Play Pizza Puzzle Pies

They allow for learn archives by relating stories and experiences with pizza pie at home to develop epoch in storytelling. They impart enhance their ability to describe ineluctably and wishes through and through pizza making. They will also be expanding original expression through dramatic play using relative language in science and math, including temporal, quantity, and spatial relationships by find how many ingredients to put on their pizza, how to place the ingredients on the pizza and by what comes first (crust), second (sauce) and so on.

The teacher will use leading verbal cues much(prenominal)(prenominal) as "what framing is the ham?" and "what dis people of color are the onions?" to help the children learn color and shape associations. The teacher will use verbal cues such as "how many pepperoni?" to help the children to determine their wishes and desires regarding pizza. The teacher will engage a verbal cue of "What's the best pizza you ever had" or "What does your family do on pizza darkness?" to encourage children to relate a lengthier narrative in a sequential recall natural to storytelling.

SECOND OBJECTIVE: cognition Concepts

This clinical is met through getting the children to start asking questions more or less the object (the pizza) by utilizing one or more of their senses (touch, taste, feel,) to keep on the object. The children will gain skill at beginning to articulate simple investigations through exp

loration and comparing objects with similarities and differences. The children will begin to learn the sorting and grouping of objects and pictures plot of land being equal to(p) to describe a little how they discrete to group the objects.

They will also learn to experience through observing and describing objects (pizza ingredients) by their size (small or large), shape (triangle, square, oval), and color (red, yellow, green, et al).

THIRD OBJECTIVE: Mathematics Concepts

For this objective, the teacher will utilize verbal cues such as "how much pepperoni do you essential?" and "Does { school-age child} have less pepperoni or more pepperoni than {Student}?". The teacher will also utilize position cues such as "Does the sauce go over the pepperoni or low it?" A verbal cue for the teacher to determine measuring stick objectives will be "Do we put the same count of pepperoni's as we do onions?" Another verbal cue for this objective - "What ingredient is round?"

This objective will be form learning by getting students to recognize beginning comparative language such as 'more than', 'less than' and by being able to recognize someone or something has 'one more than' another individual or thing. This exercise will also enhance the realization of Geometry
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