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Transcript

  • 1. Math & Science for Young Children ECE 141 /111F winter quarter 2011 Emily McMason Units 21 & 22
  • 2. Need a great book to read to your students? Try A Tree for All Seasons By Robin Bernard
  • 3. MAJOR CHANGE! You do NOT, I repeat do NOT need to write out and submit the key terms and review questions listed in the following slides. I do, however, want you to read through them and make sure you can answer them. 
  • 4. Applications of Fundamental Concepts in Preprimary Science. The title is practically as long as the unit!  Unit 21
  • 5. Essentially, we are taking the mathematical ideas developed earlier and applying them to examples in science. Unit 21
  • 6. Essentially, we are taking the mathematical ideas developed earlier and applying them to examples in science. Specifically: comparing, ordering and patterning. Unit 21
  • 7. After reading through the unit, make sure you can give a thorough and concise definition for the ‘key terms’ listed at the end of the unit ( yes, all three of them that you already know!  ) . Respond to the ‘Review’ points A, B and C. Unit 21
  • 8. Integrating the Curriculum Through Dramatic Play and Thematic Units and Projects. Unit 22
  • 9. Integrating the Curriculum Through Dramatic Play and Thematic Units and Projects. And you thought the title for unit 21 was long! Unit 22
  • 10. The goal of unit 22 is to help you integrate math and science into activities you are already doing with your students. Unit 22
  • 11. Many of our folk lore stories can be acted out by children, focusing on the math/science skills in it. (counting, patterning, seriation, etc). Unit 22
  • 12. Food is used as an example by the authors as a thematic unit. Great. Fine. No problem. Unit 22
  • 13. Food is used as an example by the authors as a thematic unit. Great. Fine. No problem. BUT…. please remember you are modeling. So, no candy bars, sugar cereals, etc. Unit 22
  • 14. Food is used as an example by the authors as a thematic unit. Great. Fine. No problem. BUT…. please remember you are modeling. So, no candy bars, sugar cereals, etc. AND… Unit 22
  • 15. Cultural Stop!
  • 16. Food is used as an example by the authors as a thematic unit. Great. Fine. No problem. AND… it is a great opportunity to discuss different foods from different segments of our culture, but again, do your research ahead of time and don’t ask students to be the experts on their home culture. Unit 22
  • 17. After reading through the unit, make sure you can give a thorough and concise definition for the ‘key terms’ listed at the end of the unit. Respond to the ‘Review’ points A only part 3 , B and C. Unit 22