1. Caption
Within this digital portfolio, I outlined three different activities and assessments. This portfolio used a broad repertoire of developmental approaches (NAEYC 4c) such as addition, measuring and recording data. The curricula can be modified to make the activities accessible to individuals with exceptionalities (CEC 3.3) depending on their personal needs. This project demonstrates my ability to include different methods of teaching strategies for science and math concepts while engaging the child with fun learning activities.

2. Jackie Marks December 4, 2013 Professor Sudha Digital Portfolio
Brilliant Brenna
Jackie Marks
December 4, 2013
Professor Sudha
Digital Portfolio

3. Description
For the application of math content and practices I implemented the dice game to show mental math skills and adding numbers up to 12.
Sink n float demonstrates specific science content and practices such as making predictions, planning and carrying out investigations.
Shadow exploring allowed Brenna to use the science practice, obtaining, evaluating and communicating information. Shadow exploring also used two of the attributes for measurement; length/width and time.

4. Table of Contents Background information Dice game Sink -n- float
Shadow exploring
Overall assessment
Implications for teachers
Implications for families
Additional information
Caption

5. Brenna is 6 years old
First grade at S. B. Bulter School
Brenna lives at home with her and mom and older brother Ryan.

6. Background information
Brenna’s favorite activity to do at home is making rainbow loom bracelets and at school she enjoys math because it’s a real learning part of school.
Outside of school, Brenna goes to gymnastics and will be a cheerleader hopefully next year.
For fun, Brenna likes to play soccer, write in her locked diary, do art projects and have sleepovers with her girlfriends.
In the Summer, Brenna loves to go to the beach with friends and go swimming.
Her favorite food is cheese pizza and her favorite color is blue.
When with her family, Brenna likes to get her nails done with mom at the salon, watch movies with dad and play football with her brother.

7. Brenna, her mom and her brother

8. Dice Game (math)
The Dice Game was completed at the kitchen table with two dice, pencil and provided worksheet.
Brenna rolled the dice and added the two numbers in her head using mental math then recorded all information on the worksheet.

9. Dice Game
CCSS.math.content.2.0A.B.2 (add and subtract within 20)

10. Dice Game
I chose this game because when I first spoke with Brenna she told me she was working on math facts in school. She also told me that she just answered addition problems on worksheets, which wasn’t really fun. I decided to use dice to create the math facts and have her write out the addition equation.
Brenna did very well on this assessment. She followed the directions given and completed the task without any errors. Brenna also took her time and reviewed her answers before moving on to the next question. This game concluded that addition facts are a strength for Brenna at this point in time.

11. Sink -n- Float (science)
Sink -n- float experiment was conducted at the kitchen table. This experiment included: a toy car, a paper clip, a foam block, one die, a poker chip, a foam letter, an eraser, a clip, a quarter, rubber band, water, a clear container, a pencil and the provided worksheet.

12. Sink -n- Float
Brenna made written predictions (sink or float) for each object on the list. After all ten items had a predicted outcome, Brenna tested each one and recorded her results on a worksheet.

13. Sink -n- Float
NGSS- 2-PS1-1 (Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties)

14. Sink -n- Float
I chose this activity because it allowed Brenna to practice investigating science. She used everyday objects to make and test predictions about what sinks and what floats.
Brenna followed the directions given; made predictions, completed the experiment and filled in the given worksheet. Brenna took her time and closely observed several details of each object such as weight, size and material. She did well on this assessment and learned about what materials sink or float and why.

15. Shadows (science & math)
The shadows exploration was done outside in the driveway at 1pm on a clear day when the sun was high in the sky. For this experiment I used: pencil, worksheet, tape measure and chalk.

16. Shadows
Brenna decided she wanted to stand so her body would resemble a star. I traced her shadow from head to feet. Brenna then used the tape measure to find the length of her shadow from head to foot and the span from hand to hand.

17. S H A D O W S
CCSS.math.content.2.MD.A.1 (measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks and measuring tapes)
NGSS-K-PS3-1 (make observations to determine the effect of sunlight on Earth’s surface)

18. Shadows
After measuring, I had Brenna move one body limb at a time to see where her shadow moved. I had her then record what she noticed.
I chose the activity shadow exploring because shadows are all around us in the environment and are constantly changing. Also, this activity had a science and a math concept.
Brenna enjoyed this activity because it allowed her to be the central focus for the data collection. When choosing the area in the driveway for tracing, she paid attention to where the sun was located and how her shadow reflected on the ground. Brenna did well on this activity but didn’t understand how or why the position of the shadow would change at a different time.

19. Overall assessment
Brenna’s mathematical thinking skills are accurate for her age and in comparison to the CCSS, she meets the expectations. Brenna can add simple math facts in her head, she can measure lengths with a tape measure and record the data. Brenna enjoys doing math and hopefully her perseverance will help guide her as she explores new math concepts.
Brenna’s scientific thinking displayed basic knowledge about science concepts. Brenna made predictions based on specific observations and carried out experiments. Brenna enjoyed participating in my activities but science is not a main priority at school making it so she doesn’t have a proper grasp for her grade level.

20. Instructional implications for teachers
When teaching a lesson, teachers need to be thinking about what to teach next and how to plan for it.
Teachers should only intervene when scaffolding to guide children thinking.
Teachers must ask open ended question to assist children in going beyond what is expected.
If possible, teachers need to take children’s interests into consideration to make learning experiences that are fun and engaging.
When planning a lesson or activity, teachers need to be thinking about different ways to assess the children depending on differentiated lessons or certain individuals.
The site called Illuminations is an awesome, interactive way for teachers to let students explore and it has lessons for teachers to implement. rg

21. Implications for the families
Children need support from their families as they learn and grow, families must show interest and compassion for school assignments and learning opportunities as much as they possibly can.
Families can talk math throughout their day at home and help show children that numbers are a large part of the world around us.
Families can explore scientific reasoning when at home or out by looking into the environment.
Families can use technology, if available, to learn more about science and math while at home. Both of the following sites are free to access and have great information as well as activities for a variety of ages. rg nz

22. Addition information https://student.societyforscience.org
science-standards