# Early Childhood Math and Science

Directions: Unless otherwise stated, answer in complete sentences, and be sure to use correct English spelling and grammar. Sources must be cited in APA format. Your response should be a total of two (2) single-spaced pages in length; refer to the “Assignment Format” page for specific format requirements. (Total possible points: 100)

Part I

Your response to Part I should be one (1) single-spaced page in length.

After completing the reading assignments for Lesson 1, you will have learned a lot about lesson planning. Use the Basic Science Lesson Plan components outlined on pages 108-110―topic/concept, objective, materials, advanced preparation, procedure, evaluation and extension―to write a science lesson plan appropriate for use in an early childhood classroom. (You do not have to include the “Goal” component in your lesson plan.)

After creating the lesson plan, list at least two extension activities. Your extension activities should include activities that involve different multiple intelligences other than that addressed in the lesson plan activity. Do not use the same multiple intelligence for both activities. Put the name of the corresponding intelligences in parenthesis at the beginning of the activity so it is clear which of the multiple intelligences you are involving. Refer to page 31 in your textbook to find the list of Gardner’s multiple intelligences.

A note about writing your objective: Though the text book suggests beginning your objective with, “The child should be able to…”, in the real world of teaching, your objective would have to be aligned with a state standard. Please find an appropriate state standard from the Georgia Performance Standards at www.georgiastandards.org that your lesson plan will meet.

For example, here is a science standard for kindergarteners in Georgia:

# STANDARD SKP1 Students will describe objects in terms of the materials they are made of and their physical properties. ELEMENT a.   Compare and sort materials of different composition (common materials include clay, cloth, paper, plastic, etc.). ELEMENT b.   Use senses to classify common materials, such as buttons or swatches of cloth, according to their physical attributes (color, size, shape, weight, texture, buoyancy, flexibility)

If the concept you want to teach is that various objects feel different from one another, the standard you would be meeting would be:

SKP1 ELEMENT b.  Use senses to classify common materials, such as buttons or swatches of cloth, according to their physical attributes (color, size, shape, weight, texture, buoyancy, flexibility).

A break down of what is expected in your assignment is below.

Part II

Your response to Part II should be one (1) single-spaced page in length.

Unit 33 presented a basic formula for facilitating science investigations: the teacher poses a question, listens to hypothesis or predictions, allows students to investigate and collect data, listens to the data from the class and records it for the class to see. Then the teacher facilitates a discussion to compare the data with the original hypotheses.

Your assignment is to choose and objective relevant to primary grades science. You should use a state standard just as you did for assignment 1. Then use the same lesson plan outline that you did for assignment 1 (see the table below) to create an inquiry based science lesson.

For this assignment, instead of an initial activity you will start your lesson with a “motivating question” which should be a question that will be posed for the students to form hypothesis about? For the extension of the lesson instead of activities, I would like you to come up with at least two well thought out questions that you could ask your students that may require further investigations to take place. These questions could be what if questions about changing a variable.

This is the end of Assignment.

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