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Section VI Using Skills, Concepts, and Attitudes for Scientific Investigations in the Primary Grades Unit 38 Health and Nutrition ©2013 Cengage Learning. All Rights Reserved. Primary Health and Nutrition Concepts • Understanding that for good health the following are necessary: – cleanliness – nutrition – exercise – rest ©2013 Cengage Learning. All Rights Reserved. Primary Learning Experiences • Good health habits – must begin early in life • • • • • Treatment of cuts and scrapes How the body gains energy The MyPlate guidelines and food activities Bones and teeth Vitamins and minerals ©2013 Cengage Learning. All Rights Reserved. Strategies for Teaching about the Human Body • Inside me – bones give the body shape – our skeleton has joints • All about me – How many things can you do with your hands? – How many things can you do with your feet? • My senses ©2013 Cengage Learning. All Rights Reserved. EDU 251 Section VII The Math and Science Environment Unit 39 Materials and Resources for Math and Science Categories of Math Materials • Preoperational children work with – – – – real objects real objects used with pictorial representations two-dimensional cutouts pictures • Concrete operational children and some in transition can work with – concrete materials – wipe-off folders – paper and pencil ©2013 Cengage Learning. All Rights Reserved. Concrete Operations Period • New concepts and skills should be introduced with – concrete manipulative materials – pictorial materials ©2013 Cengage Learning. All Rights Reserved. Pictorial Manipulative Materials • Children’s picture books – rich source of pictorial and language information – select carefully • Stories, poems, and pictures – enrich math activities – help teach math vocabulary – illustrate the use of math in various settings – expand children’s ideas of how math can be used ©2013 Cengage Learning. All Rights Reserved. Basic Math and Science Materials • Purchased • Scrounged or contributed by parents – set up a “good junk” box for contributions ©2013 Cengage Learning. All Rights Reserved. Purchased Equipment for Math • Unit blocks – include miniature animals, people, and vehicles • Construction materials • Unifix Cubes® • Lego® • Multilinks® • Pegboards and pegs • Picture lotto games • Beads and string • Attribute blocks • Geoboards Selecting Math Materials • Provide a variety of materials and time to explore the materials • Materials should be – – – – – – sturdy and versatile fit the outcome objectives selected fit the developmental level of the children safe easily supervised free of gender, ethnic, age, and socioeconomic bias Balance scales Thermometer Flannel board and magnet board with felt and magnet pieces Montessori Cylinder Blocks® Manipulative clock Base 10 blocks Fraction pies Calculators Computers Organizing and Storing Science Materials • Organized by concept being taught – shoe boxes – display a materials list on the outside • Organized by learning centers – store in boxes under or near the science center The Math Learning Center • Neatly place materials on low shelves for easy access by students • Rotate materials according to children’s needs and interests • Set up focus centers when introducing specific concepts • Should be available to every child every day Commercial Materials for Science • Be sure illustrations accurately portray the concepts being taught • Science kits – publisher kits • available from most major companies – general kits • available from many sources • may not fit your specific needs – specific topic kits • boxed by topic and grade level – major drawbacks of kits • maintaining the consumables • finding the money to purchase the kits ©2013 Cengage Learning. All Rights Reserved. Purchased Equipment for Science • • • • • • • • Magnifiers Eyedroppers Plastic tubing Mirrors Rock and mineral set Magnets Batteries Bulbs Science Learning Centers • • • • Discovery center Open learning center Inquiry learning center Science interest center Planning Your Center • Select clear objectives • Know the children’s developmental levels • Children must be able to participate in the activities and methods independently • Evaluate the center Selecting Science Materials • Provide materials that encourage “messing around” and exploration Selection criteria: are the materials open-ended? are the materials designed for action? are the materials arranged to encourage communication? is there a variety of materials? do the materials encourage “what if” statements? are the materials appropriate for the maturity of the children? do the materials allow for individual differences? how much direction is required? do the materials stress process skills? are the materials nonbiased? Sensory Learning Center • Give children the opportunity to – taste – smell – touch – observe – hear their environment Sensory Table • Not just sand & water Technology Two or three computers per classroom Variety of software Technology • Internet access • Other tools such as iPads, iPhones, calculators, smartboards, cameras, etc. ©2013 Cengage Learning. All Rights Reserved. EDU 251 Unit 40 Math and Science in Action Blocks • They have the potential to function as valuable concept-building materials for primary children • They allow children to apply basic concepts – they note differences in size – they note differences in shape – they work with fractions, parts, and wholes – they enhance concept skills in art, literacy, physical development, social studies, and socioemotional development The Block Area • Needs plenty of space • Should include: – unit blocks and other construction materials – small vehicles – people dolls – animals • Materials should be neatly arranged on low shelves • Shelves should be marked with outline of block shape for easy cleanup Unit Blocks • Should – be made of good hardwood – have beveled edges – be smoothly sanded – have precise sizes Stages of Block Play • Stage 1: place. • Stage 2: blocks. • Stage 3: • Stage 4: • Stage 5: • Stage 6: Carry blocks from place to Make rows and lines of Build bridges. Make simple enclosures. Make patterns. Name the structures and use them for dramatic play. Additional Construction Materials • • • • Large, hollow, wood blocks Cardboard blocks Cardboard boxes Straws Blocks Encourage Thinking • Blocks force children to – distinguish – classify – sort • Blocks demonstrate within systems – – – – balance predictions interactions movement Woodworking • Provides hands-on experience with – measurement – balance – power – spatial relationships – size relationships Woodworking Area • Should include – sturdy workbench • large enough for two children – high-quality real tools • older children can use a greater variety of tools – assorted pieces of soft wood, like pine Math Games • • • • • • Board games Bingo and lotto boxed games Bowling games Games involving aim Jumping rope Math puzzlers and brainteasers Math in the Environment • • • • Count things in the environment Informal measurements outdoors Chart and graph various items Investigate – – – – noise pollution water use and abuse wind other outdoor topics Science in Action Outdoors • Animal study – animal homes – finding insects • Outdoor plants – observe and learn about wild plants – scavenger hunts Planning for Outdoor Learning • • • • What is the purpose of the outdoor experience? What are the logistics? Which science concepts will be developed? What will be taught – before the experience? – during the experience? – after the experience? • How much talking needs to be done? • How will you evaluate the experience? • What types of follow-up learning will be provided? Instructional Technology • Software • Internet • World Wide Web