Science fair nests
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Science Fair: Nests. Nikki Daigle, Aris Pagan, & Amanda Mlyniec. Standards. Preschool-Kindergarten: Heredity and evolution: K.2a living things have certain characteristics that distinguish them from nonliving things, including growth, movement, reproduction and responses to stimuli.

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Science Fair: Nests

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Science Fair: Nests

Nikki Daigle, Aris Pagan, & Amanda Mlyniec


Standards

Preschool-Kindergarten:

  • Heredity and evolution:

    • K.2aliving things have certain characteristics that distinguish them from nonliving things, including growth, movement, reproduction and responses to stimuli.

  • GLE: A.4(CMT Correlation)

    • Describe the similarities and differences in the appearance and behaviors of plants, birds, fish, insects and mammals (including humans).


Objectives

  • Children will identify what a wasp looks like

  • Children will discuss the importance of nests to animals

  • Children will be able to compare bird nests to wasp nests

  • Children will be able to identify some of the materials used in making nests

  • Children will be able to compare bird/wasp nests to human homes

  • Students will create replicas of Robin and Paper Wasp nests


What We Did…

  • Initiation (KL Chart-K Completed)

    • American Robin

    • Paper Wasp

  • Construction of Nests

  • Closure

    • KL Chart-L Completed

    • Comparisons


What We Learned…

  • Children have different interests

  • Different levels of prior knowledge

    • (Child A-a lot of prior knowledge/ Child B- not engaged)

  • Planning process – time consuming

  • Research is important

  • More time needed for children to respond

  • Adaptations are key


What Children Learned…

  • Shapes of nests

  • Materials used

  • Purpose of animal nests

  • How nests relate to homes

  • What human homes have in common with nests

  • How to construct replicas in a cooperative environment


Adaptations

  • Environment:

    • Move wasp making table

    • Take tri-fold away and focus on

      white board

  • Less Distraction:

    • Less materials out on bird nest table

  • Constructivist:

    • Asking more questions in the beginning

    • Related wasp balls to the wasp nests (cover all white space to make sturdy)

    • More time in between questions

    • More visual cues to account for all learning types


Scaffolding

  • Levels of Questioning (open or closed-ended)

  • Hand over Hand (newspaper strips cut/twigs broken)

  • Use of modeling was significant

  • Re-direction

    • Initiation and closure

    • Books handy

  • Peer Scaffolding:

    • Children who finished first helped other peers


Future Activities…

  • Read book during initiation

  • Focus on one type of nest

  • Conduct with fewer groups

    • Built in reflection time

  • Possibly conducted in Practicum classroom

    • More rapport

    • Know children’s abilities

    • Follow-up assessment/reflection

  • Complete over a span of time (ex. 1 week instead of 1 day)

  • Focus on wasp stingers or other topics (cater to children’s interests)


CFDRC Comments…

  • Group not specifically mentioned (good or bad?)

  • “I did find in some stations the students not giving the children time to "think" about their answers.  The students will ask a question and when not given a quick response added another question”

  • “Okay we're done.  (10 minutes left)”

    • Initiation stretched by three minutes

  • “ I think the children are going to really enjoy your lesson. Kids were very engaged, I like how it is very hands-on”-Ashlee


Pictures of Initiation


Pictures in Action…


Pictures in Action…


Pictures of Closure


Pictures of Final Products


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