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Properties DO Matter in Early Childhood

Properties DO Matter in Early Childhood. Increasing Our Descriptive Language by Learning About the Properties of Matter. Texas Pre-Kindergarten Guidelines:. VI.B. 1 The child identifies and describes the characteristics (including similarities and differences) of organisms

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Properties DO Matter in Early Childhood

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  1. Properties DO Matter in Early Childhood Increasing Our Descriptive Language by Learning About the Properties of Matter

  2. Texas Pre-Kindergarten Guidelines: • VI.B.1 The child identifies and describes the characteristics (including similarities and differences) of organisms • VI.C.1. The child identifies, compares, discusses earth materials, and their properties and uses Science Domain:

  3. By Second Grade… The Next Generation Science Standards (NGSS) Physical Science states that by the end of second grade students will understand that there are “different kinds of matter (e.g., wood, metal, water), and many of them can be either solid or liquid, depending on temperature. Matter can be described and classified by its observable properties (e.g., visual, aural, textural), by it uses, and by whether it occurs naturally or is manufactured.”

  4. Setting Goals:This year I will purposefully plan activities that help the child build a strong scientific descriptive vocabulary as he/she begins to make sense of the world around him/her. • How can a teacher help students build a strong descriptive vocabulary?

  5. Where do I begin? With a Plan!Document, Document, Document

  6. Properties of Matter in EC Wiki http://propertiesmatter.pbworks.com

  7. We Began by Using our 5 Senses

  8. Animoto Video: Exploring Our World

  9. Using all 5 Senses Exploringplaydough and other yellow things

  10. What senses are we using? “This feels, yucky!”

  11. What senses are we using?

  12. What senses are we using? • Tall/short (plant) • Green (leaf) • Thin (stem) • Pointy (leaves) • Hard (seed) • Growing/changing • Little (seed) • White string (root)

  13. What senses are we using? • Wet • Cold/warm • Sink/float • Drips • Absorbs • Pours • Flows

  14. What senses are we using? Montessori Sound Cylinders

  15. What senses are we using? • Yellow • Smooth • Seedy • Lemony • Yummy • Sour

  16. What senses are we using? • Cold • Melting • Freezing • Slippery • Crunchy • Crystally

  17. What senses are we using? • Soft • Fluffy • Feathers • Little • Yellow

  18. What senses are we using? • Slimy • Lines (segments) • Wiggle • Tickle • Gross • Yucky

  19. What senses are we using? • Heavy, heavier, heaviest • Light, lighter, lightest • Same/equal • More/less • Big/little

  20. What senses are we using? • Windy • Rainy • Sunny • Cold/hot • Snowy • Beautiful

  21. Children use their love of rocks to sort them by a named characteristic on the LivescribeSmartpen’s sound dot: • Find the rock that has an “x” on it • Find the rock that is rhombus shaped • Find a fossil rock • Find 2 rocks that have lines • Find a light rock • Find a rock with crystals • Find a rock that looks like a mountain with trees • Find 3 green rocks and order them from largest to smallest

  22. Is this your object? • Find things made of wood • It’s not rectangular • It’s not rough • What’s my object?

  23. Assessing Descriptive Language Development COMPANY NAME 555 Street Address City, ST 55555 • ph 555.555.5555 | fx 555.555.5555 | webaddress.com

  24. Matter Can Be: • Big or small or in between • Light or heavy • Dark or light • Smooth or rough • Hot or cold • Long or short • Soft or hard How can we describe matter? Matter can also be: • Bumpy • Soft • Sparkly • Have crystals, or not • Shiny or dull • Colorful • Made by man or found naturally • Crunchy • Slimy • Drippy • … on, and on, and on!

  25. Final Reflections glaubent@yahoo.com rpolan@austinisd.org

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