1. Session Two

2. Arrival Activity
Make a name card that represents you. Fold a piece of cardstock lengthwise. Decorate with a picture or design that says something about you. These will be kept in class and used each session to help everyone learn each other’s names.

3. Agenda Math Focus: People Sort
Discussion: Preschool Science Foundations (response to assigned reading)
Hands-on Activity: Science and Math Learning through Water Play
Assignments for Next Session
Check in with students not here last session

4. Course Philosophy and Approach
Adults also need hands-on experiential learning.
It’s important for teachers to play and explore materials themselves.
Learning from each other is as important as learning from the instructor.

5. Instructor Modeling
Instructor models activities much as they would be done with children.
Students take on the role of children first, then reflect on the experience in the context of classroom implementation.
Helps students better understand concepts from both the perspective of the child as well as that of the teacher.
Helps students successfully implement novel teaching practices and techniques with young children.

6. People Sort with Names

7. Erikson Early Math Collaborative

8. Preschool Foundations
Describes competencies – knowledge and skills - that most children can be expected to exhibit at 48 and 60 months of age
The Preschool Foundations are: – Not a checklist for assessment – Not a curriculum guide – Not a description of how to teach children

9. Homework Sharing
How did the paper-copter activity connect with the Scientific Inquiry and Physical Sciences Foundations?

10. comparing/contrasting using and creating models
predicting
experimenting
asking questions
observing
using tools
drawing conclusions
Science Process Skills
classifying
comparing/contrasting
communicating
using and creating models
measuring

11. Water Explorations

12. A Cool Drink of Water
By Barbara Kerley

18. Water Exploration
Teachers are better prepared when they engage in the same kinds of experiences as the students.
Having these experiences will help you guide the children.
Follow your own curiosity.
Play like children…think like teachers!

19. Think about the learning
How did you use science process skills during your water exploration? Share concrete examples.
What kinds of math learning might children be experiencing during water exploration
What insights did this experience give you about doing water play exploration with children?

20. Even infants are intrigued by water play.

21. Commercially bought materials are not enough.

22. Provide materials that invite problem solving and tool use.

23. Teacher selected materials help focus the activity.

24. What might this girl be discovering?

25. A shelf is helpful for holding materials and keeping tubing in place.

26. Learning about cause and effect, gravity, and motion.

27. Teamwork!

28. Creative waterways

29. PVC pipes children can take apart and connect

30. Ice changes from solid to liquid

31. Recording in a science notebook

32. Background Information: Properties of Water
*Information to build teacher’s knowledge, not for direct teaching to children

33. Water Flows Water’s movement is described as flow.
Water flows downward due to gravity.
Water can be made to flow upwards if a strong enough force is applied such as sucking water up with a turkey baster.

34. The Shape of Water Water takes the shape of its container.
The surface of water is flat.

35. Behavior of Air in Water
Air takes up space.
Air bubbles float to the top of water.
Air is less dense than water.

36. Reading/Homework for Next Session

37. What to bring next session:
5 items to be used for sink/float activity