This activity teaches children to identify textures through touch. Children feel different textured boards with one hand and match each board to the corresponding textured card. The textures include smooth cotton, rough corduroy, and velvet. By matching boards and cards, children develop tactile senses and the concepts of same and different. The teacher first demonstrates the activity and then children work independently to match textures, with self-correction. The goal is for children to differentiate between various textures and identify textures as rough or smooth.
Caroline Donoghue - Visual Pedagogy Project: Art and Diversity - Utilizing A...Hallie DeCatherine Jones
Caroline Donoghue - Visual pedagogy project for M333 "Art Experiences for Elementary Generalists", Spring 2012 at Indiana University Bloomington. Instructor Hallie DeCatherine Jones.
Caroline Donoghue - Visual Pedagogy Project: Art and Diversity - Utilizing A...Hallie DeCatherine Jones
Caroline Donoghue - Visual pedagogy project for M333 "Art Experiences for Elementary Generalists", Spring 2012 at Indiana University Bloomington. Instructor Hallie DeCatherine Jones.
Math Lesson PlanGrade Level KSubjectMathPrepared ByAct.docxandreecapon
Math Lesson Plan
Grade Level:
KSubject:MathPrepared By:
Activity Name:
Brown Bear Character PictographLearning Domain
Students will be organizing animals on a pictograph, counting, and interpreting data.Overview & Purpose
Students will learn the names of animals, colors, and how to create a pictograph by organizing the animals to determine analysis.
Education Standards Addressed
Collect and organize data by counting and using tally marks and other symbols. (DOK 1) describing data by using mathematical language such as more than, less than, etc. (DOK 1)
Objectives:
(Specify skills/information that will be learned.)
Students will learn through listening, engaging in discussion, and observing pictures. They will learn the names of animals, colors, create a pictograph, and count to determine more or less.Materials Needed:
· Brown Bear, Brown Bear, Book
· Squares made from construction paper
· Animal stamps
· Markers
· pictograph
Content:
(Specific skill/ concept being taught in lesson)
Listening, engaging, observing, and gathering information to create a pictograph to determine analysis
Vocabulary:
Discuss and define the words more, less, total, data, and pictographOther Resources:
Counting books, animal manipulatives, number flashcards, and counting videos.
Procedure/s: (List of steps in lesson delivery) Include as applicable and in order of delivery:
Examine & Talk, Demonstrate, Model, Plan, Guide, Record, Describe, Explore, Acquire, Practice, etc.
The teacher reads Brown Bear, Brown Bear What Do You See? Show pictures. Engage in class discussion. Instruct students to use the animal stamps to make cards of their favorite animal in the story. Teacher will display a large pictograph in front of room and let students come up to put them in the correct row. Class will count to obtain the data analysis to determine the class favorite animal character in the story.Evaluation/Summary:
Use a worksheet that students will have to count the number of items in a group and write the correct number under the group. Then let them circle the number that is the largest of the groups
Remediation:
Remedial Activities
Adaptations or Individualization
Review in a one-on-one setting using manipulative animals to group and count.
Extension:
Enrichment Activities
Ask students to choose two animals from the story. Draw small pictures of the one that is their favorite and draw two less of the one that is their least favorite. Write the number under the pictures to represent how many.Additional Notes:
This book may also be used to teach color.
Science Lesson Plan
Grade Level:
K
Subject:
Science
Prepared By:
Activity Name: Sounds Good
Learning Domain
Exploring animal sounds by using the sense of hearing, and improving comprehension skills.
Overview & ...
Erasmus+ Project Based Learning activities for Inclusion despinarmenaki
Under the frame of the Erasmus+ project “Inclusive Learning for Students”, Uk, Italy, Poland, Greece and Turkey cooperate to stimulate inclusion to every student and interest in the subjects of language, physics, history, science, environmental education, geography, physical education, design technology, ICT, music and Art.
1. ECED4080 Creating Materials for Use by Young Children
:
Learning Task:
“Let’s Touch”
Description:
Texture is a very common practice in
children daily lives. This activity Student Learning Outcomes:
reinforces the sense of touch Only by
using the sense of touch, children feel Matching:
each board surface by one hand
and find the card which has the Differentiates between various
same texture. They will match the textures.
same texture and identify the rough
and smooth texture.
Prerequisite Concepts, Skills &
Values:
Learning task adapted from:
http://kgoo.blogspot.com/2011_01_01 1- Follows class routines for selecting,
_archive.html using and returning individual learning
tasks.
Age Group: 2- Adopts class routines for obtaining
4-6 years teacher support to demonstrate learning
tasks and to obtain assistance
Subject Area:
Science
Subject Strands:
Matching
Matching helps children develop the
Subject Topic: pre-math and pre-reading concept of
Texture same and different.The touch board.
Background Information:
There is no doubt that children like to Learning Theory & Instruction
touch things in the environment. Touch Strategies:
objects is inhance the development of * The activity is based upon a
the tactile senses as well as preparing cognitive approach where children
the preschooler for writing. It also make links with different experiences.
connects to the use of sandpaper letters * The teacher strategy is independent
and numerals. In addition, It allows learning with self-correction.
children to explore different * The teacher demonstrate the learning
tactile. Each of the boards has task for the child initially, then the
different texture. child works on his or her own perhaps
working with the same task for several
days to reach the mastery level.
2. ECED4080 Creating Materials for Use by Young Children
Students Characteristic Tools and Equipment Needed:
Accommodated: Smooth cotton *
- Accommodating tactile and Rough corduroy with ridges*
naturalistic intelligence was Velvet material*
considered in the design of this * Sandpaper
activity as students enjoy * Felt
touching and matching the * Black paper
boards with the cards. * Boards
* Cards
The activity provides the opportunity * Glue (UHU)
for the child to identify different
textures.
Checklist of Tray Items:
Children engage in this activity * Tray
because they will using their tactile * Box: Cards
sense and explore different texture. * Box: Boards .
Introduction of the Learning Task:
Show the child how to remove the
activity tray from the shelf noting Extension Activities:
the placement of each item. Using objects instead of cards. The
child will feel each object with herhis
Take the learning task to an open hands and decide in which texture it
space at atable should go under.
Tell the child the name of the
activity. Enrichment Activities:
Adding a blindfold to
the activity to make it
Demonstrate how to take boards more fun for children.
out from the tray, then arrange
them in the table from top to down
or from right to lift..
Assessment Techniques:
- Student compares the surface
Explain for the child that this of boards with the cards models
activity is based and self corrects.
on the sense of touch. First, the - The teacher observe student while
child should working and provides formative
touch the surface of the board then feedback.
he should choose the card that has - The teacher examines and analyzes
he same texture of the board. finished product.
Allow the child to take the initially Feedback Suggestions:
in practicing the activity.
3. ECED4080 Creating Materials for Use by Young Children
How you match where the Texture, touch, model
boards with cards?
Show me the card that has like this
texture
References:
http://kgoo.blogspot.com/2011_01_01
_archive.html
Evaluation Rubric: Comments, Hints, & Suggestions:
- Does not distinguish between Make sure to remove any sharp
textures edges in the boards.
.
- Matches, some of textures Use the same color of texture to
help the child matches only the
- Matches, all textures, begins textures rather than the color of
to identife that each boards has the textures.
different texture.
- Mach all textures correctly,
use roughsmooth to describe
different textures. Key Words:
Touching, matching, tactile,
Vocabulary::