Early Childhood Mathsandscience
Assignment 04
EC400 Early Childhood Math and Science
Directions: Be sure to make an electronic copy of your answer before submitting it to Ashworth College for grading. 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 four (4) double-spaced pages in length; refer to the "Format Requirements" page for specific format requirements.
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.)
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 your textbook to find the list of Gardner’s multiple intelligences.
A note about writing your objective:
Though the textbook 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 your current state that your lesson plan will meet.
For example, here is a science standard for kindergarteners in Georgia ( www.georgiastandards.org ):
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 breakdown of what is expected in your assignment is below.
|
Concept: |
This is stated in complete sentence(s) and is appropriate for an early childhood classroom. |
|
Objective/ Standard: |
This states a specific state standard.
|
|
Materials: |
Lists all materials used in the procedure.
|
|
Advanced Preparation: |
This includes all tasks that must be completed by the teacher before the lesson. |
|
Procedure: |
------------------see below---------------------------------------- |
|
initiating activity |
This is an activity, story, song etc. ... used to get the children’s attention and interest in the topic. |
|
how to do it |
This section provides thorough step-by-step directions on how to complete the activity with the students. |
|
Evaluation:
|
Includes at least 3 questions you will answer to determine the success of the activity and the children’s level of interest and learning. |
|
Extension: |
Includes two activities with each addressing one or more different multiple intelligences than the activity in the lesson. |
Part 2
Reflect on your past experiences in science classes. You can refer back 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)
2. Which were the most boring science units you were exposed to? (At least 2)
3. Do you remember what made a unit exciting or dull?
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?
Grading Rubric
Please refer to the rubric on the next page for the grading criteria for this assignment.
CATEGORYExemplarySatisfactoryUnsatisfactoryUnacceptable
15 points8 points5 points2 points
The student created a clear
topic/concept and the objective
states a specific state standard.
The student created a
somewhat clear topic/concept
and the objective states a
specific state standard.
The student created a vague
topic/concept and the objective
does not state a specific state
standard.
The student created an unclear
topic/concept and the objective
does not state a specific state
standard.
10 points8 points5 points2 points
The student clearly listed
materials used in the procedure
and tasks that need to be
completed by the teacher
before the lesson.
The student somewhat clearly
listed materials used in the
procedure and tasks that need
to be completed by the teacher
before the lesson.
The student vaguely listed
materials used in the procedure
OR gave vague or incomplete
tasks that need to be
completed by the teacher
before the lesson.
The student did not list
materials used in the procedure
OR did not include tasks that
need to be completed by the
teacher before the lesson.
15 points8 points5 points2 points
The student clearly provided an
initiating activity and an
overview of the activity that
students will complete.
The student somewhat clearly
provided an initiating activity
and an overview of the activity
that students will complete.
The student vaguely provided
an initiating activity and
overview of the activity that
students will complete.
The student either did not
provide an initiating activity OR
an overview of the activity that
students will complete.
5 points4 points3 points2 points
The student clearly stated 3
questions teachers can use to
determine the success of the
activity and the children’s level
of interest and learning.
The student somewhat clearly
stated 3 questions teachers can
use to determine the success of
the activity and the children’s
level of interest and learning.
The student vaguely stated 3
questions teachers can use to
determine the success of the
activity and the children’s level
of interest and learning.
The student unclearly stated 3
questions teachers can use to
determine the success of the
activity and the children’s level
of interest and learning.
10 points8 points 6 points 4 points
The student clearly stated 2
activities that each addresses
one or more different multiple
intelligences than the activity in
the lesson.
The student somewhat clearly
stated 2 activities that each
addresses one or more
different multiple intelligences
than the activity in the lesson.
The student vaguely stated 2
activities that each addresses
one or more different multiple
intelligences than the activity in
the lesson.
The student either did not state
2 activities OR more than one
multiple intelligence was not
provided.
25 points10 points5 points2 points
The student clearly reflected on
prior science experiences
focusing on the following
questions: Which were the
most exciting units? Which
were the most boring? Do you
remember what made a unit
exciting or dull? Or do you
primarily remember a specific
activity?
The student somewhat clearly
reflected on prior science
experiences focusing on the
following questions: Which
were the most exciting units?
Which were the most boring?
Do you remember what made a
unit exciting or dull? Or do you
primarily remember a specific
activity?
The student vaguely reflected
on prior science experiences
focusing on the following
questions: Which were the
most exciting units? Which
were the most boring? Do you
remember what made a unit
exciting or dull? Or do you
primarily remember a specific
activity?
The student unclearly reflected
on prior science experiences
focusing on the following
questions: Which were the
most exciting units? Which
were the most boring? Do you
remember what made a unit
exciting or dull? Or do you
primarily remember a specific
activity?
10 points 8 points 5 points 2 points
Student makes no errors in
grammar or spelling that
distract the reader from the
content.
Student makes 1-2 errors in
grammar or spelling that
distract the reader from the
content.
Student makes 3-4 errors in
grammar or spelling that
distract the reader from the
content.
Student makes more than 4
errors in grammar or spelling
that distract the reader from
the content.
10 points 8 points 5 points 2 points
The paper is written in proper
format. All sources used for
quotes and facts are credible
and cited correctly. Excellent
organization, including a variety
of thoughtful transitions.
The paper is written in proper
format with only 1-2 errors. All
sources used for quotes and
facts are credible and most are
cited correctly. Adequate
organization includes a variety
of appropriate transitions.
The paper is written in proper
format with only 3-5 errors.
Most sources used for quotes
and facts are credible and cited
correctly. Essay is poorly
organized, but may include a
few effective transitions.
The paper is not written in
proper format. Many sources
used for quotes and facts are
less than credible (suspect)
and/or are not cited correctly.
Essay is disorganized and does
not include effective
transitions.
Format - APA Format,
Citations, Organization,
Transitions (10 Points)
Create a Science Lesson
Plan with a
Topic/Concept and
Objective (15 Points)
Create a Science Lesson
Plan with an Initiating
Activity and Overview
(15 Points)
Crreate a Science
Lesson Plan with an
Evaluation (5 Points)
Mechanics -Grammar,
Punctuation, Spelling
(10 Points)
Reflect on Prior Science
Experiences (25 Points)
Create a Science Lesson
Plan with Materials and
Advanced Preparation
(10 Points)
Create a Science Lesson
Plan with an Extension
(10 Points)