• Like
Ece141day4class
Upcoming SlideShare
Loading in...5
×
Uploaded on

 

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to comment
    Be the first to like this
No Downloads

Views

Total Views
212
On Slideshare
0
From Embeds
0
Number of Embeds
0

Actions

Shares
Downloads
1
Comments
0
Likes
0

Embeds 0

No embeds

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
    No notes for slide
  • Spent time going over B & problem solving C and by the time we had finished that plus checking in about how the term was going we did unit 11 pairings and NO other work with manipulatives.
  • I’ll start every class with a book- one you are welcome to use, but not in assignments B or C!  Why? To show you how to connect what you already do to math & science. Each book I’ve chosen melds with the units we are studying that day. Why this book? Units 11- 13 comparing; early geometry shape & special sense
  • Who knew David Bowie even had an official calendar for 2009? (best way to find a calendar picture is to search for ‘image of calendar 2009)
  • From 1.26/25.10 headline in the olympian. Read article to students, tell them link is in week 4. http://www.sfusualsuspects.com/wp-content/uploads/1236700692extra%20extra%20newspaper.jpg
  • http://images.google.com/imgres?imgurl=http://www.business.txstate.edu/texaan2010/Images/yoga%2520at%2520work.jpg&imgrefurl=http://yogadeals.blogspot.com/2009/12/mid-week-yoga-break-for-free.html&usg=__6TePpUuuiqVCyTcmB-uJLX0cNoM=&h=273&w=398&sz=14&hl=en&start=27&um=1&tbnid=Rp5ki30tfzwhBM:&tbnh=85&tbnw=124&prev=/images%3Fq%3Dimage%2Byoga%2Bdeep%2Bbreath%26ndsp%3D18%26hl%3Den%26client%3Dfirefox-a%26rls%3Dorg.mozilla:en-US:official%26sa%3DN%26start%3D18%26um%3D1
  • http://images.google.com/imgres?imgurl=http://www.business.txstate.edu/texaan2010/Images/yoga%2520at%2520work.jpg&imgrefurl=http://yogadeals.blogspot.com/2009/12/mid-week-yoga-break-for-free.html&usg=__6TePpUuuiqVCyTcmB-uJLX0cNoM=&h=273&w=398&sz=14&hl=en&start=27&um=1&tbnid=Rp5ki30tfzwhBM:&tbnh=85&tbnw=124&prev=/images%3Fq%3Dimage%2Byoga%2Bdeep%2Bbreath%26ndsp%3D18%26hl%3Den%26client%3Dfirefox-a%26rls%3Dorg.mozilla:en-US:official%26sa%3DN%26start%3D18%26um%3D1
  • https://www.auntsharonsattic.com/store//catalog/images/38957.jpg
  • http://images.google.com/imgres?imgurl=http://neoformix.com/2008/wp_eyes2.png&imgrefurl=http://www.neoformix.com/archive.html&usg=__TZbGd7zB5rEhPYeBZwFPEOJQlRI=&h=616&w=1958&sz=1890&hl=en&start=12&um=1&itbs=1&tbnid=fw4G2uyvMqim0M:&tbnh=47&tbnw=150&prev=/images%3Fq%3Dimage%2Beyes%26um%3D1%26hl%3Den%26client%3Dfirefox-a%26sa%3DN%26rls%3Dorg.mozilla:en-US:official%26tbs%3Disch:1
  • http://images.google.com/imgres?imgurl=http://neoformix.com/2008/wp_eyes2.png&imgrefurl=http://www.neoformix.com/archive.html&usg=__TZbGd7zB5rEhPYeBZwFPEOJQlRI=&h=616&w=1958&sz=1890&hl=en&start=12&um=1&itbs=1&tbnid=fw4G2uyvMqim0M:&tbnh=47&tbnw=150&prev=/images%3Fq%3Dimage%2Beyes%26um%3D1%26hl%3Den%26client%3Dfirefox-a%26sa%3DN%26rls%3Dorg.mozilla:en-US:official%26tbs%3Disch:1
  • We need to change this- we can’t have everyone read every book and then do an activity and then facilitate discussion. What would YOU like? Here around 7:30?
  • How emotion influences scientific observation- how it can linger with you afterwards- an emotional ghost that impacts future events- ex: someone cuts you off in traffic. You get pissed. You drive pissed for the next 20 minutes.
  • How emotion influences scientific observation- how it can linger with you afterwards- an emotional ghost that impacts future events- ex: someone cuts you off in traffic. You get pissed. You drive pissed for the next 20 minutes.
  • http://twi-ny.com/groundhogday.jpg http://www.thecaptainsmemos.com/wp-content/uploads/2009/07/big_bill_in_groundhog-731047.gif
  • http://twi-ny.com/groundhogday.jpg http://www.thecaptainsmemos.com/wp-content/uploads/2009/07/big_bill_in_groundhog-731047.gif
  • http://twi-ny.com/groundhogday.jpg http://www.thecaptainsmemos.com/wp-content/uploads/2009/07/big_bill_in_groundhog-731047.gif
  • Turn to a partner. Create a quick assessment to determine if a child knows 3 pairs of these comparisons. Use your book for inspiration.
  • Look at all the ways you do comparing without even considering it!
  • Take a fast vote: less or fewer? (fewer) http://images.google.com/imgres?imgurl=http://www.webofconversation.com/wp-content/uploads/2009/03/10-or-less.gif&imgrefurl=http://www.webofconversation.com/%3Fp%3D46&usg=__RfW4iHerKi8Axman7mrbFuMfdwM=&h=300&w=400&sz=75&hl=en&start=3&um=1&tbnid=q_qIvyRLO249YM:&tbnh=93&tbnw=124&prev=/images%3Fq%3Dimage%2Bsign%2B12%2Bitems%2Bor%2Bless%26hl%3Den%26client%3Dfirefox-a%26rls%3Dorg.mozilla:en-US:official%26sa%3DN%26um%3D1http://grassrootsmovement.files.wordpress.com/2009/02/10-items.jpg
  • http://images.google.com/imgres?imgurl=http://grassrootsmovement.files.wordpress.com/2009/02/10-items.jpg&imgrefurl=http://grassrootsmovement.wordpress.com/2009/02/12/its-so-much-fewer-hard/&usg=__VDvLjVS28jTzCDZDKCJlmDo6fEc=&h=375&w=500&sz=113&hl=en&start=2&um=1&tbnid=XBCSagOJlrxaTM:&tbnh=98&tbnw=130&prev=/images%3Fq%3Dimage%2Bsign%2Bitems%2Bor%2Bfewer%26hl%3Den%26client%3Dfirefox-a%26rls%3Dorg.mozilla:en-US:official%26um%3D1
  • 7:50?
  • How many of these are shapes with which you are comfortable? 4? 5? All 6?
  • http://members.cox.net/gcafferty/Trapezoid.gif http://thesaurus.maths.org/mmkb/media/png/Rhombus.png
  • http://www.learningwave.com/lwonline/geometry_section2/trapezoid/trapezoid1.jpg http://www.glidemagazine.com/hiddentrack/wp-content/uploads/2009/01/rhombus.jpg
  • (all of the angles in a triangle must add up to 180 degrees and a circle encompasses 360, but two triangles never seem to look like a circle…
  • How many other groups can you come up with? How many other patterns are there?
  • 13 tri Sq 24 8:00?
  • Partner with someone and design an assessment based on one of these relationships. Use your book for inspiration. Use manipulatives from the front of the room. 8:10?
  • 8:30 end?
  • Activity work ended at 8:35. skipped to this part
  • Part of the whole is different- an arm doesn’t look like a leg http://discovermagazine.com/2007/jun/your-body-is-a-planet/body.jpg
  • Each part is the same- Grapes- another example- slices of orange. http://images.google.com/imgres?imgurl=http://www.sonoma.edu/photogallery/Images/huge/sonoma_county_views/grapes_vineyards/grapes_purple_bunch.jpg&imgrefurl=http://www.sonoma.edu/photogallery/sonoma/vineyards/index.html&usg=___smCcWNssLaWm0TD_oDZVIcys6c=&h=1600&w=1200&sz=127&hl=en&start=11&um=1&tbnid=dgoX4P5ynaMDOM:&tbnh=150&tbnw=113&prev=/images%3Fq%3Dimage%2Bbunch%2Bgrapes%26ndsp%3D18%26hl%3Den%26client%3Dfirefox-a%26rls%3Dorg.mozilla:en-US:official%26sa%3DG%26um%3D1
  • Water- another example- an apple. http://images.google.com/imgres?imgurl=http://fiteats.files.wordpress.com/2009/10/water2.jpg&imgrefurl=http://leanbodieshf.com/%3Ftag%3Dreference&usg=__H35cbyHlresotMlQD3A3JD_eM-g=&h=640&w=800&sz=89&hl=en&start=40&um=1&tbnid=L73Dwc8okR-zSM:&tbnh=114&tbnw=143&prev=/images%3Fq%3Dimage%2Bcups%2Bof%2Bwater%26ndsp%3D18%26hl%3Den%26client%3Dfirefox-a%26rls%3Dorg.mozilla:en-US:official%26sa%3DN%26start%3D36%26um%3D1 http://images.google.com/imgres?imgurl=http://farm3.static.flickr.com/2475/3959845344_26d42e963a.jpg&imgrefurl=http://www.flickr.com/photos/the_amanda/3959845344/&usg=__1eerc-X6fyHax9NVoDlTt5l1t5I=&h=333&w=500&sz=91&hl=en&start=48&um=1&tbnid=oRWEvEmh7CaBLM:&tbnh=87&tbnw=130&prev=/images%3Fq%3Dimage%2Bcups%2Bof%2Bwater%26ndsp%3D18%26hl%3Den%26client%3Dfirefox-a%26rls%3Dorg.mozilla:en-US:official%26sa%3DN%26start%3D36%26um%3D1
  • If there is time for this- if not, skip
  • "lasterday" -- Sawyer Hinrichs, my nephew (or technically, the son of my first cousin, once removed -- and therefore my first cousin, twice removed) once removed is generational, I think
  • Piagetian development on pages 13 &14 Get out manipulatives for them to use 10 minutes? OR skip if time is tight? OR do this, then talk about chapter 16 but don’t bother with the activty 2011 ended here- ran out of time for anything else.
  • Piagetian development on pages 13 &14
  • Piagetian development on pages 13 &14
  • Piagetian development on pages 13 &14
  • http://thewholegardenwillbow.files.wordpress.com/2008/04/snob.jpg Don’t get me wrong- I LOVE obama
  • Piagetian development on pages 13 &14
  • Piagetian development on pages 13 &14
  • Piagetian development on pages 13 &14
  • Piagetian development on pages 13 &14
  • Piagetian development on pages 13 &14
  • Piagetian development on pages 13 &14
  • Piagetian development on pages 13 &14
  • Awareness, exploration, inquiry, utilization Have science stuff available for them to use in creating their activity
  • How emotion influences scientific observation- how it can linger with you afterwards- an emotional ghost that impacts future events- ex: someone cuts you off in traffic. You get pissed. You drive pissed for the next 20 minutes.

Transcript

  • 1. Math & Science for Young Children ECE 141 / 111F winter quarter 2011 Emily McMason Night 4 Units 11 - 16
  • 2. Homework Due
    • Activity #3.
    • Please come up and put it in your folder, (and take out any papers that are in it).
  • 3. The Dot and The Line By Norton Juster Unit 12 Early Geometry: Shape
  • 4.
    • Great vocabulary from the book:
    • Erudite:
    • Adjective. having or showing great knowledge or learning.
    • You are all erudite scholars.
  • 5. Extra! Extra!
    • “ Teachers give girls math anxiety, study says”
  • 6. Take a deep breath…
    • We are now roughly one third (~ 1/3) of the way through the quarter.
  • 7. Take a deep breath…
    • We are now roughly one third (~ 1/3) of the way through the quarter.
    • So how are we doing?
  • 8. Take a deep breath…
    • We are now roughly one third (~ 1/3) of the way through the quarter.
    • So how are we doing?
    • how are assignments going?
    • what is working well?
    • what are you nervous about?
    • how is the online part going? (announcements)
    • how does the workload feel?
  • 9.
    • Go to communicate, then write a message. The ‘to’ list has the alphabet listed, you can find me under either ‘E’ or ‘M’. Click my name, then you can reach me easily. All of your classmates are there as well, so if you need to contact them, you are able.
  • 10.
    • All Eyes Up Here…
    • Syllabus change! For next week, FIND activity 4 (and bring in copies) but do NOT write an analysis. Why? I want you to get a head start on assignments B & C.
  • 11. So…what are assignments B & C?
    • Upcoming Major Assignment due 2/9
    • B. Science and Math Library B & C together are 20% grade
    • Find and read 10 books that you would like to include in your Math and Science Library.
  • 12.  
  • 13.
    • These books should be attractive in story, pace, pictures and words. They should also teach or expose the reader to math and/or science concepts. You do not need to purchase the books, therefore utilizing the library or browsing your local bookstore is fine.
    • Change your syllabus to say…
  • 14.
    • Your books need to be age appropriate, and thus be geared for children ages 0-8.
    • 2 need to be appropriate for infants / toddlers [ages 0- 2 ];
    • 2 for preschoolers [ages 3-4 ];
    • 2 for early elementary schoolers [ages 5-6 ];
    • 2 for mid elementary [ages 7-8 ]
  • 15.
    • So you need to find a total of 8 books .
    • In addition, half should focus on math and the other half on science.
  • 16.
    • Write an abstract [using the Writing to Publish Format] for each book, including:
    • 1. Title, Author, publisher, and ISBN number (if you forgot to write this down, you can get it on Amazon)
    • 2. A summary of the story
    • 3. Identification of the math and/or science concepts and vocabulary that the story or pictures present
    • 4. Description of the age that is appropriate for this book and why [see ‘concepts and skills’ page 3], ‘standards for school mathematics’ pages 7-11, and Appendix A Developmental Assessment Tasks, page 583
  • 17. By the way…
    • There is an example of assignment B online in week 3 under
    • “ [your name here]’s Readings”.
  • 18. Last Year…
    • C. Book Presentation
    • Bring your favorite children’s book from assignment B to class and share it. You will read it to half of the class, and identify the math and/or science concepts. After all the books are read, we’ll put them on the desks with an activity along side it for the entire class to see. 
  • 19.
    • Well, we’re going to follow that pattern again tonight.
    Before We Begin
  • 20.
    • Why? It’s not just to practice patterns (which are a great math / science concept).
    Before We Begin
  • 21.
    • Why? It’s not just to practice patterns (which are a great math / science concept).
    • It’s not just to feel like Bill Murray in Groundhog’s Day. (please tell me you’ve seen this movie- I really don’t want to feel that old!)
    Before We Begin
  • 22.
    • It is because I have two goals for this class:
    • You will walk out of here in March SHOCKED to think there ever was a time you didn’t absolutely LOVE math and science.
    Before We Begin
  • 23.
    • It is because I have two goals for this class:
    • You will walk out of here in March SHOCKED to think there ever was a time you didn’t absolutely LOVE math and science.
    • You will find this class incredibly practical, filled with activities that you create here and turn around and can use the next day with your students. And that we practice creating activities so often that in that time of panic in the classroom (because no matter how well prepped you are, they happen) you can create something new on a moment’s notice due to all of your brain’s muscle memory from doing this over and over and….groundhog’s day.
    Before We Begin
  • 24.
    • Comparing. Really. That’s it.
    Unit 11
  • 25.
    • Turn to a partner. Create a
    • quick assessment to determine
    • if a child knows 3 pairs of these
    • comparisons.
    Unit 11
  • 26.
    • For each pair of
    • comparisons create an
    • activity in at least 3
    • different curriculum
    • areas.
    Unit 11
  • 27.
    • Comparing. Really. That’s it.
    • Brownie points: Come to class and explain to me which sign would be correct and why:
    Unit 11
  • 28. One Less Fewer Peeve
    • Pet Peeve: using ‘less’ when ‘fewer’ is correct, or vice versa.
    • How should these words be used, you ask? If you can count them, you have more and fewer. If it’s measured instead, you have more and less. Examples:
  • 29.
    • Suzy has three apples. Tommy takes one. She has fewer apples than she had before.
    • Suzy has a cup of juice. Tommy reaches to grab the remote and spills the grape juice on the berber carpet where it will leave a stain, allowing her to nag him about it for all eternity. Suzy now has less juice.*
    • *credit to grassrootsmovement.wordpress.com
  • 30.
    • Thus the signs should read: 10 Items or Fewer. If you are in a store, and a clerk asks if you want to go in the ‘10 Items or Less’ lane, by all means do it, but consider mentioning the sign is incorrect. I don’t know if some store manager will hear your disgruntlement and decide to change the sign or what, but it’s a matter of principle. At least they should know that you know that the sign is wrong.
  • 31. Unit 12
  • 32.
    • Trying to remember trapezoid from rhombus?
    • Here: math trapezoid & rhombus
  • 33.
    • Here: science trapezoid & rhombus
  • 34. Unit 11
  • 35. Unit 12
  • 36. Unit 11
  • 37. Page 174
    • Did you do it? tell me…
    • How many triangles?
    • Squares?
  • 38.
    • Partner with someone and design an assessment based on one of these relationships. Use your book for inspiration.
    • Use manipulatives from the front of the room.
    Unit 13
  • 39.
    • Split yourselves into groups, share your activities and participate in person Δ’s activity.
    Activity #3
  • 40.
    • Math word: Fractions!
    • What do you understand about fractions? What is confusing? How does it make you feel if someone says you are going to teach fractions?
  • 41.
    • Ahh…does the phrase parts & wholes sound better? This is where we begin developmentally for children. [but don’t think you are getting off easy on the fractions, we’ll get to them in unit 29]
    Unit 14 Parts & Wholes
  • 42.
    • There are 3 major categories for parts & wholes:
    Unit 14 Parts & Wholes
  • 43.
    • Objects have unique parts
    • ex: bodies have legs, arms,
    • etc.
    Unit 14 Parts & Wholes
  • 44.
    • Groups of things can
    • be divided
    • ex: grapes can be taken
    • off the vine and given to
    • multiple children.
    Unit 14 Parts & Wholes
  • 45.
    • Whole things can be
    • divided into parts
    • ex: a pitcher of water
    • can be poured into many
    • cups.
    Unit 14 Parts & Wholes
  • 46.
    • Pick a partner with whom you have not worked before and talk about review A on page 198.
    Unit 14 Parts & Wholes
  • 47.
    • One of my favorite examples of concept formation comes from a little guy named Sawyer who talked about things that happened in the past as ‘lasterday’.
    Unit 15 Language & Concept Formation
  • 48.
    • Break into groups of 3
    • Pick a Piagetian period of development [unit 1!]
    • Create an activity around the idea of parts and wholes and:
    • write out how it addresses: problem solving, reasoning, communications, connections & representations
    • Write out if and how it touches on: 1-to-1 correspondence, number & counting, logic & classifying, comparing, geometry – shape, geometry – spatial sense.
    Unit 15
  • 49.
    • As I confessed to you earlier (I am assuming you read the PP) …
    Unit 16 Fundamental Concepts in Science
  • 50.
    • Still…
    • … please don’t tell anyone…
    Unit 16 Fundamental Concepts in Science
  • 51.
    • Still…
    • … please don’t tell anyone…
    • … especially given the title of this class..
    Unit 16 Fundamental Concepts in Science
  • 52.
    • … I am a science snob.
    Unit 16 Fundamental Concepts in Science
  • 53.
    • To me, math is merely the tool we use to get science done.
    Unit 16 Fundamental Concepts in Science
  • 54.
    • To me, math is merely the tool we use to get science done.
    • It is a fabulous, fundamental, incredibly important tool. We couldn’t do quantitative science without it…
    Unit 16 Fundamental Concepts in Science
  • 55.
    • To me, math is merely the tool we use to get science done.
    • It is a fabulous, fundamental, incredibly important tool. We couldn’t do quantitative science without it…
    • But it is still just a tool.
    Unit 16 Fundamental Concepts in Science
  • 56.
    • And Unit 16 justifies my secret belief. Because it is called ‘fundamental concepts in science’ but here are the major topics of the chapter:
    Unit 16 Fundamental Concepts in Science
  • 57.
    • And Unit 16 justifies my secret belief. Because it is called ‘fundamental concepts in science’ but here are the major topics of the chapter:1-to-1 correspondence, number sense & counting, comparing, shape, space, parts & wholes…
    Unit 16 Fundamental Concepts in Science
  • 58.
    • And Unit 16 justifies my secret belief. Because it is called ‘fundamental concepts in science’ but here are the major topics of the chapter:1-to-1 correspondence, number sense & counting, comparing, shape, space, parts & wholes…
    • For goodness sake, doesn’t that list look familiar?
    Unit 16 Fundamental Concepts in Science
  • 59.
    • For goodness sake, doesn’t that list look familiar?
    • Science takes these mathematical concepts and applies them to the world around us.
    Unit 16 Fundamental Concepts in Science
  • 60.
    • For goodness sake, doesn’t that list look familiar?
    • Join with another person with whom you have not worked before…
    • … now double your group size…
    Unit 16 Fundamental Concepts in Science
  • 61.
    • For goodness sake, doesn’t that list look familiar?
    • Using the learning cycle for young children {see page 17} develop a science activity which addresses two or more of the following: 1-to-1 correspondence, number sense & counting, comparing, shape, space, parts & wholes. For what age are you designing your activity? Why do you know it is appropriate?
    Unit 16 Fundamental Concepts in Science
  • 62.
    • Take a moment to consider…
    • What can you recall about a stranger you saw today? Their height, build, what they had on? What about their body abilities? Disabilities? What kind of mood were they in? How did your perception of them influence you?
    Five Minute Focus