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Ece141day4class

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Ece141day4class

  1. 1. Math & Science for Young Children ECE 141 / 111F winter quarter 2011 Emily McMason Night 4 Units 11 - 16
  2. 2. Homework Due <ul><li>Activity #3. </li></ul><ul><li>Please come up and put it in your folder, (and take out any papers that are in it). </li></ul>
  3. 3. The Dot and The Line By Norton Juster Unit 12 Early Geometry: Shape
  4. 4. <ul><li>Great vocabulary from the book: </li></ul><ul><li>Erudite: </li></ul><ul><li>Adjective. having or showing great knowledge or learning. </li></ul><ul><li>You are all erudite scholars. </li></ul>
  5. 5. Extra! Extra! <ul><li>“ Teachers give girls math anxiety, study says” </li></ul>
  6. 6. Take a deep breath… <ul><li>We are now roughly one third (~ 1/3) of the way through the quarter. </li></ul>
  7. 7. Take a deep breath… <ul><li>We are now roughly one third (~ 1/3) of the way through the quarter. </li></ul><ul><li>So how are we doing? </li></ul>
  8. 8. Take a deep breath… <ul><li>We are now roughly one third (~ 1/3) of the way through the quarter. </li></ul><ul><li>So how are we doing? </li></ul><ul><li>how are assignments going? </li></ul><ul><li>what is working well? </li></ul><ul><li>what are you nervous about? </li></ul><ul><li>how is the online part going? (announcements) </li></ul><ul><li>how does the workload feel? </li></ul>
  9. 9. <ul><li>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. </li></ul>
  10. 10. <ul><li>All Eyes Up Here… </li></ul><ul><li>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. </li></ul>
  11. 11. So…what are assignments B & C? <ul><li>Upcoming Major Assignment due 2/9 </li></ul><ul><li>B. Science and Math Library B & C together are 20% grade </li></ul><ul><li>Find and read 10 books that you would like to include in your Math and Science Library. </li></ul>
  12. 13. <ul><li>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. </li></ul><ul><li>Change your syllabus to say… </li></ul>
  13. 14. <ul><li>Your books need to be age appropriate, and thus be geared for children ages 0-8. </li></ul><ul><li>2 need to be appropriate for infants / toddlers [ages 0- 2 ]; </li></ul><ul><li>2 for preschoolers [ages 3-4 ]; </li></ul><ul><li>2 for early elementary schoolers [ages 5-6 ]; </li></ul><ul><li>2 for mid elementary [ages 7-8 ] </li></ul>
  14. 15. <ul><li>So you need to find a total of 8 books . </li></ul><ul><li>In addition, half should focus on math and the other half on science. </li></ul>
  15. 16. <ul><li>Write an abstract [using the Writing to Publish Format] for each book, including: </li></ul><ul><li>1. Title, Author, publisher, and ISBN number (if you forgot to write this down, you can get it on Amazon) </li></ul><ul><li>2. A summary of the story </li></ul><ul><li>3. Identification of the math and/or science concepts and vocabulary that the story or pictures present </li></ul><ul><li>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 </li></ul>
  16. 17. By the way… <ul><li>There is an example of assignment B online in week 3 under </li></ul><ul><li>“ [your name here]’s Readings”. </li></ul>
  17. 18. Last Year… <ul><li>C. Book Presentation </li></ul><ul><li>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.  </li></ul>
  18. 19. <ul><li>Well, we’re going to follow that pattern again tonight. </li></ul>Before We Begin
  19. 20. <ul><li>Why? It’s not just to practice patterns (which are a great math / science concept). </li></ul>Before We Begin
  20. 21. <ul><li>Why? It’s not just to practice patterns (which are a great math / science concept). </li></ul><ul><li>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!) </li></ul>Before We Begin
  21. 22. <ul><li>It is because I have two goals for this class: </li></ul><ul><li>You will walk out of here in March SHOCKED to think there ever was a time you didn’t absolutely LOVE math and science. </li></ul>Before We Begin
  22. 23. <ul><li>It is because I have two goals for this class: </li></ul><ul><li>You will walk out of here in March SHOCKED to think there ever was a time you didn’t absolutely LOVE math and science. </li></ul><ul><li>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. </li></ul>Before We Begin
  23. 24. <ul><li>Comparing. Really. That’s it. </li></ul>Unit 11
  24. 25. <ul><li>Turn to a partner. Create a </li></ul><ul><li>quick assessment to determine </li></ul><ul><li>if a child knows 3 pairs of these </li></ul><ul><li>comparisons. </li></ul>Unit 11
  25. 26. <ul><li>For each pair of </li></ul><ul><li>comparisons create an </li></ul><ul><li>activity in at least 3 </li></ul><ul><li>different curriculum </li></ul><ul><li>areas. </li></ul>Unit 11
  26. 27. <ul><li>Comparing. Really. That’s it. </li></ul><ul><li>Brownie points: Come to class and explain to me which sign would be correct and why: </li></ul>Unit 11
  27. 28. One Less Fewer Peeve <ul><li>Pet Peeve: using ‘less’ when ‘fewer’ is correct, or vice versa. </li></ul><ul><li>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: </li></ul>
  28. 29. <ul><li>Suzy has three apples. Tommy takes one. She has fewer apples than she had before. </li></ul><ul><li>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.* </li></ul><ul><li>*credit to grassrootsmovement.wordpress.com </li></ul>
  29. 30. <ul><li>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. </li></ul>
  30. 31. Unit 12
  31. 32. <ul><li>Trying to remember trapezoid from rhombus? </li></ul><ul><li>Here: math trapezoid & rhombus </li></ul>
  32. 33. <ul><li>Here: science trapezoid & rhombus </li></ul>
  33. 34. Unit 11
  34. 35. Unit 12
  35. 36. Unit 11
  36. 37. Page 174 <ul><li>Did you do it? tell me… </li></ul><ul><li>How many triangles? </li></ul><ul><li>Squares? </li></ul>
  37. 38. <ul><li>Partner with someone and design an assessment based on one of these relationships. Use your book for inspiration. </li></ul><ul><li>Use manipulatives from the front of the room. </li></ul>Unit 13
  38. 39. <ul><li>Split yourselves into groups, share your activities and participate in person Δ’s activity. </li></ul>Activity #3
  39. 40. <ul><li>Math word: Fractions! </li></ul><ul><li>What do you understand about fractions? What is confusing? How does it make you feel if someone says you are going to teach fractions? </li></ul>
  40. 41. <ul><li>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] </li></ul>Unit 14 Parts & Wholes
  41. 42. <ul><li>There are 3 major categories for parts & wholes: </li></ul>Unit 14 Parts & Wholes
  42. 43. <ul><li>Objects have unique parts </li></ul><ul><li>ex: bodies have legs, arms, </li></ul><ul><li>etc. </li></ul>Unit 14 Parts & Wholes
  43. 44. <ul><li>Groups of things can </li></ul><ul><li>be divided </li></ul><ul><li>ex: grapes can be taken </li></ul><ul><li>off the vine and given to </li></ul><ul><li>multiple children. </li></ul>Unit 14 Parts & Wholes
  44. 45. <ul><li>Whole things can be </li></ul><ul><li>divided into parts </li></ul><ul><li>ex: a pitcher of water </li></ul><ul><li>can be poured into many </li></ul><ul><li>cups. </li></ul>Unit 14 Parts & Wholes
  45. 46. <ul><li>Pick a partner with whom you have not worked before and talk about review A on page 198. </li></ul>Unit 14 Parts & Wholes
  46. 47. <ul><li>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’. </li></ul>Unit 15 Language & Concept Formation
  47. 48. <ul><li>Break into groups of 3 </li></ul><ul><li>Pick a Piagetian period of development [unit 1!] </li></ul><ul><li>Create an activity around the idea of parts and wholes and: </li></ul><ul><li>write out how it addresses: problem solving, reasoning, communications, connections & representations </li></ul><ul><li>Write out if and how it touches on: 1-to-1 correspondence, number & counting, logic & classifying, comparing, geometry – shape, geometry – spatial sense. </li></ul>Unit 15
  48. 49. <ul><li>As I confessed to you earlier (I am assuming you read the PP) … </li></ul>Unit 16 Fundamental Concepts in Science
  49. 50. <ul><li>Still… </li></ul><ul><li>… please don’t tell anyone… </li></ul>Unit 16 Fundamental Concepts in Science
  50. 51. <ul><li>Still… </li></ul><ul><li>… please don’t tell anyone… </li></ul><ul><li>… especially given the title of this class.. </li></ul>Unit 16 Fundamental Concepts in Science
  51. 52. <ul><li>… I am a science snob. </li></ul>Unit 16 Fundamental Concepts in Science
  52. 53. <ul><li>To me, math is merely the tool we use to get science done. </li></ul>Unit 16 Fundamental Concepts in Science
  53. 54. <ul><li>To me, math is merely the tool we use to get science done. </li></ul><ul><li>It is a fabulous, fundamental, incredibly important tool. We couldn’t do quantitative science without it… </li></ul>Unit 16 Fundamental Concepts in Science
  54. 55. <ul><li>To me, math is merely the tool we use to get science done. </li></ul><ul><li>It is a fabulous, fundamental, incredibly important tool. We couldn’t do quantitative science without it… </li></ul><ul><li>But it is still just a tool. </li></ul>Unit 16 Fundamental Concepts in Science
  55. 56. <ul><li>And Unit 16 justifies my secret belief. Because it is called ‘fundamental concepts in science’ but here are the major topics of the chapter: </li></ul>Unit 16 Fundamental Concepts in Science
  56. 57. <ul><li>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… </li></ul>Unit 16 Fundamental Concepts in Science
  57. 58. <ul><li>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… </li></ul><ul><li>For goodness sake, doesn’t that list look familiar? </li></ul>Unit 16 Fundamental Concepts in Science
  58. 59. <ul><li>For goodness sake, doesn’t that list look familiar? </li></ul><ul><li>Science takes these mathematical concepts and applies them to the world around us. </li></ul>Unit 16 Fundamental Concepts in Science
  59. 60. <ul><li>For goodness sake, doesn’t that list look familiar? </li></ul><ul><li>Join with another person with whom you have not worked before… </li></ul><ul><li>… now double your group size… </li></ul>Unit 16 Fundamental Concepts in Science
  60. 61. <ul><li>For goodness sake, doesn’t that list look familiar? </li></ul><ul><li>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? </li></ul>Unit 16 Fundamental Concepts in Science
  61. 62. <ul><li>Take a moment to consider… </li></ul><ul><li>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? </li></ul>Five Minute Focus

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