1. CE330 – Unit 4 “Measurement: Capturing Observations in Math and Science” Professor: Dr. Julie Manders

2. NOTABLE QUOTABLE “No one has yet fully realized the wealth of sympathy, kindness, and generosity hidden in the soul of a child. The effort of every true education should be to unlock that treasure.” --Emma Goldman

3. WEEKLY REMINDERS Complete Readings Participate in Discussion answer question and respond to classmates; make sure that you meet the length requirements! Attend Seminar Complete Graded Review

4. TIPS FOR DISCUSSION Your main discussion response should be at least 200- 250 words and should reflect the fact that you have completed the assigned readings and activities for the week. Always include citations and references to course materials. In addition, when you list the question as part of your discussion, the question does not count toward the length requirement. Good luck!

5. Unit Outcomes Identify ways that children can measure changes they observe Describe how using their senses will help children to understand important math concepts

6. USING 5 SENSES From birth, children begin to differentiate among sounds, sights, smell, tastes, and feelings. As children acquire language to describe their world, the begin to classify what they sense and observe. The language of description includes “big, little, loud, soft, hot, cold, etc.” At around age 5, children develop the language of seriation (arranging in a series). An example is being able to arrange a series of items and describe them as: big, bigger, biggest. Children can also document their observations regarding change and growth by taking photos, keeping height measurement charts, etc. Teachers can use live camera events on nature sites to show changes that take place in the growth of animals. http://www.wa.gov/wdfw/wildwatch/eaglecam (changes that take place in the growth of an eaglet)http://www.wa.gov/wdfw/wildwatch/eaglecam

7. CONNECTIONS BETWEEN MATH & SCIENCE Galileo expressed the importance and impact of the connections between math and science: “…that vast book which stands forever open before our eyes, I mean the universe, cannot be read until we have learned the language. It is written in mathematical language without which it is humanly impossible to comprehend a single word.” (Davis & Keller, 2009, p.50). As children experience their world through their senses, they are developing ideas about measurement. Children use their senses to experience attributes such as mass, volume, and length. These sensory experiences form the foundation for formal processes of measurement.

8. Seminar Discussion What are some ideas for teaching children to measure? Field Trip: http://www.youtube.com/watch?v=3hlkRc TmFxY http://www.youtube.com/watch?v=3hlkRc TmFxY Explain the developmental sequence young children may use to experience the process of measurement.

9. Hot Topics  Using five senses  Observing how things change and grow  Formal Approaches to Measurement  Ways to Share Math Ideas  discussions  Journaling  Making books  Modeling appropriate language  Rational Counting  Discrete Items to Count  Measuring with manipulatives and rulers  Developing referents  Measuring Temperature

10. WRAP-UP The teacher is one who made two ideas grow where only one grew before.” -Unknown

11. REFERENCES Davis, G, & Keller, J.D. (2009). Exploring science and mathematics in a child's world. Upper Saddle River, NJ: Pearson.