Early childhood math and science Activity

Math and Science Best Practice Activity Plan

Concept/Skill: Spatial Sense_ Developmental Level: _Preschool_

Pre Test- Pre test on 5 children prior to activity each scored zero on oral assessment

Activity Objective(s): Children will explore and describe spatial

relationships. Children will begin to develop approaches to problem solving skills.

State standard(s): ELE:M.1.3, ELE:M.7.4. Students will increase spatial skills.

Teacher Instructional Activities/Strategies: The teacher will invite children to find objects around the classroom. Explain you will give directions (or clues) to help them find what you are looking for. Talk about positional words such as under, next to, on top of, in, near, and far. Give more or less clues depending on the child’s abilities. The teacher will talk about the object’s use and where it is located in the classroom.

Student Driven Activity (2-3 sentences): Children will search the classroom for objects throughout the classroom based on clues from the teacher. Children can work independently or together to find familiar objects. Children can reverse roles with the teacher or other students to show understanding.

Materials (be specific): Familiar items to children in the classroom such as blocks, plastic food, paint brushes, pencils, puzzles, dress up clothes, etc.

Open ended questions to check understanding (2-3):

How are ___ and ___ alike? (Choose two objects with familiar positional wording) ask children what else they have in common. What do you know about positional words? Can you give me an example? Can you describe ____? (where an object is/what it is used for?) How would we find _____? (ball, mat, truck)

Differentiation Plan: Provide photos of different areas of the classroom. Repeat directions as the child locates an object “You found the dinosaur under the library chair.” Using pictures to help students find area.

Accommodations (ELL/Special Needs): Address children by their name so they know they are being asked to participate. Have a student help you hid objects to give clues. Use visual supports such as line drawings to help the child understand positional concepts. When ELL ask you to name an object in English, ask them to tell you its name in their home language.

Assessment/Evaluations: Does the child understand and follow positional directions? Was the child able to give positional directions? How did the child move through the room to find the objects? Post test was done by observation and 90% of the children were correct. Individual data recorded

For children with autism I would use more pictures.