Crossnumber Puzzles - Vol.1


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In lieu of an abstract, here is a brief excerpt of the content: Click for larger view View full resolution. Life force in anthropology 5. Close to making the cut? Anthopolgist James a bit sad?

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Literally "spirit of the gift" Contents of a stannary mine A bridge to connect old and new. Glytch SA, Texas , Last edited by Maarius; at Omg someone other than me noticed???

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Originally Posted by Durzlla. Heh I really over-thought some of these answers. Great job once again, this one's a bit tougher than the first. Mind sending me all of the answers through a PM, so i can see the answers to the question i didn't know and wiki them?

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The answers of the first puzzle are in post 39, I can't send you the answers of this one yet. I'll post them, as I did with the first, soon after I put up the "Wall of Honor".

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Last edited by Sundreamer; at Originally Posted by Mif. Originally Posted by Glytch. Originally Posted by Drakhar. I have to say, either this time the puzzle got a bit too hard or people don't like crossword puzzles. Either way, there are still two empty spaces that wait to be filled. Congratulations to Glytch, Drakhar and Sundreamer This activity is most fun if some of the true facts are some of the most surprising things about you and if the "fib" sounds like something that could very well be true. Tell students they may refer to their notes to tell which statement is the fib. Next, invite each student to create a biography and a list of five statements -- four facts and one fib -- about himself or herself.

Then provide each student a chance to present the second oral biography and to test the others' note-taking abilities by presenting his or her own "fact or fib quiz. Mitzi Geffen Circular Fact or Fib? Here's a variation on the previous activity: Organize students into two groups of equal size. One group forms a circle equally spaced around the perimeter of the classroom. There will be quite a bit of space between students. The other group of students forms a circle inside the first circle; each student faces one of the students in the first group.

Give the facing pairs of students two minutes to share their second oral "biographies. After each pair completes the activity, the students on the inside circle move clockwise to face the next student in the outer circle. Students in the outer circle remain stationary throughout the activity. When all students have had an opportunity to share their biographies with one another, ask students to take turns each sharing facts and fibs with the class.

The other students refer to their notes or try to recall which fact is really a fib. Contributor Unknown People Poems Have each child use the letters in his or her name to create an acrostic poem. Tell students they must include words that tell something about themselves -- for example, something they like to do or a personality or physical trait. Invite students to share their poems with the class.

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This activity is a fun one that enables you to learn how your students view themselves. Allow older students to use a dictionary or thesaurus. You might also vary the number of words for each letter, according to the students' grade levels. Bill Laubenberg Another Poetic Introduction. Ask students to use the form below to create poems that describe them. This activity lends itself to being done at the beginning of the school year and again at the end of the year.

You and your students will have fun comparing their responses and seeing how the students and the responses have changed.

Contributor Unknown Food for Thought To get to know students and to help them get to know one another, have each student state his or her name and a favorite food that begins with the same first letter as the name. Watch out -- it gets tricky for the last person who has to recite all the names and foods! Here's a challenging activity that might help high school teachers learn about students' abilities to think critically.

Send students into the school hallways or schoolyard, and ask each to find something that "is completely the opposite of yourself. To widen the area to be explored, provide this activity as homework on the first night of school. When students bring their items back to class, ask each to describe why the item is not like him or her.

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You'll get a lot of flowers, of course, and students will describe how those flowers are fragrant or soft or otherwise unlike themselves. But you might also get some clever responses, such as the one from a young man who brought in the flip-top from a discarded can; he talked about its decaying outward appearance and its inability to serve a purpose without being manipulated by some other force and how he was able to serve a purpose on his own.

Joy Ross Personal Boxes In this activity, each student selects a container of a reasonable size that represents some aspect of his or her personality or personal interests, such as a football helmet or a saucepan. Ask students to fill that object with other items that represent themselves -- for example, family photos, CDs, dirty socks, a ballet shoe -- and bring their containers back to school.

Students can use the objects in the containers as props for three-minute presentations about themselves. The teacher who provided this idea suggests that you model the activity and encourage creativity by going first -- it's important for students to see you as human too! She included in her container a wooden spoon because she loves to cook, a jar of dirt because she loves to garden, her son's first cowboy boot, a poem she wrote, a rock from Italy because she loves to travel, and so on. You'll learn much about each student with this activity, and it will create a bond among students.

As each student gives a presentation, you might write a brief thank-you note that mentions something specific about the presentation so that each student can take home a special note to share with parents. It might take a few days to give every student the opportunity to share. Getting to Know One Another Volume 2: Who's in the Classroom? My Classmates and Me Volume 4: Activities for the First Day of School Volume Back-to-School Activities Volume 5: Be sure to see our tips for using Every-Day Edits in your classroom.

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Ultimately, you will learn how to use gamification as fun, non-threatening built-in assessment for any class content where students get to use choice and voice in their learning. You will also get to view gamified lesson content samples that are already in use by teachers around the world. On completion of this course, learners will: Have explored how to use gamification as an assessment tool. Understand how to maximize student engagement and foster a growth mindset culture.

Gain the competence and confidence to create their own gamified activities, lessons, units, or even full-year themes. Need to get your Professional Development Credits approved by your administration? Download the course description here. He was also the community champion award winner for his school district.

Math Cross Puzzles Archive | Education World

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