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Ece141day3class
- 1. Math & Science for Young Children ECE 141 / 111F winter quarter 2011 Emily McMason Night 3 units 6-10
- 23. Encyclopedia Prehistorica Dinosaurs Robert Sabuda & Matthew Reinhart
- 28. Any Questions from the reading?
- 33. Logical grouping / classifying: color
- 34. Logical grouping / classifying: size & type of animal
- 35. Logical grouping / classifying: 2 sizes sorted & type of animal
- 36. Logical grouping / classifying: 2 sizes, type of animal, color & pattern
- 37. Logical grouping / classifying: applied all of the rules to new set of animals right away
- 39. Discrepant event: extra space
- 40. More extra space
- 41. Rational counting, cardinality & centration
Notas do Editor
- Covering unit 6-10
- http://www.birdforum.net/opus/American_Crow
- http://blogs.ajc.com/jeff-schultz-blog/2009/03/24/fsu-is-dead-to-me-but-capel-is-very-much-alive/
- http://www.milwent.com/Botox%20results.htm
- http://http://doctorwho76totterslane.blogspot.com/2010_04_01_archive.html
- http://http://doctorwho76totterslane.blogspot.com/2010_04_01_archive.html
- http://www.milwent.com/Botox%20results.htm
- Read Janelle’s opening paragraph
- Read Janelle’s second paragraph
- Read Janelle’s second paragraph
- Read Janelle’s second paragraph
- Read Janelle’s second paragraph
- Read Janelle’s second paragraph
- Because you cannot learn, to the best of your ability, if you are not in sync with the class.
- Because the assignments I give you are the ones I want you to focus upon. If I offer extra credit then I am taking you away from the work I have assigned. http://images.google.com/imgres?imgurl=http://www.cartoonstock.com/newscartoons/cartoonists/rma/lowres/rman3018l.jpg&imgrefurl=http://www.cartoonstock.com/directory/e/extra_credit.asp&usg=__N1hpWv97YKlwWUma7EOZneXOW6c=&h=400&w=382&sz=29&hl=en&start=8&um=1&tbnid=zs6tvzJj1ZSFhM:&tbnh=124&tbnw=118&prev=/images%3Fq%3Dimage%2Bextra%2Bcredit%26hl%3Den%26client%3Dfirefox-a%26rls%3Dorg.mozilla:en-US:official%26hs%3DFG3%26sa%3DN%26um%3D1
- http://posterous.com/explore/tag/nerdiness
- http://www.hsc.unt.edu/education/PACE/images/my-computer.jpg
- A polymer is a large molecule ( macromolecule ) composed of repeating structural units . These subunits are typically connected by covalent chemical bonds . Although the term polymer is sometimes taken to refer to plastics , it actually encompasses a large class of natural and synthetic materials with a wide variety of properties. Surfactants are compounds that lower the surface tension of a liquid, allowing easier spreading, and lowering of the interfacial tension between two liquids, or between a liquid and a solid. Surfactants may act as detergents , wetting agents , emulsifiers , foaming agents , and dispersants . http://www.hsc.unt.edu/education/PACE/images/my-computer.jpg
- http://www.hsc.unt.edu/education/PACE/images/my-computer.jpg
- http://www.walker.co.uk/walkerdam/getimage.aspx?id=9780744586909-1&size=webuse Why this book? Units 6 & 7concepts and planning Remember- we don’t know what dinosaurs sounded like- we can make educated guesses, but we don’t truly know. We don’t know what color their skin was. All ways to pull kids in- to use their imagination. ALSO there were = number ‘girl’ and ‘boy’ dinosaurs! Empower the girls [at zoos parents always say look at him]
- Waxing crescent (right side lit) We can train ourselves to be good observers- eye witness reports in trials are tricky business! What will happen the next time you walk in this room- will you observe it more actively? Will your eyes be drawn to unusual places?
- We can train ourselves to be good observers- eye witness reports in trials are tricky business! Should be around 8:20 by now.
- Original sort- buy color in color bowl- didn’t matter what animal.
- Then, all the adult cows in one bowl, all the babies in another bowl. Then babies and mamas (her terms) together. “Oh no! The baby cows are not with their Moms. All babies need to be with their Moms. Not a single one can be missing!” they all need to be together? Why? “Because they don’t want to get lost, and I need to help them not get lost.”
- All horses- ‘Mama’s on the outside, babies on the inside (Eleanor’s terms – age 4)
- Pairing up Mamas and babies, all mamas on outside, all babies on inside, all going in one direction She noticed the orange has no baby. I asked her about it and she said ‘It is the grandma horse, or the babysitter’
- On to the pigs…again, a missing one- the baby blue pig. “Maybe somebody dropped it and didn’t keep track of the baby blue pig. There should be two of each color”. (which I never stated)
- “ Hmmm….we must be missing some.” Why? “There is a big space in this bowl, but not in the others.” Let’s see how many colors there are (counted 6 together in rabbits, cows, horses & pigs- same amount.
- Tell me about this space ‘IT is very big” why? “because there are no more that I see.” With the bunny bowl you were concerned some were missing, are you concerned about the sheep bowl? “no” Why? “I’m not concerned because I know what happened. Aunt Chris told me there aren’t as many ducks, not as many sheep, not as many rabbits, so I am not concerned. I am scared about this one (the sheep) because the gap is so big. I’m not scared about the duck gap or the rabbit gap because it isn’t as big.’.
- In the sheep, duck & cows we counted 12, 12, 12. She pointed to each in pairs as she went. Then the cows got all mixed up in the bowl and I asked her to count them again. Which she did, but interestingly she counted by color- even though they were not next to one another in the bowl. Then we sorted the bowls together by totals: 12, 12, 12, then a gap 11, 11 then a gap 10. Which is bigger, 12 or 11? “12, but the 12’ have gaps.” She put the sheep right next to the horses, showed me the big gap in sheep, but not in horses. Why? There are more in horses. Let’s count (again). We did. “there are more in horses’ hmm…we counted 11 horses and 12 sheep, which is bigger 11 or 12? ’12, but there are more horses. I have no more words to say.’
- http://4.bp.blogspot.com/_l6h7gwxUGoM/SU_JugyA_tI/AAAAAAAAAWU/cV-B2TdBI90/s400/blog-group_of_people.jpg Give them 15 min for this.
- They should count total number of people first, figure out how many should be in a group to have 5 groups, then figure out what number (from 5) to get to after that.
- Supplies will be diff weights, clock faces, sniff pads, etc. All science supplies from our supply closet.
- 10-15 minutes 7:45 Started this at 8:00
- Supplies will be diff weights, clock faces, sniff pads, etc. All science supplies from our supply closet.
- Have each group tell their main focus & list their action verbs & 1 assessment – don’t need to explain- just report- let your classmates absorb it. 8:00 ish
- Have each group tell their main focus & list their action verbs & 1 assessment – don’t need to explain- just report- let your classmates absorb it.
- Supplies will be diff weights, clock faces, sniff pads, etc. All science supplies from our supply closet.
- Eleanor (at age 2) counting us on her fingers- then me saying yes! And doing it again to reinforce- her interrupting me to show me exactly who went with each digit (not just anyone can be pointer finger!).
- Eleanor (at age 2) counting us on her fingers- then me saying yes! And doing it again to reinforce- her interrupting me to show me exactly who went with each digit (not just anyone can be pointer finger!). 8:10
- Supplies will be diff weights, clock faces, sniff pads, etc. All science supplies from our supply closet.
- Have each group tell their story Because we didn’t start until 8 pm, each unit got 10 minutes. They didn’t particularly finish any of the activities, which was fine, it got them going on how to create the ideas. At the end of class, review how we began a number of different ways to start a lesson. Hopefully help them plan.
- Have each group tell their story 8:15
- Supplies will be diff weights, clock faces, sniff pads, etc. All science supplies from our supply closet.
- Have each group give their most interesting sorting / grouping by classification (ex: all the sheep w/ the funny ear)
- Have each group give their most interesting sorting / grouping by classification (ex: all the sheep w/ the funny ear) 8:25
- Try to be here by 8:30.
- We need to change this- we can’t have everyone read every book and then do an activity and then facilitate discussion. What would YOU like?