Early Childhood Math and Science

Concept: Students will use their visual senses to identify significant differences between living and non-living things. They will form groups to discuss the major differences

Age Group: Kindergarten

Duration: 120 minutes

Objectives-Georgia Standards

SKCS1-Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these straits in their own efforts to understand how the world works.

a: Raise questions about the world around you and be willing to seek answers to some of the questions by making careful observations (5 senses) and trying things out.

SKCS5- Students will communicate scientific ideas and activities clearly.
a.       Describe and compare things in terms of number, shape, texture, size, weight, color, and motion.

  1. Begin to draw pictures that portray features of the things being described

SKCS6- Students will understand the important features of the process of scientific inquiry. Students will apply the following to inquiry learning practices:
a.       In doing science, it is often helpful to work with a team and to share findings with others.

  1. Much can be learned about plants and animals by observing them closely, but care must be taken to know the needs of the living things and how to provide for them (classroom pets).

SKL1-Students will sort living organisms and non-living materials into groups by observable physical attributes

  1. recognize the difference between living organism and non-living materials

Materials: 6 maize shoots, 6 bean shoots, 6 live cockroaches, 6 frogs, charts with animal drawings, charts with plant drawing

Advanced preparation:  The teacher will begin the lesson by drawing well labeled diagrams of a plant and an animal including their main parts and ask the students to look at them keenly.

Initiating activity: The teacher will discuss the drawings with the students and then help them to answer the following questions; What are living things? What are non-living things? What are the major differences between living and non-living things? (Jensen, 2010).

How to do it: The teacher will ask students to form six groups. He will then distribute 1 maize shoot, 1 bean shoot, 1 live cockroach and 1 frog to each group.  Students will identify the differences between plants and animals and note the differences.

Evaluation: The teacher will ask students to answer the following questions before they can disperse;                 1. Describe the physical differences between living and non-living things

  1. Highlight the differences in size and shape in plants and animals
  2. List five living organisms and five non-living materials you have come across

Extension:

Visual-spatial intelligence: The teacher will take the students through PowerPoint slides with drawings of living organisms and non-living materials and ask them to state whether every drawing represents a living or a non-living thing.

Interpersonal intelligence: The teacher will ask the students to divide themselves into three groups. Each group will be given one chart with animal drawings and another with plant drawings. Students will be allowed to view the diagrams and discuss the physical differences observed among themselves (Gardner, 2007).

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