Reflection – Science and Math Activites

Reflection – Science and Math Activites

Math Activities

1. Counting Caterpillars

Activity Title: Counting Caterpillars

Objectives (Mississippi Early Learning Standards): With guidance and support, try to compare numerical values using tangible manipulatives to discover which are greater than, less than, the same, and different.

Materials Needed: a.       Caterpillar cutoutsb.      Small counters (e.g., pom-poms)

Prep Work: Prepare caterpillar cutouts with numbers.

Instructions: a.       TTW gather TS and introduce counting caterpillars. b.      TTW then show how to place counters on the cutouts to count. c.       Allow children to count and place counters on their caterpillars. d.      Let children share how many counters they placed.

 

2. Shape Scavenger Hunt

Activity Title: Shape Scavenger Hunt

Objectives (Mississippi Early Learning Standards): With guidance and support, build and represent shapes using materials that are developmentally suitable for prekindergarten. (e.g., popsicle sticks, play dough, blocks, pipe cleaners, pattern blocks).

Materials Needed: a.       Shape cards b.      Bags for collecting items

Prep Work: Create shape cards for the hunt.

Instructions: a.      TTW explain the scavenger hunt and show shape cards to TS. b.     TTW then point out shapes in the classroom. c.      Let TS find items that match the shapes. d.      TS will then discuss what shapes they found.

 

3. Measuring with Blocks

Activity Title: Measuring with Blocks

Objectives (Mississippi Early Learning Standards): With guidance and support, use the right terminology to identify quantifiable characteristics of everyday objects, such as size, weight, and length. (e.g., small, big, short, tall, empty, full, heavy, light)

Materials Needed: a.       Different colored blocks b.      Rulers (optional)

Prep Work: TTW set up an area with blocks.

Instructions: a.      TTW introduce measuring using blocks. b.     Demonstrate how to measure with blocks. c.      TTW then let TS measure items around the classroom. d.      After that, TS will discuss which items were longer or shorter.

 

4. Number Line Hop

Activity Title: Number Line Hop

Objectives (Mississippi Early Learning Standards): With guidance and support, compare two objects using attributes of length, weight, and size (e.g., bigger, longer, taller, heavier, same weight, same amount). a. Use nonstandard units of measurement. b. Explore standard tools of measurement.

Materials Needed: a.       Tape for a number line

Prep Work: Create a number line on the floor.

Instructions: a.       TTW explain the number line and how to hop on it to TS. b.      Show how to jump to each number. c.       TS will hop to a number that TTW call out. d.      TTW count aloud as they hop.

 

5. Pattern Play

Activity Title: Pattern Play

Objectives (Mississippi Early Learning Standards): With guidance and support, sort, categorize, or classify objects (e.g., color, size, length, height, weight, area, temperature).

Materials Needed: a.       Colored beads or blocks

Prep Work: Prepare sets of colored beads or blocks.

Instructions: a.      TTW introduce patterns and show examples. b.     Create a simple pattern using the beads. c.      Let TS create their own patterns. d.      TTW then let TS share their patterns with the rest of the class.

 

Science Activities

1. Planting Seeds

Activity Title: Planting Seeds

Objectives (Mississippi Early Learning Standards): With prompting and support, explore what animals and plants need to live and grow. a. With teacher guidance, conduct a structured investigation to determine what plants need to live and grow.

Materials Needed: a.       Seed packets b.       Small pots and soil

Prep Work: Prepare pots with soil.

Instructions: a.      TTW explain the importance of plants and how they grow. b.     Show how to plant seeds in pots. c.      Allow each child to plant their seeds. d.      The whole class will then discuss what plants need to grow.

 

2. Weather Chart

Activity Title: Weather Chart

Objectives (Mississippi Early Learning Standards): 1. With prompting and support, describe daily weather variations and seasonal patterns using appropriate vocabulary (e.g., fall, summer, spring, winter, hot, cold, warm, sunny, cloudy). a.       With teacher guidance, gather and present daily data regarding weather and seasonal activities 2. With prompting and support, identify characteristics of the clouds, sun, moon, and stars. a.       With teacher guidance, create a simple model of common elements of day and night. b.       With teacher guidance, construct a device that would protect from sun and/or rain.

Materials Needed: a.       Weather chart b.       Markers

Prep Work: Create a chart with weather symbols.

Instructions: a.       TTW explain the weather chart and its purpose. b.      Show how to record the weather. c.       Have TS observe and mark the weather daily. d.       TS will then discuss the different types of weather observed.

 

3. Sink or Float

Activity Title: Sink or Float

Objectives (Mississippi Early Learning Standards): With prompting and support, describe and compare the properties of different materials and classify these materials by their observable characteristics and by their physical properties (weight, volume, temperature, texture, solid or liquid and sink or float).

Materials Needed: a.      Various small objects (e.g., a rock, a plastic toy, a leaf) b.      A container of water

Prep Work: TTW gather a variety of objects for testing.

Instructions: a.      TTW explain the experiment and ask for predictions from TS. b.     Show how to place objects in water. c.      TTW then let TS test each object and record results. d.      The class will then discuss what they learned about sinking and floating.

 

4. Sensory Exploration

Activity Title: Sensory Exploration

Objectives (Mississippi Early Learning Standards): With guidance and support, explore characteristics of living and non-living things. a. With teacher guidance, conduct an investigation of living organisms and non-living objects in various real-world environments to identify the characteristics of living and non-living things.

Materials Needed: Various textures (sand, water, fabric, etc.)

Prep Work: TTW Set up sensory stations with different materials.

Instructions: a.      TTW explain the sensory exploration activity. b.     Show how to feel and describe each texture. c.      Let TS explore each station. d.      TTW then have TS describe their favorite texture.

 

5. Animal Habitats

Activity Title: Animal Habitats

Objectives (Mississippi Early Learning Standards): With guidance and support, explore characteristics of living and non-living things. a. With teacher guidance, conduct an investigation of living organisms and non-living objects in various real-world environments to identify the characteristics of living and non-living things. b. With teacher guidance, create a visual representation of the information gained and results of the experiment. c. With teacher guidance, use appropriate technology tools to explore the observable characteristics of plants, animals and people.

Materials Needed: a.       Pictures of various habitats (forest, ocean, desert) b.       Animal figurines

Prep Work: Prepare habitat cards and animal figurines.

Instructions: a.       TTW introduce different animal habitats through pictures and figurines. b.      Show how to match animals to their habitats. c.       TTW then let TS match animals to habitat cards. d.      TS will discuss why each animal lives in its habitat.

 

Reflection

The activities were very successful, and I noted that the children were active and interested. For instance, during the “counting caterpillars” activity, the children were not only eager to use counters but also grasped one-to-one correspondence concepts. While arranging counters on their caterpillar cutouts, I noticed that they were counting and encouraging one another, promoting togetherness. This kind of learning underlined the usefulness of the hands-on approach, as the children were able to demonstrate their counting and explain the results to others, therefore verbalizing what they had learned.

During the science activities, especially the “Sink or Float” experiment, the children were very eager to learn. Before we started, they looked forward to guessing if different objects would sink or float. Their predictions were quite engaging and it resulted in a lot of discussions that tested their ability to reason. When they conducted the tests, their responses gave me an indication of how they perceived the physical properties of objects. This activity was not only educative but also inculcated in the children the aspect of scientific reasoning as they could come up with conclusions from what they observed. This was a good way of connecting with real-life situations to understand the concepts taught (Justice et al., 2022).

However, I would like to change a couple of things. While conducting the “Shape Scavenger Hunt,” I observed that some of the children had difficulty identifying objects in the shapes of the objects on the cards. In the future, I could reduce the complexity of the shapes or offer more tools that would assist them in their search. Additionally, I understood that some children might need some structure in the hunt; for instance, they could be divided into pairs or groups. This would not only foster teamwork but also afford them the chance to assist one another in recognizing the shapes.

In addition, I think using more visuals would be useful in the “Weather Chart” since it did a good job of getting the children to observe the weather daily. It would have been useful to provide children with additional visuals since some of them struggled to express themselves and state their observations. Additionally, I would like to make this activity more engaging for the children; for example, when it is rainy outside, I would like the child to dress as a puppet for the rain. In general, the activities proved to be very informative, and I was satisfied with the participation of the children. The aspect of both mathematics and science enhanced curiosity and cooperation, which are critical in early childhood learning. In the future, I will use these ideas to enhance the activities more and ensure that every child feels comfortable in their learning process.

References

Justice, L. M., Jiang, H., Purtell, K. M., Lin, T. J., & Ansari, A. (2022). Academics of the early primary grades: Investigating the alignment of instructional practices from pre-K to third grade. Early Education and Development, 33(7), 1237-1255. https://doi.org/10.1080/10409289.2021.1946762

McCormick, M. P., Mattera, S. K., Maier, M. F., Xia, S., Jacob, R., & Morris, P. A. (2022). Different settings, different patterns of impacts: Effects of a Pre-K math intervention in a mixed-delivery system. Early Childhood Research Quarterly, 58, 136-154. https://doi.org/10.1016/j.ecresq.2021.08.005

Whittaker, J. V., Kinzie, M. B., Vitiello, V., DeCoster, J., Mulcahy, C., & Barton, E. A. (2020). Impacts of an early childhood mathematics and science intervention on teaching practices and child outcomes. Journal of Research on Educational Effectiveness, 13(2), 177-212. https://doi.org/10.1080/19345747.2019.1710884

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