotch in a hallway Use any paper you have on hand (or cardboard) to cut out shapes. Use doublesided tape to place the shapes on the floor to begin your game of hopscotch. 

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Play hopscotch in a hallway Use any paper you have on hand (or cardboard) to cut out shapes. Use doublesided tape to place the shapes on the floor to begin your game of hopscotch. 

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Create paper dolls and houses for them.
Put together a puzzle.
Play hide and seek .

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Make my own magazine.
Make paper flowers or snowflakes. Create affirmation or kindness rocks.

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#1 rated site for making story books | StoryJumper

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Task 2-Material's List - Rosalina Santos

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Animal Dance and Freeze | Fun Movement Brain Break | Jack Hartmann

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Use the animals drawn by children and make cards for a memory game and a guessing game.

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Use the animals drawn by children and make cards for a memory game and a guessing game.

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Use animal songs to systematize concepts

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Use animal songs to systematize concepts

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Art	Draw animals from the story or others they prefer, to show different body coverings and other characteristics, like size colours and parts of their body. 

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Art	Draw animals from the story or others they prefer, to show different body coverings and other characteristics, like size colours and parts of their body. 

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Experiment	Focusing on the idea that animals are born in different forms, do an experiment to test the strength of eggshells. 

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Experiment	Focusing on the idea that animals are born in different forms, do an experiment to test the strength of eggshells. 

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Storytelling“From head to toe” by Eric Carle

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Storytelling“From head to toe” by Eric Carle

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-	Use the “Mistery Bag” children already know from other activities, and flashcards of all the story animals, to encourage children to discover what’s inside

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-	Use the “Mistery Bag” children already know from other activities, and flashcards of all the story animals, to encourage children to discover what’s inside

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Describing/discuss the ilustrations to help characterizing the animals involved;. Encourage children to guess what animal will come next;. Encourage child to turn the page and verify her guess;. Show children each animal’s action, dramatizing it so they can do it afterwards;. Ask children if they can do the animal’s actions and encourage them to do it

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Describing/discuss the ilustrations to help characterizing the animals involved;. Encourage children to guess what animal will come next;. Encourage child to turn the page and verify her guess;. Show children each animal’s action, dramatizing it so they can do it afterwards;. Ask children if they can do the animal’s actions and encourage them to do it

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-	Storytelling:Teacher (after ending the “Mistery bag” activity): Are you ready for a story?Children: Yes!Teacher: If you’re ready for a story show your thumb! If you’re ready for a story show your thumb!               If you’re ready for a story, if you’re ready for a story say it loud and have a sit now!Children: I’m ready for a story!Teacher: Can you guess the theme of this story?Children: Animals!Teacher: Let´s pay attention and see if you’re right. Our story was written by Eric Carle and its name is…              “From head to toe”. Children: Animals! I was right!Teacher: Yes, you were right! Can you tell what animal is this?Children: It’s a gorilla!Teacher: How is the gorilla?Child (hand up): It’s big and black!Teacher: What is black?Child (hand up): The fur!Teacher: What do you think will happen in this story?Children: The gorilla is bad to other animals.Teacher: I don’t know! Let´s see what will happen!Teacher dramatize the story, using different voices and miming animal’s actions for children to do as well. Whilst that process, children are encouraged to turn the pages and guess next animal in the story.Teacher: What’s coming next, can you guess? Can you guess?Child (hand up): It’s a … (name of an animal introduced at the beginning).Teacher (saying how children must do): Can I turn the page, please? And child repeats

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-	Storytelling:Teacher (after ending the “Mistery bag” activity): Are you ready for a story?Children: Yes!Teacher: If you’re ready for a story show your thumb! If you’re ready for a story show your thumb!               If you’re ready for a story, if you’re ready for a story say it loud and have a sit now!Children: I’m ready for a story!Teacher: Can you guess the theme of this story?Children: Animals!Teacher: Let´s pay attention and see if you’re right. Our story was written by Eric Carle and its name is…              “From head to toe”. Children: Animals! I was right!Teacher: Yes, you were right! Can you tell what animal is this?Children: It’s a gorilla!Teacher: How is the gorilla?Child (hand up): It’s big and black!Teacher: What is black?Child (hand up): The fur!Teacher: What do you think will happen in this story?Children: The gorilla is bad to other animals.Teacher: I don’t know! Let´s see what will happen!Teacher dramatize the story, using different voices and miming animal’s actions for children to do as well. Whilst that process, children are encouraged to turn the pages and guess next animal in the story.Teacher: What’s coming next, can you guess? Can you guess?Child (hand up): It’s a … (name of an animal introduced at the beginning).Teacher (saying how children must do): Can I turn the page, please? And child repeats

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-	Systematize concepts: . Name and identify different habitats. Relate animals to different habitats. Recognize environment conditionsProcedures: Preparing for the song:-	Before presenting the song, I will project an image with several types of habitats, so that children can understand the language and the concepts involved in the song (see the image on the “Materials List”).-	Whilst exploring the image, some children will start to talk about those and other habitats, like tropical forests (rainforest), especially Amazons (it’s an issue that always motivates them), and also about some of the animals living there. -	Ask about specific “Freshwaters” habitats. I expect that some children will be able to refer rivers, lakes and swamps, if not, I’ll show images from the internet. Presenting the song and doing assessment:Teacher: Now we know, now we know what a habitat is (part that I use to change when I propose a song), Children (repeat and continue): What a habitat is. Can we sing, can we sing?Teacher: You must guess the theme, please!Children (say what they think it’s right): Its animals. / Habitats.Teacher: Let’s pay attention and find out who is right. (Teacher puts the song to play and they all read the title) Child/Children: I was right. Teacher: Yes, you were. Now, let’s listen to the song and see if you can sing it.They all listen to the song twice. At the first time they just listen and then children sing the song softly, whilst earing it.Teacher: Now, let’s sing the song in groups: first the girls and then the boys.Teacher (after boys finished): Let’s sing it faster, can you do it?Children: Yes, I can do it! (teacher increases the speed and all sing).Teacher: Now, can you sing slowly? (asked teacher whilst speaking in slow motion).Children: Yes, I can do it!Teacher (after the version in slow motion): What did you learn with this song?Child (hand up): I learn the habitats.Teacher: Who can name one habitat?Child (hand up): I can. Ocean.Teacher: Who can name another habitat?Child (hand up): I can. Forest.Teacher (asks once again and ends the activity by asking): Have liked this song?Children: Yes!!! (and show their thumbs up).

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-	Systematize concepts: . Name and identify different habitats. Relate animals to different habitats. Recognize environment conditionsProcedures: Preparing for the song:-	Before presenting the song, I will project an image with several types of habitats, so that children can understand the language and the concepts involved in the song (see the image on the “Materials List”).-	Whilst exploring the image, some children will start to talk about those and other habitats, like tropical forests (rainforest), especially Amazons (it’s an issue that always motivates them), and also about some of the animals living there. -	Ask about specific “Freshwaters” habitats. I expect that some children will be able to refer rivers, lakes and swamps, if not, I’ll show images from the internet. Presenting the song and doing assessment:Teacher: Now we know, now we know what a habitat is (part that I use to change when I propose a song), Children (repeat and continue): What a habitat is. Can we sing, can we sing?Teacher: You must guess the theme, please!Children (say what they think it’s right): Its animals. / Habitats.Teacher: Let’s pay attention and find out who is right. (Teacher puts the song to play and they all read the title) Child/Children: I was right. Teacher: Yes, you were. Now, let’s listen to the song and see if you can sing it.They all listen to the song twice. At the first time they just listen and then children sing the song softly, whilst earing it.Teacher: Now, let’s sing the song in groups: first the girls and then the boys.Teacher (after boys finished): Let’s sing it faster, can you do it?Children: Yes, I can do it! (teacher increases the speed and all sing).Teacher: Now, can you sing slowly? (asked teacher whilst speaking in slow motion).Children: Yes, I can do it!Teacher (after the version in slow motion): What did you learn with this song?Child (hand up): I learn the habitats.Teacher: Who can name one habitat?Child (hand up): I can. Ocean.Teacher: Who can name another habitat?Child (hand up): I can. Forest.Teacher (asks once again and ends the activity by asking): Have liked this song?Children: Yes!!! (and show their thumbs up).

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Use the story ‘From head to toe’ by Eric Carle to introduce the children to the topic of animals and their characteristics, ways of life, needs and enviroments - habitats. 

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Use the story ‘From head to toe’ by Eric Carle to introduce the children to the topic of animals and their characteristics, ways of life, needs and enviroments - habitats. 

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Toe by Rosalina Cristina Ribeiro Santos on Genially

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Discover more about Toe ✌️ - Interactive Image