Assignment 08ec400 Early Childhood Math And Sciencedirections Be Sur ✓ Solved

Assignment 08 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 Your assignment is to choose an objective relevant to math for the primary grades.

You should use your state math standards just as you did with science for Assignment 4. Then use the lesson plan outline below to create a math lesson. For this assignment, instead of an initial activity, you will start your lesson with a “motivating question,†to not only engage students in the lesson, but to offer the opportunity for a brief informal pre-assessment. The lesson should end with evaluation of both yourself and your students. A breakdown of what is expected in your assignment is below: Motivating Question: This question is used to engage students in the lesson.

It could also be used as an informal pre-assessment before beginning in order to assess students’ prior knowledge of the topic. Learning Target: This is stated in complete sentence(s) and is appropriate for an early childhood classroom. Objective/ Standard: This states a specific state standard. The object can be phrased as, “The student will be able to _____†Resources/Materials: Lists all materials used in the procedure. Advanced Preparation: This includes all tasks that must be completed by the teacher before the lesson.

Activities/Tasks: What will students be engaged in during the lesson (small group work, individual tasks, etc) Evaluation: This states at least 2 questions you will ask yourself to determine whether your students are working and learning, and not just playing. Formative Assessment/Criteria for Success: How will you assess students’ knowledge of the standard? Part 2 As you did your reading for Lesson 7, it brought about the understanding that math and science can, and should be, intertwined with literacy. · Books can serve many purposes in math and science. · Books can be used as initial activities in lessons to grab the students’ attention. · Books can help foster the use of concept words. · Books can serve as visual aids in understanding math and science concepts.

Using children’s books is a great way to teach math and science concepts across the curriculum. 1. Find three children’s books that could be used in correlation with a particular math or science concept or skill. 2. In paragraph form, be sure to identify the title and author of each book.

3. Give a brief overview of each book, and explain which math or science concept or skill you would use each book to help teach. 4. Finally, briefly describe an activity you could do with the students as an extension of each story to help teach the concept or skill. 
 You may use the Internet and/or Appendix B in your textbook to help you find books. 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 included tasks that need to be completed by the teacher before the lesson.

The student somewhat clearly listed materials used in the procedure and included tasks that need to be completed by the teacher before the lesson. The student vaguely listed materials used in the procedure and included tasks that need to be completed by the teacher before the lesson. The student unclearly listed materials used in the procedure and included tasks that need to be completed by the teacher before the lesson. 15 points8 points5 points2 points The student clearly provided a motivating question and an overview of the activity that students will complete. The student somewhat clearly provided a motivating question and an overview of the activity that students will complete.

The student vaguely provided a motivating question and an overview of the activity that students will complete. The student provided an unclear motivating question and/or an unclear overview of the activity that students will complete. 5 points4 points3 points2 points The student clearly stated at least 1 question teachers can use to determine whether the students are working and learning. The student somewhat clearly stated at least 1 question teachers can use to determine whether the students are working and learning. The student vaguely stated 1 question teachers can use to determine whether the students are working and learning.

The student unclearly stated 1 question teachers can use to determine whether the students are working and learning. 5 points4 points 3 points 2 points The student clearly stated 2 questions that may lead to further investigations. The student somewhat clearly stated 2 questions that may lead to further investigations. The student vaguely stated 2 questions that may lead to further investigations. The student unclearly stated 2 questions that may lead to further investigations.

30 points22 points15 points5 points The student clearly gave an overview of 3 books. The student clearly listed an appropriate math or science skill for each book. The student clearly described an extension activity to be done with each book. The student somewhat clearly gave an overview of 3 books. The student somewhat clearly listed an appropriate math or science skill for each book.

The student somehwat clearly described an extension activity to be done with each book. The student vaguely gave an overview of 3 books. The student vaguely listed an appropriate math or science skill for each book. The student vaguely described an extension activity to be done with each book. The student unclearly gave an overview of 3 books.

The student unclearly listed an appropriate math or science skill for each book. The student unclearly described an extension activity to be done with each book. 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. Create a Math Lesson Plan with Necessary Materials and Resources (10 Points) Create a Math Lesson Plan with an Extension (5 Points) Format - APA Format, Citations, Organization, Transitions (10 Points) Create a Math Lesson Plan with a Topic/Concept and Objective (15 Points) Create a Math Lesson Plan with a Motivating Question and Overview (15 Points) Create a Math Lesson Plan with an Evaluation (5 Points) Mechanics -Grammar, Punctuation, Spelling (10 Points) Integration of Literacy with Math and Science (30 Points)

Paper for above instructions

Part 1 - Math Lesson Plan

Objective/Standard

For this lesson, we will use the Common Core State Standard for Mathematics, specifically CCSS.MATH.CONTENT.K.CC.A.1, which states that students should "count to 100 by ones and tens." The objective is formulated as follows: The student will be able to count and identify numbers up to 100 by ones and tens using various manipulative materials.

Motivating Question

To engage students, I will pose the question: "How many different ways can we group and count objects? Can we find more than one way to get to 100?" This question not only motivates student participation but serves as an informal pre-assessment of their prior knowledge regarding counting and grouping.

Learning Target

Students will learn to recognize and count numbers up to 100 by grouping objects in tens and ones. They will understand the concept of counting in different group sizes and appreciate the flexibility of numbers through hands-on experience.

Resources/Materials

Materials needed for this lesson include:
- Counting blocks or cubes
- Chart paper and markers
- Paper plates (to create groups)
- Number line for a visual aid
- Printed worksheets for reflective exercises

Advanced Preparation

Prior to the lesson, I will:
1. Prepare the counting blocks in sets of 10.
2. Create a number line displayed prominently in the classroom.
3. Gather art supplies and worksheets for each student.
4. Set up the classroom layout to facilitate group work.

Activities/Tasks

1. Introduction: I will initiate a discussion regarding the motivating question. Students will be encouraged to share their experiences about counting objects in their daily lives.
2. Group Activity: I will divide the students into small groups and give each group a set of counting blocks. They will be tasked with grouping and counting in sets of tens and then adding the ones from the remaining blocks.
3. Guided Practice: I will circulate among the groups to provide support and ask probing questions such as, “How many tens do you have?” and “What happens when you add the ones to the tens?”
4. Individual Reflection: Each student will complete a worksheet where they will draw their groups and write down the totals.

Evaluation

To evaluate my teaching effectiveness and student understanding, I will ask myself:
1. Are the students engaged and actively participating in the counting activity?
2. Did the students demonstrate an understanding of grouping and counting by tens and ones?

Formative Assessment/Criteria for Success

Students' forms of assessment will include:
- Observation of their group engagement and counting practices.
- The correctness of the totals in their worksheets, where they should accurately depict their grouping.
- Those who struggle will receive individualized support where necessary.

Part 2 - Integration of Literacy with Math and Science

1. Book Title: "Ten Black Dots" by Donald Crews

Overview: This book incorporates counting and the concept of numbers along with basic addition. It illustrates how ten black dots can be arranged in various creative ways.
Math Concept: I would use this book to help students learn counting to ten and simple addition by illustrating how dots can create different objects.
Extension Activity: After reading, students could create their own visual art using dots. They would draw a picture that represents a scenario involving counting, providing the total number of dots added in various configurations to reach ten.

2. Book Title: "Chicka Chicka 1 2 3" by Bill Martin Jr. and Michael Sampson

Overview: This story presents numbers in a fun, engaging narrative about numbers climbing up a coconut tree.
Math Concept: This book will be used to teach numeracy skills through counting and recognizing numbers up to thirty.
Extension Activity: As an extension, students will create their own number trees using paper cut-outs. Each student can write both their numerals and the word for each number they cut out, enhancing both their counting and literacy skills.

3. Book Title: "Me Counting! Me! by David L. Harrison"

Overview: This book presents a variety of animals engaging in counting from one to ten, offering rhyming words coupled with illustrations.
Math Concept: This book will promote counting skills and number recognition, focusing on one-to-one correspondence with animals.
Extension Activity: After reading, students could participate in a counting activity where they bring in pictures of pets or animals from magazines. They will arrange these photographs according to their total count and share with the class how many they have and what types of animals were counted.

Conclusion

This math lesson plan combines practical counting skills with fun, engaging activities and quality children’s literature to enhance learning. Students will not only develop their math skills but also be encouraged to express their creativity and understanding through integration with literacy. Effective classroom management and continuous assessment ensure that all students are supported in their learning journey.

References

1. Common Core State Standards Initiative. (n.d.). The Standards. Retrieved from http://www.corestandards.org/
2. Crews, D. (1989). Ten Black Dots. Greenwillow Books.
3. Martin, B., & Sampson, M. (2003). Chicka Chicka 1 2 3. Simon & Schuster Books for Young Readers.
4. Harrison, D. L. (2003). Me Counting! Me!. Scholastic Inc.
5. Stipek, D. (2009). Teaching Mathematics in Preschool. Child Development Perspectives, 3(2), 126-130.
6. Clements, D. H., & Sarama, J. (2009). Learning and teaching with technology: The impact of content and instructional strategies on efficacy and attitude. Journal of Technology and Teacher Education, 17(1), 71-80.
7. Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2013). Elementary and Middle School Mathematics: Teaching Developmentally. Pearson.
8. Sarama, J., & Clements, D. H. (2009). The importance of teaching number and spatial relationships in early childhood education. Thinking Skills and Creativity, 4(3), 189–192.
9. National Council of Teachers of Mathematics. (2000). Principles and Standards for School Mathematics. NCTM.
10. Ferrell, M. (2015). Mathematics and Children’s Literature. Teaching Children Mathematics, 22(9), 546-554.