encourage them to do the experiment by sliding the object on ramp. I will let them explore the ramp they made. Day 3, in circle time I will tell them that today we are going to segregate the objects on the basis of their rolling property on ramp. Once they will be done with the selection, I will take them to activity area and tell them to make two ramps. Once they will be done with making ramps, I will tell them to slide the sliding object on ramp 1 and slide the object that cannot slide on ramp 2. While they are doing the activity, I will tell them that the objects which are sliding are round or cylindrical that why they are sliding but the object which are not sliding (square blocks, paper, and paper clips) is not circular or cylindrical. I will explain them, that means only circular and cylindrical object (pencil, ball, etc.) can slide on ramp. Day 4, on fourth day of lesson they will be able to understand the concept of sliding thing on ramp. So, I will call them in activity area and I will be encouraging them to describe the similarities in object that can slide from the pile of sliding object and do same with the pile of object that cannot slide on ramp (they will may say, pencil is round that’s why it is sliding or square block is not round that’s why it is not sliding). I will let them explore in their space in order of making them understand the technology behind sliding object on ramp. Day 5, in activity area I will tell them to roll the object from the ramp and see which can go farthest and which can go nearest. With this concept of experiment, I will explain to kids why some object slides and go far away and why some cannot slide and stay nearest. I will explain 9
Careers in Early Childhood Education cause and effect of this technology. I will tell them because objects are round and cylindrical that affects the object to slide. By arising lots of questions and giving lots of answers during discussion time, it makes sure children understand the concept of cause and effect relationship in technology. As intentional teacher in this lesson, I encourage kids to do critical thing when day are doing discussion. I encourage kids to explore art skill while they are in art activity are, social skill while playing together in activity area and work on their language while they are trying to answer various questions. Part C Imagine that you are a teacher’s aide in a classroom of 2 nd -grade children (7- to 8-year-olds). In each of the following situations, describe the following. The emotions the children involved might be experiencing, how you would use the strategies presented in the textbook to help the children become more aware of their own feelings and the feelings of others, how you would help them cope effectively with the situation. Scenario 1 Manual and Damien are playing in the sandbox. Manuel wants Damien’s shovel, so he takes it. Damien begins to cry, but Manuel continues to play, unaffected. Damien comes running to you, saying, “He took my shovel!” In this scenario, the child is feeling sad because his friend is not sharing the toys. In order to control the situation, I will give Damien another shovel to play with. And at the same time, I will
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- Summer '17
- Megan Vrono