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Ece141u4&5online
Ece141u4&5online
Ece141u4&5online
Ece141u4&5online
Ece141u4&5online
Ece141u4&5online
Ece141u4&5online
Ece141u4&5online
Ece141u4&5online
Ece141u4&5online
Ece141u4&5online
Ece141u4&5online
Ece141u4&5online
Ece141u4&5online
Ece141u4&5online
Ece141u4&5online
Ece141u4&5online
Ece141u4&5online
Ece141u4&5online
Ece141u4&5online
Ece141u4&5online
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Ece141u4&5online

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  • 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? Because unit 1 is chock full of vocabulary we need to master before we move on. But what I want to remind you that science and math are…FUN.
  • Observation:
  • Observation: Happens on an individual basis
  • Interview- also on individual basis Book example: pg 59 cup and saucer Without having watched the entire process, you would have missed her understanding.
  • Interview- also on individual basis Book example: pg 59 cup and saucer Without having watched the entire process, you would have missed her understanding.
  • Interview- also on individual basis Book example: pg 59 cup and saucer Without having watched the entire process, you would have missed her understanding.
  • Unit 4, give each group an activity- have them create a recording sheet, portfolio rubric, portfolio summary analysis. What would the tasks be for LRC? Ex: left right center. Goal: assess if they can count up to 3, know left from right, can follow order of who takes turns. This is not nec. For your observation project, but might be helpful
  • Unit 4, give each group an activity- have them create a recording sheet, portfolio rubric, portfolio summary analysis. Ex: left right center. Goal: assess if they can count up to 3, know left from right, can follow order of who takes turns. Need something like this for obs.
  • Unit 4, give each group an activity- have them create a recording sheet, portfolio rubric, portfolio summary analysis. Ex: left right center. Goal: assess if they can count up to 3, know left from right, can follow order of who takes turns. Need something like this for your obs. Project Break into your groups, grab a game (a different one this time) and create a task recording sheet, portfolio summary analysis and portfolio rubric for the game.
  • Observing: Split class in half, everyone have a partner. Grab an orange. Look it over. carefully. Put it back in the bag Comparing: Take all the oranges out. Can you identify which one is yours? Classifying: can you place them in one group? Two? Three? Based on what properties? Color, shape, size, smell, etc. Measuring: circumference of diameter, height or width in CM. Communicating: make a graph or map or pictures to show the other big group what you found Inferring: can you infer what it will taste like based on appearances? Predicting: based on your prior understanding of oranges, if you peeled it, how many sections would there be? Hypothesizing: Defining and Controlling variables
  • The characteristics, life cycles and environments of organisms. Typical areas: plants, animals, ecology
  • Personal health, changes in population and environment & technology. Typically: human body and problems such as drug use, communicable diseases, nutrition
  • Position & motion, light, heat, electricity, magnetism. Typically: levers/pullies, magnets, changing matter
  • Earth materials, objects in sky, changes in sky & earth Typically: air, land, sun, moon, rocks, stars
  • Nature vs human made
  • Noether, carver, newton, franklin
  • Transcript

    • 1. Math & Science for Young Children ECE 141 winter quarter Emily McMason Units 4 & 5
    • 2. Need a great book to read to your students? Try Science Verse By Jon Scieszka Illustrations Lane Smith
    • 3. <ul><li>Assessing the child’s developmental level – </li></ul><ul><li>Measured by using concrete materials, pictures, verbal answers or motoric responses [pointing or moving objects] </li></ul>Unit 4
    • 4. <ul><li>Methods: observation </li></ul><ul><li>Anecdotal records ex: Chris(age 18 months) dumped all the shape blocks on the rug. She picked out all the circles and stacked them up. She shows she can sort and organize. </li></ul><ul><li>Checklist </li></ul>Unit 4
    • 5. <ul><li>Methods: interview </li></ul><ul><li>Not focused on whether child is right or wrong, but on the way they arrive at the solution </li></ul><ul><li>Ask questions, be open to all answers </li></ul><ul><li>Be encouraging in your body language </li></ul><ul><li>Sit on same level as child </li></ul><ul><li>Appendix A is a great resource for assessment tasks </li></ul>Unit 4
    • 6. <ul><li>Record Keeping and Reporting: a child’s progress and assessment should be kept in a folder or portfolio. By dating the work it shows the progression of their efforts and achievements. </li></ul>Unit 4
    • 7. <ul><li>The next 3 slides are examples you will use in your assignment D Observation Report. </li></ul><ul><li>Read through them and consider how you will adjust them to suit the activity you use. </li></ul>Unit 4
    • 8. Unit 4
    • 9. Unit 4
    • 10. Unit 4
    • 11. <ul><li>SCIENCE as a VERB , not a noun . </li></ul>Unit 5
    • 12. <ul><li>Science is a way of thinking and acting , not a collection of facts. </li></ul>Unit 5
    • 13. <ul><li>Science is a way of thinking and acting, not a collection of facts. </li></ul><ul><li>Science is a way of trying to discover the nature of things. </li></ul>Unit 5
    • 14. <ul><li>Science is a way of thinking and acting, not a collection of facts. </li></ul><ul><li>Science is a way of trying to discover the nature of things. </li></ul><ul><li>The attitudes and skills that enable us to discover science are the same ones that allow us to solve every day problems . </li></ul>Unit 5
    • 15. Unit 5
    • 16. <ul><li>Differentiating the different types of science: life science , </li></ul>Unit 5
    • 17. <ul><li>Differentiating the different types of science: life science, health science & nutrition, </li></ul>Unit 5
    • 18. <ul><li>Differentiating the different types of science: life science, health science & nutrition, physical science, </li></ul>Unit 5
    • 19. <ul><li>Differentiating the different types of science: life science, health science & nutrition, physical science, earth & space science , </li></ul>Unit 5
    • 20. <ul><li>Differentiating the different types of science: life science, health science & nutrition, physical science, earth & space science, science & technology education , </li></ul>Unit 5
    • 21. <ul><li>Differentiating the different types of science: life science, health science & nutrition, physical science, earth & space science, science & technology education, history & nature of science </li></ul>Unit 5

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