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. This states a specific state standard. The object can be phrased as, “The student will be able to _____” Objective/ Standard: 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. What will students be engaged in during the lesson (small group work, individual tasks, etc) Activities/Tasks: Evaluation: Formative Assessment/Criteria for Success: This states at least 2 questions you will ask yourself to determine whether your students are working and learning, and not just playing. 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. CATEGORY Create a Math Lesson Plan with a Topic/Concept and Objective (15 Points) Exemplary 15 points The student created a clear topic/concept and the objective states a specific state standard. Satisfactory 8 points The student created a somewhat clear topic/concept and the objective states a specific state standard. Create a Math Lesson 10 points 8 points Plan with Necessary The student clearly listed The student somewhat clearly Materials and materials used in the procedure listed materials used in the Resources (10 Points) and included tasks that need to procedure and included tasks be completed by the teacher that need to be completed by before the lesson. the teacher before the lesson. Create a Math Lesson 15 points 8 points Plan with a Motivating The student clearly provided a The student somewhat clearly Question and Overview motivating question and an provided a motivating question (15 Points) overview of the activity that and an overview of the activity students will complete. that students will complete. Create a Math Lesson 5 points Plan with an Evaluation The student clearly stated at (5 Points) least 1 question teachers can use to determine whether the students are working and learning. Create a Math Lesson 5 points Plan with an Extension The student clearly stated 2 (5 Points) questions that may lead to further investigations. Integration of Literacy 30 points with Math and Science The student clearly gave an (30 Points) 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. Mechanics -Grammar, 10 points Punctuation, Spelling Student makes no errors in (10 Points) grammar or spelling that distract the reader from the content. Format - APA Format, 10 points Citations, Organization, The paper is written in proper Transitions (10 Points) format. All sources used for quotes and facts are credible and cited correctly. Excellent organization, including a variety of thoughtful transitions. 4 points The student somewhat clearly stated at least 1 question teachers can use to determine whether the students are working and learning. 4 points The student somewhat clearly stated 2 questions that may lead to further investigations. 22 points 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. 8 points Student makes 1-2 errors in grammar or spelling that distract the reader from the content. 8 points 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. Unsatisfactory 5 points The student created a vague topic/concept and the objective does not state a specific state standard. 5 points The student vaguely listed materials used in the procedure and included tasks that need to be completed by the teacher before the lesson. 5 points The student vaguely provided a motivating question and an overview of the activity that students will complete. Unacceptable 2 points The student created an unclear topic/concept and the objective does not state a specific state standard. 2 points The student unclearly listed materials used in the procedure and included tasks that need to be completed by the teacher before the lesson. 2 points The student provided an unclear motivating question and/or an unclear overview of the activity that students will complete. 3 points 2 points The student vaguely stated 1 The student unclearly stated 1 question teachers can use to question teachers can use to determine whether the students determine whether the students are working and learning. are working and learning. 3 points The student vaguely stated 2 questions that may lead to further investigations. 15 points 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. 5 points Student makes 3-4 errors in grammar or spelling that distract the reader from the content. 5 points 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. 2 points The student unclearly stated 2 questions that may lead to further investigations. 5 points 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. 2 points Student makes more than 4 errors in grammar or spelling that distract the reader from the content. 2 points 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.
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