Math & Science for Young Children

ECE 141 / 111Fwinter quarter 2010

Emily McMasonNight 2 units 1-5

Homework Due

• Please take a folder, write your name on the label and hand in Activity #1.

• Wander up to the front, see if I can guess your name, and have me check your key terms for units 1 – 5 (this goes towards your participation points).

Tops & Bottoms

Adapted & Illustrated byJanet Stevens

OOPS! I forgot to askeach of you what is theage group you work with the most.

Tami had a great thought about this-What about rearranginggroups so that you are with others who teachthe same age?

If school is closed: Schoolreport.orgIf I need to cancel class:

on our class page Email

Write down all of your feelings that first come to mind when you think about math & science.

Five Minute Focus

Write down all of your feelings that first come to mind when you think about math & science.

Now do the same thing for reading.

Five Minute Focus

Write down all of your feelings that first come to mind when you think about math & science.

Now do the same thing for reading.

How do these compare?What does our culture think about

math & science? Reading?

Five Minute Focus

Reading tells us about our experiences, it describes the world around us.

Five Minute Focus

Reading tells us about our experiences, it describes the world around us.

So does Science.

Five Minute Focus

Reading is using a language, a way to describe the world around us.

Five Minute Focus

Reading is using a language, a way to describe the world around us.

So is Math.

Five Minute Focus

Speaking of languages….There were 37 vocabulary terms you slogged through in Unit 1.

Grab your notebooks, I want to answer any questions and highlight a few.

On your mark…get set…write (and think!)

1.Concept2.Preprimary3.Primary4.Development5.SensesExample definitions given online.

Vocab

6. Process skills7. Understanding8. Principles9. StandardsAny Questions?

Vocab

Who knows Jean Piaget? What is important about his work?

Vocab

10. Sensorimotor period11. Object permanence example12. Object recognition13. Representational thought

example

Vocab

14.Preoperational period15.Preconcepts16.Symbolic behaviors17.Centration18.Reversability19.Conservation20.Seriation21.ClassificationAny Questions?

Vocab

Jump up and down, stretch, moan, whatever. We only have 16 more to go…

Vocab

22. Concrete operations23. Abstract symbolic activities24.Formal operations25.Physical knowledge26.Logico-mathematical knowledge27.Social knowledge28.AutonomyAny Questions?

Vocab

Lev Vygotsky29.Signs30.Zone of Proximal Development

[ZPD]31.Scaffolding

Vocab

32. Learning Cycle(33. Descriptive lessons – skipping

this)34. Awareness35. Exploration36. Inquiry37. Utilization

Vocab

We made it!

Vocab

Learning Styles- the work of Howard Gardner.

Multiple intelligences: linguistic, logical-mathematical, bodily-kinesthetic, interpersonal, intrapersonal, musical, spatial, naturalist, existential.

Teach a child to count to 10. Can you do it using all 9 intelligences?

Unit 2

Piaget /VygotskyLearning cycleNatural /informal /structuredDivergent / convergentMultiple intelligences

…is your head spinning yet?

Now for some Fun?

I completely, fully, 100% disagree with the text about technology.

No need until they are ‘fully literate’ which is usually 5th grade.Children stop using their minds [the calculator must be right]The line between ‘education’ and ‘game’ is too small, and the

detriments are too many…obesity, violence, pregnancy, etc.And all of this is ironic because because this is hybrid class.

However, you are not 5th graders (and you are smarter!)

One BIG divergence:

If you’ve ever had me for class before…

…you recognize this image:

• 99% of US households have a TV (including mine.)

Often, the topic will be TV.

• Often, the topic will be TV.• Usually it will be about kids and TV.

But today I wanted to make sure you had all seen this headline:

Too much TV may mean earlier death

Too much TV may mean earlier death• (Health.com) -- Watching too much television can make

you feel a bit brain-dead. According to a new study, it might also take years off your life.

• The more time you spend watching TV, the greater your risk of dying at an earlier age -- especially from heart disease, researchers found.

• The study followed 8,800 adults with no history of heart disease for more than six years. Compared to those who watched less than two hours of TV per day, people who watched four hours or more were 80 percent more likely to die from heart disease and 46 percent more likely to die from any cause. All told, 284 people died during the study.

Too much TV may mean earlier death• Each additional hour spent in front of the TV increased

the risk of dying from heart disease by 18 percent and the overall risk of death by 11 percent, according to the study, which was published Monday on the Web site of Circulation, an American Heart Association journal. (The study will appear in the Jan. 26 print edition.)

Mental stretch

• share your activities• Give each other copies of the

activity• Participate in classmate #A’s (and

E’s if your group has 5 people in it) activity

Gather in your Groups

SCIENCE as a VERB, not a noun.

Science is a way of thinking and acting, not a collection of facts.

Science is a way of trying to discover the nature of things.

The attitudes and skills that enable us to discover science are the same ones that allow us to solve every day problems.

Unit 5

Unit 5

Differentiating the different types of science: life science, health science & nutrition, physical science, earth & space science, science & technology education, history & nature of science

Unit 5

As a group, pick one of these science topics and plan how you would include process, attitude & content (hint, look in your text).

1. life science, 2. health science & nutrition3. physical science4. earth & space science5. science & technology education6. history & nature of scienceYou may use any of the materials at the front of the room

to help you design your activity.

Unit 5