Infusing ICT in Early Years Math and Science Curricula

INFUSING ICT IN EARLY YEARS MATH AND SCIENCE CURRICULA

BYTE February 25, 2011Portage la Prairie, MBSherry Perih and Rosalind [email protected]@gov.mb.ca

This session will target how to infuse technology into the classroom and provide a snapshot of how to connect the curriculum to meaningful math and science learning experiences to foster engagement with early years students.

Goal

Action Cards

Prepare a set of activity cards. Seat students in a circle. Place cards face down in the middle of the circle. Students take turns drawing a card and then leading the class in performing the activity on the card. Have students count aloud as the actions are

performed. Students can make their own cards!

It’s Not About the Technology

Technology Is Not Technologyhttp://www.flickr.com/photos/40836723@N08/4390432853/

It’s About the Learning It’s about the process of learning. How can ICT support and enhance

student learning? No matter what we are learning, we

follow a process, whether it is the curriculum or if we are learning to wink…

Ask Questions

Learning To Wink Photostreamhttp://www.flickr.com/photos/courosa/sets/72157623465344795/with/4421748406/courosa

Gather information and make sense of it


Attempt to model, not afraid to make mistakes


Try different strategies


If something does not work try something else


Show their learning


Show their learning


Proud of their accomplishments


Our Role

http://www.edu.gov.mb.ca/k12/tech/lict/index.html

Transformation Continuum

“Philosophies of learning and teaching can be viewed as a continuum with extreme educational interpretations of behaviorism (for example, instruction) and cognitivism (for example, construction) at either end. Any one educator's philosophy resides somewhere on this line. The threshold between the two views marks a critical point of "transformation" for an educator.” Teaching with Technology. Hooper, Simon and Lloyd P. Rieber

http://www.nowhereroad.com/twt/

http://lwict-principles.wikispaces.com/Constructivist+Learning

Uncovering the Curriculum

Just as the goal of science is to make sense of things, so is the goal of mathematics is to find and analyze mathematical patterns and make meaning of them.

Mathematical Processes There are critical

components that students must encounter in a mathematics program in order to achieve the goals of mathematics education and encourage lifelong learning in mathematics.

Communication

Problem Solving

Reasoning

VisualizationTechnology

ConnectionsMental Mathematics and Estimation

Science Scientific literacy is an evolving

combination of the science-related attitudes, skills, and knowledge. Students need to develop inquiry, problem-solving, and decision-making abilities, to become lifelong learners, and to maintain a sense of wonder about the world around them. Kindergarten to Grade 4 Science: Manitoba Curriculum Framework of

Outcomes (1999)

Math Students need to explore problem

solving situations in order to develop personal strategies and become mathematically literate. Learners must realize that it is acceptable to solve problems in different ways and that solutions may vary. K I N D E R G A R T E N T O G R A D E 8 M A T H E M A T I C S

Manitoba Curriculum Framework of Outcomes (2008)

Using Media

CYBERCHASE from PBS KIDS GO! Walter the Lowdown Sneaky Walrus A Perfect Fit

PWIM Picture Word Inductive Model

Public School Minute - PWIM Pictures from City By Numbers by Stephen T. Johnson

In your groups, turn the cards so that you can see all of the images.

As a group, sort out the images with similar math or science.

Each group member must choose a card and talk about how math is shown through the image. Relate it to your life.

Community Cards

Finding Images Creative

Commons License (creativecommons.ca)

Flickr.com – Advanced Search (Check off Creative Commons-licensed content)

Bridge - Pontehttp://www.flickr.com/photos/20986960@N04/2398823962/By Andre MaceiraLicense:

Attribution-NonCommercial-ShareAlike 2.0 Generic (CC BY-NC-SA 2.0)

Literature “Children’s books are effective classroom

vehicles for motivating students to think and reason mathematically”

Marilyn Burns. Math and Literature (K-3)

Eric The Math Bear

Eric the Math Bear by Caroline Glicksman

math literature - Eric the math bear\ericthemathbear.pptx

http://www.amazon.com/gp/product/images/0375824324/ref=dp_image_0?ie=UTF8&n=283155&s=books

Engagement Use your everyday life to capture

student’s interest. Math and science is found everywhere. It can begin with a story.

I am hungry!

Creating Stories Engage students in curriculum by having

them create their own stories. How can you use technology to support story

making? Digital images Kerpoof.com, Readwritethink.org More resources:

http://resources4lwict.wikispaces.com/Resource+Teachers

Example: Eric Makes a Pie

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Eric wanted to make some rhubarb pie.

I am hungry!

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I need eggs. How many eggs do I need? How many eggs are in

the package?

I need measuring

cups.

Thank goodness, mom washed and cut up all the rhubarb. I wonder how many pies can I

make?

The Teddy Bear Exchange Online collaboration http://www.iearn.org.au/tbear/ The aim of the project was to team pairs

of schools and have them exchange a 'Teddy Bear" or other soft toy. The bear then sent home a diary by email describing its adventures, the places it has been, as well as the things it had seen and done. The project aimed to enhance understanding and acceptance of diverse cultures.

Everyday Math Everyday Math by Ray Appel http://www.zapple.ca/

36

37

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Cook-A-Doodle-Doo Cook-A-Doodle-Doo by Janet Stevens

Literature Links Cook-A-Doodle-Doo by Janet Stevens and Susan

Stevens Crummel Chrysanthemum by Kevin Henkes Hottest Coldest Highest Deepest by Steve Jenkins Bean Thirteen by Matthew McElligott The Spring Celebration by Tina Umperherville One Tiny Turtle by Nicola Davies Icebergs and Glaciers by Seymour Simon Is A Blue Whale The Biggest Thing There Is? By

Robert E. Wells

Problem Solving with Images

Engages students Infuses ITC Connects to all strands Connects problems solving to

students’ lives Integrates community into Math class

What questions can we ask!

http://www.killarney.ca/default.asp

Questions - Math

How many windows does the house have?

How many windows do you think are on the sides of the house that we cannot see?

How many rectangles in the picture? How many different polygons are

shown? How many different 3-D objects are

shown?

Questions - Science What type of trees are in

the picture? What did they use to build

this house? How would you get a

piano upstairs? What did they use to build

this house 100 years ago? Where is this building? Was this building built in a

protected wildlife habitat?

Write A Problem

What problem can we write about this picture?


The answer is 12. What is the question?


By Sherry

The Answer is 9

The answer is 9. What is the question?

There were 12 goldfish that swam near the bottom of the ocean. The great white shark gobbled 3 of them for his supper. How many goldfish are left swimming?

Planning – Sample Lesson The Four-Column

Planner BLM 9 Independent

Together http://www.edu.gov.mb.ca/k12/cur/

multilevel/blm/index.html

Questions How are the shapes you see alike? How are they different?

Color, by Terry Grant

http://junomain.files.wordpress.com/2007/03/mondrian-composition_a-1923.jpg

Resources LwICT: Let Me Try - Sample learning experiences

http://www.edu.gov.mb.ca/k12/tech/lict IMYM

http://www.edu.gov.mb.ca/k12/tech/imym/index.html

Mathematics Support Documentshttp://www.edu.gov.mb.ca/k12/cur/math/index.html

LwICT Wikihttps://lwict.wikispaces.com/

LwICT Resources Wikihttp://resources4lwict.wikispaces.com/

http://www.edu.gov.mb.ca/k12/tech/lict



http://www.edu.gov.mb.ca/k12/cur/math/index.html

http://www.edu.gov.mb.ca/k12/cur/math/index.html

https://lwict.wikispaces.com/

http://resources4lwict.wikispaces.com/

Reflection What are you

doing with your students?