10
7/23/2019 Observations on Maths Science & Tech Literacy - Essay http://slidepdf.com/reader/full/observations-on-maths-science-tech-literacy-essay 1/10 COVER PAGE  Name: Anonymous - BKR Student Number: Subject Code: EYL n!est"#at"ons "n $at%s& Sc"ence& ' (ec%no)o#y Assessment number: Assessment tem *- Obser!at"ons "n an EYL Centre Assessment t"t)e Obser!e c%")dren+s ,)ay and "n!est"#at"on ord count Section 1: Maths Learning Story - 1000 words Section 2: Scientifc Learning Story - 1000 words .ate Subm"tted: /rd A,r") 01*0 Assessment * Page 1 o 10

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Page 1: Observations on Maths Science & Tech Literacy - Essay

7/23/2019 Observations on Maths Science & Tech Literacy - Essay

http://slidepdf.com/reader/full/observations-on-maths-science-tech-literacy-essay 1/10

COVER PAGE

 Name: Anonymous - BKR 

Student Number:

Subject Code: EYL n!est"#at"ons "n $at%s& Sc"ence& ' (ec%no)o#y

Assessment number: Assessment tem *- Obser!at"ons "n an EYL Centre

Assessment t"t)e Obser!e c%")dren+s ,)ay and "n!est"#at"on

ord count Section 1: Maths Learning Story - 1000 words

Section 2: Scientifc Learning Story - 1000 words

.ate Subm"tted: /rd A,r") 01*0

Assessment *Page 1 o 10

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Case Introduction

23+ "s a 456 year o)d boy and 2A+ "s a 457 year o)d #"r) "n my EYL centre5 As an Educator

obta"ned an a,,ro!a) 8rom bot% ,arents o8 23+ and 2A+ and 8rom my centre d"rector ,r"or to

not"n# my obser!at"ons 8or t%"s study5

Sect"on * "s $at%s )earn"n# story 9 Subject 23+ "n "nd"!"dua) or; t"me act"!"ty 9 c%")d

"n"t"ated

Sect"on 0 "s Sc"ence )earn"n# story 9 Subject 2A+ "n #u"ded "ntent"ona) #rou, act"!"ty 9 c%")d

"n"t"ated

What happened?

n %"s "nd"!"dua) act"!"ty area 23+ contem,)ated se)ect"n# a mat%s act"!"ty 8rom t%e s%e)8 t%at

%ad 2Numbers ' Counters+& 2(ens Boards+& 2(eens Boards+& 2S,"nd)e-Bo<+& and 2Number 

Rods+5 3e c%ose 2Numbers ' Counters+ and ,)aced t%e ood numbers 2*+ to 2=+ "n s"deays

se>uence on t%e 8)oor mat5 3e re8)ected and rea)"sed t%at number 2?+ and 2=+ ere "ncorrect)y

 ,)aced5 3e sa,,ed t%em around5 3e t%en counted t%e correct >uant"ty o8 counters and

 ,)aced t%em underneat% eac% number a,,ro,r"ate)y5 3e t%en c%ec;ed %"s or;5 3e con8"rmed

under eac% number& %e %ad ,)aced t%e correct >uant"ty o8 counters5 So under number 2*+ t%ere

as just one counter& under number 20+ t%ere ere to counters and so on5 A8ter %ecom,)eted t%e act"!"ty %e came 8orard to commun"cate %"s accom,)"s%ment to me5

129

EYLF Outcomes section

obser!ed t%at 23+ "s confident, autonomous and d"s,)ays a sense of agency "n t%e se)ect"on

o8 a mat%s act"!"ty 8rom t%ose a!a")ab)e on t%e s%e)8& and demonstrates @ persistence %en

8aced "t% c%a))en#es %en 8"rst attem,ts are not success8u) "n re)at"on to Outcome: *

.EER& 011=& ,5 00 %en %e corrects numbers 2?+ and 2=+,)aced "ncorrect)y "n"t"a))y5

3e uses t%e @ process o8 count"n# t%e counters and reflecting ” on t%e >uant"ty counted be8ore

 ,)ac"n# t%em underneat% numbers& and  problem solving  re)at"on to Outcome: 4 .EER&

011=& ,5 /D %en %e matc%es t%e correct >uant"ty "t% t%e number5

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3"s )earn"n# cou)d be e<tended by 8urt%er "n us"n# 2(een Boards+ Numbers te)!e& t%"rteen&

8ourteen etc and 2(ens Boards+ numbers (en& (enty etc to de!e)o, %"s count"n# and

measur"n# s;"))s beyond number 2=+5

141

Describe Mathematica !rocesses

23+ a,,)"ed t%e ,r"nc",)es o8 B"s%o,+s S"< $at%emat"ca) Cate#or"es $acm"))an& 011=& ,,5 0*-

00 %en locating t%e mat%s act"!"ty 8rom t%e s%e)8& and arran#"n# t%e ood numbers on %"s

mat5 3e a,,)"es mat%s ,r"nc",)es o8 counting   and measuring   >uant"t"es %en %e counts

counters to ,)ace t%e correct >uant"ty underneat% eac% ood number5 3e e<%"b"ts >ua)"t"es o8 

investigation, checking   and  problem solving   %en %e reso)!es t%e con8us"on beteen

number s%a,es "n t%e ordered  ,)acement5

23+ engaged   "n a %ands-on mat%emat"ca) act"!"ty t%at ca,tured %"s "nterest 8rom t%e s%e)8 

Pr"mary Connect"ons& 0117& ,,5 *-05 (%"s act"!"ty %e),ed 23+ to elaborate %"s ,r"or )earn"n#

o8 numbers and connect  "t% quantity measures en%anc"n# %"s understand"n#5 3 grappled 

"t% t%e s%a,es o8 numbers 2?+ and 2=+ and demonstrated %"s s;")) at  problem solving. 3e

evaluates %"s or; by reviewing  and reflecting  %"s act"!"ty be8ore and a8ter com,)et"on5

141 "ords

Describe the Mathematica Concepts

23+ or;ed "t% rea) objects& s%o"n# %"s understand"n# o8 t%e conce,ts o8 classification

d"scr"m"nat"on& matc%"n# and #rou,"n#&  and  shapes  >ua)"ty attr"bute o8 ood numbers5

3"s bas"c count"n# ab")"ty %e),s %"m to demonstrate conce,t o8 ordering numbers "n ,ro,er 

sequential   placement   ( Project $at%s Access& 011? . 3e demonstrates %"s understand"n# o8 

t%e concept of  one-to-one correspondence $acdona)d& 01*0a beteen numer"c >uant"tat"!e!a)ues o8 t%e number 8"#ures and a)so e<%"b"ts hand-eye coord"nat"on5 3 a)so d"s,)ays t%e

conce,t o8 ‘One’  and t%e conce,t o8 ‘More’  Ge"st& 011=& ,,5*4= -*605

#$

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%echnoo&'

(%ere as no tec%no)o#y used "n t%e mat%s act"!"ty re)ated abo!e5 A 2Cas% Re#"ster+ "t%

2Number+ ;eys and 2$oney Co"ns+ 8or count"n# can be used to en%ance t%e mat%s act"!"ty

e<,er"ence o8 c%")dren and to ma;e "t "nterest"n# 8or t%em "n a 2su,ermar;et s%o,,"n# ,)ay+act"!"ty5 %en a c%")d ,resses t%e ;ey 2*+ t%e re#"ster o,ens u, a tray 8or co"ns 8or t%e

a,,ro,r"ate >uant"ty o8 co"ns5 C%")dren count t%e co"ns to #"!e to a 2customer+ "n ,retend ,)ay5

(%"s may re>u"re ass"stance 8rom a teac%er or an adu)t as a 2sca88o)d+ to %e), "t% count"n#5

9( "ords

!h'sica and )ocia En*ironment

n t%e $at%emat"ca) act"!"ty 3 en#a#ed "n so)"tary ,)ay "t%out any educator ,art"c",at"on

 but under a remote non-"ntrus"!e su,er!"s"on "n a sa8e but st"mu)at"n# en!"ronment at t%e

centre5 (%e act"!"ty as a ,)anned curr"cu)um act"!"ty& to de!e)o, "dent"ty& autonomy and

 ,romote t%e a#ency o8 t%e c%")d as ,er Outcome: * .EER& 011=& ,5 005 3+s ,%ys"ca)

en!"ronment as !ery 8)e<"b)e and unrestr"ct"!e #"!"n# %"m c%o"ces to se)ect %"s act"!"ty and

ma;e %"s on dec"s"ons Ge"st& 011=& ,5*67 #"!"n# %"m su,,ort to ma;e %"s c%o"ces and

de!e)o, a sense o8 mastery5 3"s soc"a) en!"ronment "nc)udes teac%ers t%at em,at%"se "t% %"m

"n %"s ac%"e!ements and "n %"s s;"))s de!e)o,ments5 C%")dren )earn t%rou#% t%e"r on

e<,)orat"on and ,rob)em so)!"n# s;"))s 3ar)an ' R"!;"n& 01*0& ,,5/1-/*5

122

!ara&raph to the !arents+Carers

At suc% a youn# a#e 3 "s or;"n# !ery %ard to e<,)ore t%e numbers assoc"at"n# "t% >uant"ty

measures5 3e demonstrates %"s s;")) at ,rob)em so)!"n# and dec"s"on ma;"n# and e<%"b"ts

con8"dence %en underta;"n# se)8 mot"!ated mat%s act"!"t"es on %"s on5 3e %as de!e)o,ed

 bas"c conce,ts "n mat%s on count"n# and reco#n"t"on o8 numera)s or number symbo)s5 3"s

s;"))s and )earn"n# at numbers can be en%anced at %ome by "ntroduc"n# count"n# son#s and

r%ymes @"!e c%ee;y $on;eys& @One& to& t%ree& 8our& 8"!e& once cau#%t a 8"s% a)"!e& @

(%ere are Se!en .ays "n a ee; and t%e read"n# o8 c%")dren+s storyboo;s t%at dea) "t%

numbers @Count your C%"c;ens& @Sna;es and )adders& @Ludo d"ce #ames5

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114

!ara&raph to the chid

.ear 23+&

t "s easy to see& by atc%"n# you t%at you rea))y )";e ,)ay"n# "t% mat%s numbers5 You

e<,)ored t%e ood number symbo) s%a,es s,ec"a))y numbers 2?+ and 2=+5 )";ed t%e ay you

dec"ded t%e correct s%a,es you ,ut "n t%e number se>uence and %en you tr"ed %ard to

"dent"8y and matc% t%e numbers "t% t%e correct >uant"ty o8 counters5 Your ,arents ")) be

!ery ,roud o8 you5 You are !ery con8"dent and you ere !ery %a,,y %en you succeeded "n

your act"!"ty5 Let us try add"n# and subtract"n# numbers us"n# 2(ens boards+ and 2(eens

 boards+ ne<t t"me5

am %a,,y 8or you5 You %ad 8un ,)ay"n# "t% numbers5

111

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Section 2, )cience Learnin& )tor' - Intentiona )uper*ised .roup !a' - .uided

Disco*er'

What happened?

obser!ed 2A+ "n a #rou, ,)ay"n# "t% 6 ot%er c%")dren& us"n# ater "n a 2see t%rou#%+ ,)ast"c

conta"ner to obser!e t%e 8)oat"n# and s"n;"n# o8 objects5 (%e c%")dren used a roc;& a stone& a

)ea8& a t"#& a 8eat%er& a com,)ete)y et ood b)oc;& a ,"ece o8 ,a,er and a ,)ast"c boat 8or 

t%e"r e<,er"ment5 S%e as;ed "8 t%e stone ou)d s"n;5 (%e teac%er as;ed %er to try5 2A+ as

cur"ous to ;no %y t%e stone san; and understood %en t%e teac%er e<,)a"ned t%e stone "s

%ea!y5 2A+ t%en ,)aced a roc; "n one %and and a 8eat%er "n anot%er to 8ee) t%e"r %ea!"ness and

conc)uded t%e roc; ou)d #o don and t%e 8eat%er ou)d rema"n on to,5 2A+ commun"cated

to %er ,eers "n t%e #rou, and con8"dent)y e<c)a"med @ as r"#%t& %en t%e 8eat%er 8)oated

and roc; san;5 About t%e ,"ece o8 ,a,er 2A+ con8"dent)y stated @(%e ,a,er ")) 8)oat5 But

some c%")dren "n t%e #rou, ansered t%e ,a,er ")) #o don5 2A+ used %er "ma#"nat"on o8 a

 ,ast e<,er"ence tra!e))"n# "n boats& to connect "t% t%e ,)ast"c boat "n t%e e<,er"ment& and

e<c)a"m @t "s a boat& "t ")) 8)oat5

19(

EYLF Outcomes

n a shared play 2A+ en#a#ed "n %er #rou, act"!"ty "n accordance "t% )earn"n# Outcome: * o8 

t%e EYL .EER& 011=& ,5 045 S%e d"s,)ayed a sense of belonging  to %er #rou, %en s%e

e<%"b"ts active participation  "n accordance "t% t%e )earn"n# Outcome: 0 o8 t%e EYL

.EER& 011=& ,5 075 S%e e<%"b"ted a )earn"n# "n accordance "t% t%e )earn"n# Outcome: 4

.EER& 011=& ,,5 /4 - /6 %en s%e eperiments "t% t%e roc; and t%e 8eat%er "n %er 

%ands and obser!es t%em s"n; or 8)oat5 S%e en#a#es "n hypothesising %en s%e ,red"cts t%e

roc; ")) #o don and t%e )ea8 ")) stay on to,5 A "s active and involved  "t% a d"s,os"t"on o8 

confidence, investigation, and hypothesising 5 S%e demonstrated communication  o8 %er 

%y,ot%es"s conc)us"on to %er ,eers "n accordance "t% EYL Outcome: 6 .EER& 011=& ,5

415

Describe the )cienti/ic !rocess

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2A+ a,,)"ed t%e ,r"nc",)es o8 B"s%o,+s S"< $at%emat"ca) Cate#or"es $acm"))an& 011=& ,,5 0*-

00 %en s%e measures t%e e"#%t o8 objects )";e roc;s and 8eat%ers "n %er %and&

hypothesising   and predicting  Ste)Fer& 0116& ,56 %at ")) %a,,en& be8ore e<,er"ment"n#5

S%e engages "n a sc"ent"8"c act"!"ty o8 8)oat"n# light  and s"n;"n# o8 heavy objects "n ater5

S%e elaborates on %er )earn"n# and evaluates t%e 8eat%er and t%e roc; "n eac% %and Pr"mary

Connect"ons& 0117& ,,5 *-0 e<,ress"n# t%e conce,t o8 heaviness o8 an object& by inferring 

Ste)Fer& 0116& ,5 6 8rom t%e stone #o"n# don5

S%e observes t%e e88ect o8 c%an#e o8 te<tures )ea8& roc; and a 8eat%er and e<%"b"ts problem

solving  s;"))s %en s%e e<am"nes t%e ,"ece o8 ,a,er 3ar)en& 011/& ,5 ?15

122

Describe the )cienti/ic Concepts

2A+ and t%e c%")dren "n %er #rou, e<,)ore and understand t%e conce,t o8 weight  "n terms o8 

 be"n# heavy or light  and float or sink.5 (%e mater"a) t%ey use "s o8 d"88erent tetures hard or 

soft 5 n t%e"r e<,er"ment 2A+ e<%"b"ts conce,ts o8 trial and error and eperimenting 3ar)an

' R"!;"n& 01*0& 0= to eplore, question, reason and discover  ansers t%rou#% %er on

 ,%ys"ca) and menta) act"!"ty "n a ,rocess o8 sc"ent"8"c en>u"ry t%at "n!o)!es observations o8 

objects s"n;"n# or 8)oat"n#& interpreting evidence %en s%e e"#%s objects "n %er %and and "n

 predicting  a ,a,er ")) 8)oat5 S%e communicates %er 8"nd"n#s to %er ,eer #rou, 3ar)en et a)&

011/& ,5 6D5

%echnoo&' - Identi/' the use o/ %echnoo&'

(%ere as no tec%no)o#y used "n t%e sc"ent"8"c act"!"ty 8or 8)oat"n# or s"n;"n# object abo!e5

Learn"n# cou)d be e<tended by us"n# a e"#%"n# ba)ance measur"n# sca)e 8or d"88erent

objects be8ore ,utt"n# t%em "n ater to c%ec; "8 t%ey 8)oat or s"n;5 An understand"n# o8 

#ra!"ty can be commun"cated by us"n# bot% a e"#%"n# sca)e and a ater tan; se,arate)y to

understand %o objects are a88ected by #ra!"ty and t%e res"stance o8 ater5 A)so to ba))oons

one 8"))ed "t% a"r and t%e ot%er %a)8-8"))ed "t% ater can be used to e<,)a"n sc"ent"8"c

conce,ts o8 a"r a"r 8"))ed ba))oon 8)oat"n# and ater ater 8"))ed ba))oon dro,s to t%e 8)oor5

10

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!h'sica and )ocia En*ironment

(%e teac%er too; on t%e ro)e o8 a med"ator "n t%"s act"!"ty and acted as a sca88o)d su,,ort"n#

t%e c%")dren "n a sc"ent"8"c d"sco!ery act"!"ty V#ots;y& *=D7& ,5 7?5 (%e teac%er ,rom,ts t%e

c%")dren encoura#"n# t%em to t%"n; about and ,red"ct %et%er objects ")) 8)oat or s"n;5 S%e

"s act"!e& and s%os res,ons"!e )"sten"n# "n order to understand and res,ect c%")dren+s

)earn"n#5 (%e teac%er su,,orts t%e con8"dence o8 a)) c%")dren e>ua))y5 (%e ,%ys"ca)

en!"ronment "s a sa8e outdoor area "t%"n t%e boundar"es o8 t%e EYL sett"n#5 (%e

en!"ronment ,romoted a #u"ded d"sco!ery "n sc"ent"8"c e<,er"ment t%at 8ac")"tated t%e best

 ,oss"b)e met%ods 8or c%")dren to e<,)ore& >uest"on& reason and d"sco!er ansers 3ar)an '

R"!;"n& 01*0& ,50=5

11$

!ara&raph to the !arents+Carers

.ear 23+&

t "s easy to see& by atc%"n# you t%at you rea))y )";e ,)ay"n# "t% mat%s numbers5 You

e<,)ored t%e ood number symbo) s%a,es s,ec"a))y numbers 2?+ and 2=+5 )";ed t%e ay you

dec"ded t%e correct s%a,es you ,ut "n t%e number se>uence and %en you tr"ed %ard to

"dent"8y and matc% t%e numbers "t% t%e correct >uant"ty o8 counters5 Your ,arents ")) be

!ery ,roud o8 you5 You are !ery con8"dent and you ere !ery %a,,y %en you succeeded "n

your act"!"ty5 Let us try add"n# and subtract"n# numbers us"n# 2(ens boards+ and 2(eens

 boards+ ne<t t"me5

am %a,,y 8or you5 You %ad 8un ,)ay"n# "t% numbers5

!ara&raph to the chid

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Re8erences

.e,artment o8 Educat"on& Em,)oyment and or;,)ace Re)at"ons .EER& 011=

 Belonging, Being and Becoming: The Early Years Learning Framework for Australia,

Barton& AC( Commonea)t% o8 Austra)"a5 Retr"e!ed *6-$ar-01*6 8rom ebs"te: %tt,:educat"on5#o!5ausearc%s"te

.e,artment o8 Educat"on& Em,)oyment and or;,)ace Re)at"ons& 011=5 Belonging, eing

and ecoming: Educator!s guide to the The Early Years Framework for Australia,

Barton& AC(: .EER5 Retr"e!ed 01 .ec 01*4 8rom ebs"te:

%tt,:8")es5acec>a5#o!5au8")esNat"ona)-Hua)"ty-rameor;-Resources-K"t

Ge"st& E5 011=5 n8ants and todd)ers5 n "hildren are orn mathematicians: #u$$orting

mathematical de%elo$ment, irth to age & ,,5 */6-*705 I,,er Sadd)e R"!er& NJ:

Pearson Educat"on5

3ar)an& J5.5& ' R"!;"n& $5S5 01*05 Gu"d"n# sc"ence )earn"n# and assessments "n t%e ear)y

years5 'n #cience e$eriences for the early childhood years: An integrated affecti%e

a$$roach *1t% ed5& ,,5 07-605 I,,er Sadd)e R"!er& NJ: Pearson Educat"on& nc5

3ar)en& 5& $acro& C5& Reed& K5& ' Sc%"))"n#& $5 011/5 $a;"n# ,ro#ress "n ,r"mary sc"ence

,,5 66-D*5 London: Rout)ed#e a)mer5 Retr"e!ed *7 $ar 01*6 8rom CSI ebs"te:

%tt,:"nteract5csu5edu5au,orta)s"teE$C/1601*601A.

$acm"))an& A5 011=5 S%ared conte<ts 8or teac%"n# and )earn"n# numeracy5 n )umeracy in

early childhood: #hared contets for teaching and learning  ,,5 01-//5 Sout%

$e)bourne& VC: O<8ord In"!ers"ty Press5 Retr"e!ed *7 $ar 01*6 8rom CSI

ebs"te: %tt,:"nteract5csu5edu5au,orta)s"teE$C/1601*601A.

Pr"mary Connect"ons5 01175 An elaoration of the *rimary "onnections +Es teaching and

learning model- Retr"e!ed 8rom:

%tt,:5sc"ence5or#au,r"maryconnect"onsteac%"n#-and-)earn"n#"ma#es6Es5,d8 

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Project $at%s Access 011?5 Teas #chool for the Blind and .isually 'm$aired (T#B.' / 

Teaching 0athematical "once$ts: Basic "once$ts- .on)oaded Retr"e!ed *7 $ar

01*6 8rom:

%tt,:s00/*75tsb!"5edumat%,roject"nde<5as,ma"n

Ste)Fer& E5 01165 Structure o8 matter5 'n E$eriencing science and math in early childhood  

,,5 /0-605 (oronto& ON: Pearson Educat"on Canada5 Retr"e!ed *7 $ar 01*6 8rom

CSI ebs"te: %tt,:"nteract5csu5edu5au,orta)s"teE$C/1601*601A.

Vy#ots;y L5 *=D7 $"nd "n Soc"ety: (%e de!e)o,ment o8 3"#%er $enta) Processes& 1one of

 *roimal 2e%elo$ment- 3ar!ard In"!ers"ty Press Cambr"d#e& $A5 Retr"e!ed *7 .ec

01*4 8rom CSI ebs"te: %tt,:"nteract5csu5edu5au,orta)s"teEEP4*D01*4=1A.

Assessment *Page 10 o 10