Session Nine

Arrival Activity Draw a picture illustrating something about doing your Midterm exemplar activity with children. Make whatever kind of visual representation you want. Don’t worry about “how good” it is!

Agenda Sharing about Midterm Projects Science Focus: Air and Wind Discussion: Teaching Science and Math in the context of different educational approaches Discussion: Concept development through naturalistic, informal, and structured learning experiences Assignments for Next Session

Sharing about Midterms What went well? What didn’t? Why? What was the biggest challenge? What surprised you? What would you do differently next time? What are some other questions you have?

Sharing about Midterms Each group member has a responsibility to: Contribute to the discussion Listen to each other Keep the group on task Try to give equal time to everyone

Air and Wind

Explore Try to move the objects on your table using your breath, straws, and other “air pushers.” How can you get the object to move? Which objects do you think will move the farthest? Why? Which objects do you think will be difficult to move? Why? Did the tool you use make a difference?

Games and Challenges What other games and challenges can you think of? Tracks: Draw a path on a large sheet of paper and try blowing through a straw to make an object follow the track. Races: Using two parallel lines (drawn on butcher paper, or made with masking tape), race a friend to see who can move an object from one end to the other first, just using the force of air! Recording: Define a starting line, and then mark several lines with colored tape or markers. Choose an object, place it on the starting line, and select an air pusher. Use just one push (or blow) of air to see how far the object moves. Measure, record, and compare how far different objects travel. What other games and challenges can you think of?

Think about the learning What was your favorite air pusher? Why? Which games and challenges did you enjoy most? Why? How would you support and guide children’s explorations with these materials?

Integrating Math with Science What are some opportunities for integrating math into air blowing activities? Counting how many pushes or blows of air used to blow objects Measuring how far objects move Sorting which objects move and which do not

I sometimes sit and wish that I could jump up high into the sky. “Riding the Wind” Tune: 5 Little Ducks Went Out To Play I sometimes sit and wish that I could jump up high into the sky. And ride upon the breeze and go whichever way the wind did blow!

How are these children being like scientists?

How can I make my pom-pom move faster and farther?

What might these toddlers be learning?

Problem solving

Challenges with tracks and mazes

Children like to invent their own games and challenges

Sail boats made from foam board, craft sticks, and cellophane

Sail boats made from corks, toothpicks, and plastic sails

Exploring air, color mixing, and properties of liquids

Learning more about air through parachute play

Playing with streamers in the wind

Lots of Literature Connections

Early Childhood Approaches Play-Based Project Based Montessori Waldorf Reggio Emilia High Scope Creative Curriculum Other?

Types of Learning Experiences Naturalistic Experiences initiated spontaneously by children as they go about their daily activities the child controls the choice and the action the adult’s role is to create a rich environment for play, exploration, and learning Informal Experiences take place when a child is engaged in naturalistic experiences adult recognizes an opportunity for a “teachable moment” Structured Experiences preplanned lessons or activities in which the adult has specific learning objectives in mind the adult gives some guidance to the child’s action can be done with individuals or small or large groups

Brainstorming Work with a partner to brainstorm examples of Naturalistic, Informal, and Structured learning experiences on the topic of Air and Wind. Try to think of at least 2 examples in each category. Record your examples on the “How Children Learn Concepts” handout. For each example, discuss the concepts and skills children might be developing while engaged in the experiences you thought of.

Small Group Sharing Share the examples you and your partner brainstormed with the other partner pairs at your table.

What to bring next session: 5 leaves with interesting features