Section III Applying Fundamental Concepts, Attitudes, and Skills Unit 21 Applications of Fundamental Concepts in Preprimary Science ©2013 Cengage Learning. All Rights Reserved.

Ordering and Patterning Ordering –involves placing things in a sequence from first to last –is a higher level of comparing because it involves comparing more than two things or more than two sets Piaget calls this seriation Children must have some understanding of seriation to do the more advanced skill of patterning Ordering and Patterning build on the skills of comparing ©2010 Cengage Learning. All Rights Reserved.

Ordering and Patterning Use a science emphasis in shape, animals, color, and sound, to have children make or discover visual, auditory, and motor irregularities –Example: Use the flannel board to create patterns using the sun, moon, and stars

Sound Patterns Bells Bring out plastic bells with widely varied tones Ring them for the children and ask: –Can you tell me what you hear? –Do any of the bells sound different? –In what way do they sound different? –Give the children a chance to ring the bells ©2010 Cengage Learning. All Rights Reserved.

Sound Patterns Bell Activity (continued) Put out one piece each of red, yellow, and blue construction paper on a table Ask for a volunteer to put the bell with the highest sound on the red card, the bell with the lowest sound on the blue card, etc. ©2010 Cengage Learning. All Rights Reserved.

Measurement Measurement is basically a spatial activity that must include the manipulation of objects to be understood Children must be actively involved in measurement to understand it Water and sand are ideal materials for measuring activities Also important to allow long periods of “messing around” time when they will be used ©2010 Cengage Learning. All Rights Reserved.

Measurement Is a part of any scientific investigation –Example: Use sand and water to allow children to discover ways in which they can fill containers by providing various containers from which they can pour

©2010 Cengage Learning. All Rights Reserved. Graphs Display information so that predictions, inferences, and conclusions can be made Require the use of basic process skills –observing –classifying –comparing –measuring

Graphs Essential when using graphs that the meaning of the completed graph is clear to the children Possible to graph to: 1. Answer a question 2. Solve a problem 3. Show data so something can be understood ©2010 Cengage Learning. All Rights Reserved.

Graphs ©2010 Cengage Learning. All Rights Reserved.

Graphs ©2010 Cengage Learning. All Rights Reserved.