CCE 125: Program Planning Monday & Wednesday 6:30-7:45 North Seattle Community College, IB 1409
CCE 125: Program Planning • Candice Hoyt, Faculty • (206) 715-1878 (until 9 pm) • Office hours by email@example.com • http://facweb.northseattle.edu/choyt • Syllabus: • http://facweb.northseattle.edu/choyt/CCE125 • Online—Angel: • http://northseattle.angellearning.com/ • CCE 125 Program Planning (Hoyt - hybrid) W10
Wednesday 2/24 • Process Chart • Physical Science Activity • Natural Science
Due 2/24: Process Activity • 3.1 Process Activity Chart (4 pts) • Select food item or something useful to make that children 3 to 5 years old would enjoy making with as little assistance as possible. Draw pages of a process chart for making that item. Try it out on children (so they can help each other figure out what to do). Use the Demonstration/Do/Review system as explained in class. Display your process chart in the classroom and describe to the group what happened. It must be a multi-step process and NOT the ones done in class or presented in the packet. • REQUIREMENTS • a four-year-old child could prepare the item (dangerous steps excepted) following a demonstration. • one to three words on each frame. • neat primary script printing using lower case letters. • implemented and described orally • Wed 2/24 Assignment: • Post pages of illustrated chart (preferred) or list of steps. • Bring illustrated chart to class.
Process Charts • Chart • Title Page • Materials Page • Verb pages (~3 words) (1 verb per page) • Last page: “Do” page • Do it yourself while pointing at the chart. • Have materials set up on tables for small groups of children to try. Use Process Activity help sequence when needed (goals to avoid adult help – to have kids help each other). • Give basics – kids can modify • Next day offer materials again with chart on the wall.
Due 2/24: Physical Science Activity 3.6 PHYSICAL SCIENCE (4 pts) • Develop a physical science experiment that you could demonstrate to children. It could involve air, water, light, movement, electricity, etc. The TV programs Mr. Wizard or Bill Nye, books in the library and the supplemental text are sources of ideas. These demonstrate a transformation that the children can observe and participate in a discussion about what will happen, describe the effect, and describe the result. • Demonstrating a transformation in front of the class. • Name each item, giving names to everything the class sees. • Ask description and prediction questions of the class. • What will happen? • What is happening now? • What happened? • Document the predictions and outcomes for each step. • Long spaces for children to document their understanding and do their own inquiry. • Wed 2/24 Assignment: Post detailed activity plan for teachers to try, including your experience presenting it. • Be prepared to discuss your activity in class.
Physical Science Activities we did… • Static electricity – Becky • Wicking water – Emily • Ooblek (aka cornstarch & water) – Katie • Floating egg – Michelle • Sand volcano – Marianne • Three states of water: Solid-liquid-gas – Stephanie & Angelica • Making playdough – Celeste • Making playdough – Renee • Dancing popcorn – Eric • Rocket Alka-seltzer – Pam
Physical Science Activity: How it went • Favorite things • I didn’t tell them we were making playdough. They got upset and wanted to know what was happening. They got involved. • Got more social than I thought. Self-sufficient as a group; I stood back. • The kids worked together to get this one kid to stop stealing water. • They were excited – took it farther than I thought they would. Experiments, role playing (3 states of water). • Kids showed natural curiosity. They wanted to explore their predictions further with other materials, to see if they behaved the same way. • Difficulties • I was hovering. Had to make myself leave and watch. • They didn’t focus on what I was aiming for – they played with dumping more than cornstarch consistency. • My egg was broken twice by the kid… dropping it in too fast. How high can he drop it without breaking? • Hard to get them to sit down and talk “predictions.” Hard to get predictions in beginning. – No practice with predictions. Maybe better over time. • I missed some opportunities to insert questions/comments that would lead to / elicit predictions.
A 3.5 Natural Science Display - 4 pts • One part of teaching involves bringing the world into the classroom. Research one example from the world of plants and animals that would be practical to keep in the classroom a week or longer. Select an item from the list brainstormed in class. Investigate the costs and alternatives available to school teachers. Examples are in your class packet. • posting online a Word or PDF document with this information: (a) examples of choices available in the Seattle area, (b) equipment needed, (c) care and maintenance required, (d) cost to supply and maintain this experience, (e) titles of supplementary information books, and (f) web site addresses. • bringing to class the Word or PDF handout above (1 copy to pass around). • bringing to class (a) the best information book you can find about this item or (b) printed pages from a web site, that either contains pictures that children can look at or provides background information that teachers might need to answer children's questions (1 copy to pass around). • describing all of the above to the class.
Natural Science Display brainstorm • Roly-polies • Ant farm • Hermit crabs – Emily • Worm farm – Stephanie • Bean sprouts • Avocado seed – Michelle • Popcorn kernels – Eric • Carrots • Celery • Rooting potatoes • Fall things (transformed) • Herbs • Cilantro • Beach habitat – Angelica • Comparing vegetable seeds – fresh and dried • Fresh water fish tank – Marianne • Butterflies – Katie • Grass – Renee • Vegetable garden – Becky • Herb garden – Celeste • Seasonal blooming • Terrarium – Pam
Due Tonight • A 3.1: Process Chart – post chart or list of steps • A 3.6: Physical Science – post activity + what happened
Grant paperwork • CWA JOBSTAT Enrollment Form • Authorization for Release of Information