EC400 Early Childhood Math & Science Assign 4
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Ashworth College *
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EC400
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Mathematics
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Jan 9, 2024
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Uploaded by giggles318
Joanne Petre
AC1403416
EC400 Early Childhood Math & Science
Assignment 04
November 1, 2023
Part 1
- 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 in the
textbook (p. 67) ― 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.)
Topic/Concept: - what the sky and air can tell us about what the weather might be, and
illustrate what different weather types might look like
Objective: New York State Science Standards K-ESS2-1: Use and share observations of
local weather conditions to describe patterns over time
Materials: Light blue construction paper, paint brushes, plastic cups for paint, white paint,
grey paint, yellow paint, dark blue paint
Advanced Preparation: prepare enough materials so all students can participate, place
materials on tables within easy reach of all students.
Procedure: -
Initiating activity: Ask students if they have ever wondered about different
types of weather. Have they noticed how the weather changes throughout
the year? Do they think that there is a link between the temperature and the
current type of weather? What role do clouds play?
-
How to do it: 1) Have each child fold their paper in half two times, so that
when unfolded there are four equal-sized sections.
2) Have the children title each section – Sunny Weather,
Rainy Weather, Snowy Weather, Cloudy Weather.
3) Allow the children to create their own weather
illustrations.
4) Invite them to share their creations and explain why they
chose to represent the weather the way they did.
Evaluation: 1) How many students answered questions, and were they correct?
2) How many asked questions, and were relevant?
3) Were the children able to differentiate between the different types of weather, and could they explain their answers?
Extension: 1) Simple rain gauge – materials: clear plastic container, ruler, marker. Use the
ruler to mark the outside of the container in one/half inch increments. Place the container outside
to measure the rainfall. Record the measurements in a rain journal or the Classroom Weather
Journal.
2) Classroom Weather Journal – Create a journal to record observations
about the weather. Glue or staple a stack of lined paper inside a piece of construction paper that
has been folded in half. Allow the children to decorate the cover with representations of different
types of weather. Each morning choose a different student to be the ‘weather watcher.’ That
student then makes observations about the weather that day and records them in the journal.
Part 2
– Reflect on your past experiences in science classes. You can refer to a specific grade
level or teacher, as well as multiple grade levels or teachers. Answer the following questions in
your reflection:
1.
What were the most exciting science units you were exposed to? (At least 2)
One of my favorite earth science units’ was states of matter. We had different
‘stations’ we could explore. The two I remember most clearly were the ice and water table,
where we could hold the ice in our hands and see and feel it turn into a liquid; and the goop
(cornstarch and water, also known as oobleck) table, where we were amazed at how the goop
seemed to be solid while we were playing with it, but as soon as we stopped it became a liquid. Another science favorite of mine was the biology unit on reproduction. We
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learned the basics of human reproduction, but we focused more on the reproductive cycle of
chickens. Our teacher procured an incubator and fertilized eggs for the class, and every day we
would watch to see if any of the eggs were hatching. 2.
Which were the most boring science units you were exposed to? (At least 2)
I did not like the unit we did on insects. I have phobias about insects, so the topic
made me uncomfortable. A second science topic I thought was boring was learning about atoms
and molecules. Since they are microscopic, hands-on activities were impossible.
3.
Do you remember what made a unit exciting or dull? I always enjoyed the tactile activities or the ones in which I could participate.
Being able to engage in an activity made it easier to understand the lesson the teacher was
presenting. I did not like the topics that had to be read about or learned in a presentation. It made
it more difficult to comprehend the material.
4.
Thinking back to the interactive, engaging, and hands-on learning experiences and
activities that your teachers implemented, what was it that made these experiences so engaging? I am a spatial-visual and bodily-kinesthetic learner. When a teacher presented an
interactive or hands-on activity, I was able to understand the subject matter much more easily
than activities that simply involved reading or a lecture. I was able to make my own observations
and then compare them with the findings of my classmates. That peer interaction allowed me to
grasp the material in a way that made it easier to remember and recall when needed.