Exploring Math and Science in Pre-K

Welcome

Please silence all phones

Objectives:Discuss the importance of teaching math

and science in pre-k Identify purposeful ways to teach math

and science.Learn how to effectively plan for a read-

aloudLearn the importance of using nonfiction

text in Pre-K classrooms.Learn how to select appropriate nonfiction

material.

Much of the research on young children’s learning investigates cognitive development in language, mathematics, and science. Because these appear to be ”privileged domains”—that is, domains in which children have a natural proclivity to learn, experiment, and explore—they allow for nurturing and extending the boundaries of the learning in which children are already actively engaged....

What should be learned in the preschool curriculum?

In addressing this question, we should focus largely on reading, mathematics, and science because a rich research base has provided insights in these domains suggesting that more can be learned in the preschool years than was previously understood.

Exploring Math and Science in Pre-K

In the early childhood years, children are eager to understand more about the world. •Young children actively strive to build knowledge and to develop language to communicate about what they learn. •They develop theories about how the world works; they learn to solve problems; and they ask questions in a constant quest for information. •When provided with supportive and stimulating environments, they eagerly engage in language learning, literacy practices, math play, and science exploration.

• The content of early childhood education may be relatively constrained with respect to provision of math- and science-oriented instruction.

– For instance, research shows that preschool teachers limit mathematics instruction to naming common shapes and counting up to relatively small numbers (e.g., 10 or 20) (Ginsberg et al., 2008)

Limited Math and Science

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Active Learning DOING is the process of performing tasks

which require some type of mental activity.

LOOKING is the process of becoming an observer of your own thinking and actions.

LEARNING is the process of creating connections and rearranging what you know already to form new pictures of behavior.

Does Using the Calendar Foundational Mathematics?

 

• Many preschool and kindergarten teachers spend time each day on the calendar, in part because they think it is an efficient way to teach mathematics.

• Although the calendar may be useful in helping children begin to understand general concepts of time, such as “yesterday” and “today” or plan for important events, such as field trips or visitors, these are not core mathematical concepts.

• The main problem with the calendar is that the groups of seven days in the rows of a calendar have no useful mathematical relationship to the number 10, the building block of the number system. Therefore, the calendar is not useful for helping students learn the base 10 patterns. Other visual and conceptual approaches using groups of 10 are needed because these patterns of groups of 10 are foundational.

• Time spent on the calendar would be better used on more effective mathematics teaching and learning experiences. “Doing the calendar” is not a substitute for teaching foundational mathematics.

Numbers and Operations

• Subitizing

• Counting

• Compare and Order

• Decomposing and Composing Numbers

What is Subitizing?

• “Recognizing the numerosity of a group quickly” “to arrive suddenly”

• One of the main abilities very young children should develop.

Pre-K Guidelines V.A.8Child verbally identifies, without counting, the

number of objects from 1to 5

What are Types of Subitizing?

• Perceptual – “see it suddenly”• Conceptual – seeing parts and putting

them together – “know it suddenly”• Spatial – domino or dice patterns• Rhythmic – auditory and kinesthetic• Temporal – finger or spatial “counting

on”

Activities for Subitizing

Counting Pre-K GuidelinesV.A.1. - V.A.9.

Child uses words to rote count from 1 to 30. Child count one on one correspondence. Child counts up to 10 items, one count per item.

To count successfully, a learner must…Know the verbal sequence• Demonstrate one – to – one

correspondenceKeep track of what has been counted

• Say the last number to answer “how many” (cardinality)

Activities for Counting

Comparing and OrderingPre-K Guidelines V.A.7

Child uses the verbal ordinal numbers ( first, second third, etc) to count objects

Young children can determine which of two groups of items “has more” by lining them up side by side and seeing which row is longer.

“I want more!”

Do I have enough?

Comparing

Activities for Comparing and Ordering

Decomposing and Composing Numbers

Pre-K Guidelines V.A.1 - V.A.9 - V.B.1 - V.B.2 - V.B.3

Child knows objects can be counted. Child share or divide up to 10 items. Child uses concrete model or verbal words for adding or subtracting upon to 5 objects. Child

recognizes one-digit numeral

Activities for Decomposing and Composing

• Birthday cake and candles• Ocean and fish• Flower with petals• Pumpkin with seeds• Cave with bears• 5 Little Ducks

Setting Up A Math Center

• Distinguish math manipulatives from toys or games

• Set up a storage system for the materials• Introduce one math manipulative at a time

and allow time for free exploration

Planning sheetBook Title : Author & Illustrator:

        

Math Skill to be taught: (ex. counting, patterning, sequencing, etc.)          When will this skill be taught:  Small Group Whole Group   Materials needed to teach this skill:         Description of the math lesson to be taught:         

Outdoor Math

• Count birds, clouds, cars• Collect and sort leaves, acorns• Find patterns on playground equipment, buildings• Play Hopscotch• “ I Spy” Shapes• Compare tree heights, twig lengths• Measure objects outside with nonstandard nature

items

Literature and Math• Literature can be used as a springboard

for introducing math concepts• It engages children and provides a

meaningful context for exploring math concepts

• Use hands-on materials for understanding math

Science in Pre-K:Beliefs

• Teachers build on the “sense of wonder”• Learn science through play• DOING science is natural for young children• The science processes are more important than

learning science facts• Teachers are “facilitators” of learning not

“instructors”• Teacher observes children’s actions and listen to

follow the children’s leads.

Science Processes

• Observing: All 5 Senses• Communicating: Oral, Written,

Pictorial• Comparing: Sensory, Linear, Mass, #• Organizing/Sorting: group, sequence,

gathering data

Questioning in Science

• Listen• Follow Children’s Leads• Wait Time• Ask Genuine Questions• Engage in Science Processes• Use Science Tools

Genuine Questions• “I’m not sure I understand what you mean. Try telling me again.”• “What makes you think so?”• “How would you describe it?”• “What does it (look/feel/smell/taste/sound) like?”• “How can we find out?”• “Can you think of another way?”• “What is the (same) about all these?”• “See if you can find other materials in the (room) that…”• “I wonder what that might like to (eat)?”• “How many (pennies) would it take to balance that object?”• What could you do to make that (marble) (roll) (farther)?”• “Can you think of a way to make your (shadow) (longer)?”• “Can you draw a picture that shows me…?”

Topic: _____________________________

What do you Observe about the object?

(Don’t forget to measure)

What do you Wonder about the object?

What did you Learn about the object?

KWL Chart

Science lesson ideas

• What Can Air Move? • What can the sun melt? • How can animals stay warm?

Water Activities

• Water Painting• Looking Through Water • Absorbing Water• Water Mixtures• Water Drops

Dimension 1: Practices

The following diagram, taken from A Framework for K-12 Science Education suggests the way in which the practices interact and describe the scientific process.

Investigating

The Real World

Collect DataTest

Solutions

Ask QuestionsObserve

ExperimentMeasure

Evaluating

Developing Explanations and

Solutions

ArgueCritiqueAnalyze

Theories and Models

FormulateHypotheses

Propose Solutions

ImagineReason

CalculatePredict

Physical Sciences

• Properties and change in matter• Motion• Energy: sound• Energy light and shadow

Sample StandardsPhysical Science: Motion

Children who demonstrate understanding:•Can plan and carry out investigations of the behaviors of moving things such as balls on surfaces or kites in the air.

Physical Science: MotionChildren who demonstrate understanding can:•Describe changes in movement (slowing down, speeding up) and use physical evidence to explain reasons for the change. •Make predictions about and demonstrate how objects will move (speed and direction) when pushed or pulled in different ways.

Physical Science: Energy, light and shadowChildren who demonstrate understanding can:•Demonstrate and share ideas about how to make a shadow change size and shape. (Math: measurement, shape) •Make predictions about the shape of a shadow based on the object.

Sample StandardPhysical Science: Energy, light and shadowChildren who demonstrate understanding can:•Demonstrate and share ideas about how to make a shadow change size and shape. (Math: measurement, shape) •Make predictions about the shape of a shadow based on the object.

Core & Component Ideas in Life Sciences

• Organisms (plants and animals – including humans)– Parts– Characteristics– Structures– Functions and needs– Growth and development– How organisms meet their basic needs in

their environments and the many kinds of living things in one area

Sample StandardLife Science: How organisms meet their basic needs in their environmentChildren who demonstrate understanding can:•Explain how some plants and animals in their local might meet their basic needs.•Make reasoned predictions about how changes in the environment might effect the living things that depend on it

Core & Component Ideas in Earth and Space Sciences

• The sun/moon and their predictable apparent motion

• The non-living materials of the environment• Water in the environment• Elements of daily weather

Sample Standard

Earth Sciences: Elements of daily weather

Children who demonstrate understanding can:•Collect and record data on daily weather and use data to determine simple patterns.

Integrated Science UnitThe Investigation

Observe/Question Read/Discuss key vocabulary/concepts of the investigationDevelop a research question or hypothesis

PlanIdentify the information/data to be measuredGather materials/tools needed

Conduct Implement the investigation.Gather, organize, record data and summarize results

AnalyzeUse data to answer the research questionCompare and discuss results

Integrated Science Unit:

Observe/QuestionSteps •Read a book about physical properties •Focus on key vocabulary: size, shape, texture, color, weight.•Participate in collaborative conversation about kindergarten topics and texts.•Describe familiar people, places, and things

Science During A Interactive Read Aloud

Introduce objects as the book is read

Introduce symbols during reading. Make books interactive.

HARD

Integrated Science UnitThe Investigation

PLAN: Gathering items-counting

1 3 52 4.

Integrated Science UnitThe Investigation

PLAN – Identifying Tools

HARD

Integrated Science UnitThe Investigation

PLAN – Identifying Tools

THE SCIENCE INVESTIGATIONPLAN – Identifying Tools Needed for the Investigation

Closing

Teachers:• Intentionally plan daily opportunities for

children to learn math and science• Ask open-ended questions and make

comments• Integrate math and science throughout the

curriculum

If a child is to keep alive his inborn sense of wonder…he needs the companionship of at least one adult who can share it,

rediscovering with him the joy, excitement and mystery of the world we live in”

–Rachel Carson in The Sense of Wonder

What I hear, I forget.What I see, I remember.What I do, I understand.

Contact InformationDenise P. Cardenas

Phone: 361-561-8441Email: denise.cardenas@esc2.us

Dawn D. Marshall, MS Ed.Phone: 361-561-8543

Email: dawn.marshall@esc2.us

Early Childhood SpecialistsEducation Service Center, Region 2

209 N. Water StreetCorpus Christi, TX 78401

Thank You!!!