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CONTENTS
Preface ........................................................................... xvii

Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxi
About the Author . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxiii
PART 1 CONCEPT DEvElOPmENT iN Brain connecTion THE BrAiN AND mATH

ANxiETy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
mATHEmATiCS AND SCiENCE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Technology Today . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
ChaptER 1 Development, Acquisition, Problem ASSiSTivE TECHNOlOGy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Solving, and Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 1-3 Six Steps in Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

1-1 Concept Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Assessing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Relationships Between Science, Technology, Engineering, SPECiFiC TASk ASSESSmENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Math, and Art (Stem and Steam) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 ASSESSmENT By OBSErvATiON . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Rationale for Standards and Common Core Curriculum Choosing Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Planning Experiences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
PriNCiPlES OF SCHOOl mATHEmATiCS ..................7
Selecting Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
STANDArDS FOr SCHOOl mATHEmATiCS . . . . . . . . . . . . . . . . 8
Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
STANDArDS FOr SCiENCE EDuCATiON . . . . . . . . . . . . . . . . . . . . 8
Evaluating . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
NAEyC DAP GuiDEliNES FOr mATH AND SCiENCE ....8
Problem Solving and Inquiry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
The Movement Toward National Core State
Curriculum Standards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 PrOBlEm SOlviNG AND iNquiry
iN SCiENCE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
National Standards for Professional Preparation. . . . . . . . . . . . . . 9
FOur STEPS iN SCiENCE PrOBlEm
Constructivism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
SOlviNG . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
PiAGETiAN PEriODS OF CONCEPT DEvElOPmENT OvErviEW OF PrOBlEm SOlviNG
AND THOuGHT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 AND iNquiry iN mATHEmATiCS . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
PiAGET’S viEW OF HOW CHilDrEN ACquirE ASSESSmENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
kNOWlEDGE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
iNSTruCTiON . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
TeachSource Video 5–11 yEArS: PiAGET’S
CONCrETE OPErATiONAl STAGE. . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 ESTimATiON . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
vyGOTSky’S viEW OF HOW CHilDrEN lEArN mulTiCulTurAl PrOBlEm SOlviNG . . . . . . . . . . . . . . . . . . . . . . 32

AND DEvElOP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 HElPiNG CHilDrEN WiTH SPECiAl NEEDS . . . . . . . . . . . . 32
BruNEr’S AND DiENES’. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
1-4 National Assessment Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
The Learning Cycle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Assessment Methods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Adapting the Learning Cycle to Early Childhood . . . . . . . . . . . . 14
OBSErvATiONAl ASSESSmENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
1-2 Types of Learning Experiences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 ASSESSmENT THrOuGH iNFOrmAl
Naturalistic Experiences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 CONvErSATiONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Informal Learning Experiences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 iNTErviEW ASSESSmENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Adult-Guided Learning Experiences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Assessment Tasks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Diverse Learning Styles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 ExAmPlE OF AN iNDiviDuAl iNTErviEW . . . . . . . . . . . . . . 38
Helping Children with Special Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Assessment Task File . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Contents vii
Record Keeping and Reporting. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Using the Learning Cycle to Build Concepts . . . . . . . . . . . . . . . . . . . 60
Maintaining Equity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 uSiNG PArT OF THE lEArNiNG CyClE TO BuilD
rESPONSE TO iNTErvENTiON (rTi) CONCEPTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
. . . . . . . . . . . . . . . . . . . . . . . 43
Strategies That Encourage Inquiry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 ASSESSiNG AND EvAluATiNG iNquiry lEArNiNG 64
Concept Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Types of Learning Experiences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
2-3 Integrating Science into the Curriculum . . . . . . . . . . . . . . . . . . . . . . . 64
Six Steps in Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 Children Learn in Different Ways. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
Organizing for Teaching Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
National Assessment Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
PlANNiNG FOr DEvElOPiNG SCiENCE CONCEPTS 65
ChaptER 2 Basics of Science, Engineering, PlANNiNG . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
and Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
BASiC SCiENCE ACTiviTy PlAN COmPONENTS . . . . . 67
2-1 The Framework and Standards for Science Education. . . 50 Assessment Strategies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Science as Inquiry and Engineering Design . . . . . . . . . . . . . . . . . . . 50 Evaluating the Investigation Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
Processes of Inquiry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 Three Basic Types of Science Investigations and Units . . . 71
Science Process Skills Used in Inquiry . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 OPEN-ENDED AND NArrOW quESTiONS . . . . . . . . . . . . . 71
OBSErviNG . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
COmPAriNG . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
The Framework and Standards for Science Education . . . . 71
ClASSiFyiNG . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
SCiENCE AS iNquiry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
mEASuriNG . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
SCiENCE CONTENT kNOWlEDGE AND
COmmuNiCATiNG . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 lEArNiNG AND THE DEvElOPmENT
iNFErriNG . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 OF liTErACy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
PrEDiCTiNG . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 APPrOPriATE SCiENCE CONTENT . . . . . . . . . . . . . . . . . . . . . . . . . 72
HyPOTHESiziNG AND CONTrOlliNG vAriABlES Concept Understanding in Young Children . . . . . . . . . . . . . . . . . . . . 72

= iNvESTiGATiON . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 SElF-rEGulATiON AND CONCEPT
Developing Scientific Attitudes Used in Inquiry . . . . . . . . . . . . . 53 ATTAiNmENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
CuriOSiTy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 DiSCrEPANT EvENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
SkEPTiCiSm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 uSiNG THE lEArNiNG CyClE TO BuilD

CONCEPTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
POSiTivE APPrOACH TO FAilurE AND
SElF-imAGE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 STrATEGiES THAT ENCOurAGE iNquiry . . . . . . . . . . . . . . . 72
Engineering Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Integrating Science into the Curriculum . . . . . . . . . . . . . . . . . . . . . . . . 72

Science Content Knowledge and Learning and the OrGANiziNG FOr TEACHiNG SCiENCE . . . . . . . . . . . . . . . . . . 72
Development of Literacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Appropriate Science Content. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
liFE SCiENCE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 PART 2 FuNDAmENTAl CONCEPTS
PHySiCAl SCiENCE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 AND SkillS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
EArTH AND SPACE SCiENCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
ChaptER 3 Prekindergarten and kindergarten
ENGiNEEriNG, TECHNOlOGy, AND APPliCATiONS
OF SCiENCE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Concepts and Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
Important Developmental Factors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 3-1 One-to-One Correspondence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
2-2 Concept Understanding in Young Children . . . . . . . . . . . . . . . . . . . 57 Pre-Assessment Observation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Enhancing Awareness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
TeachSource Video DATA COllECTiON AND NATurAliSTiC ACTiviTiES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
viSuAlizATiON iN THE ElEmENTAry ClASSrOOm . 58 iNFOrmAl ACTiviTiES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Teacher Magic and Misconceptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 ADulT-GuiDED ACTiviTiES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
Self-Regulation and Concept Attainment . . . . . . . . . . . . . . . . . . . . . . 59 Helping Children with Special Learning Needs . . . . . . . . . . . . . 81
Discrepant Events . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Informal Post-Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
viii Contents
3-2 Number Sense and Counting Standards Logic and Classification Standards and Description . . . . . 110
and Description. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84 PrE-ASSESSmENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
Number Sense and Its Relationship to Counting . . . . . . . . . . 84 ACTiviTiES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
rOTE AND rATiONAl COuNTiNG . . . . . . . . . . . . . . . . . . . . . . . . . . 84 iNFOrmAl POST-EvAluATiON . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
Brain connecTion NumBEr SENSE AND Comparison Standards and Description . . . . . . . . . . . . . . . . . . . . . . 110
COuNTiNG . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86 iNFOrmAl PrE-ASSESSmENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
Informal Pre-Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 ACTiviTiES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 iNFOrmAl POST-EvAluATiON . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
NATurAliSTiC ACTiviTiES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 ChaptER 4 more Prekindergarten and kindergarten

iNFOrmAl ACTiviTiES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 Concepts and Skills: Early Geometry, Parts and Wholes,
ADulT-GuiDED ACTiviTiES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88 and Applications of Fundamental Concepts to
Helping Children with Special Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
Science and Engineering . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
Informal Post-Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 4-1 Expectations and Characteristics of Shape. . . . . . . . . . . . . . . . . . 114
3-3 Logic and Classification Standards for Science Brain connecTion iS GEOmETry HArDWirED
iNTO Our BrAiNS? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
and Math . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
Pre-Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
Informal Pre-Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
Shape Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
NATurAliSTiC ACTiviTiES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 NATurAliSTiC ACTiviTiES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
iNFOrmAl ACTiviTiES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 iNFOrmAl ACTiviTiES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
ADulT-GuiDED ACTiviTiES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 TeachSource Video WHAT iS A TriANGlE? . . . . . . 118
Helping Children with Special Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 ADulT-GuiDED ACTiviTiES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103 Helping Children with Special Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . 119

PErCEPTuAl-mOTOr CHAllENGES . . . . . . . . . . . . . . . . . . . . 119
3-4 Comparison Standards and Description . . . . . . . . . . . . . . . . . . . . . . 103
BiliNGuAl GEOmETry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
The Basic Comparisons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
mulTiCulTurAl GEOmETry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
Informal Pre-Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
Informal Post-Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
Comparison Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
NATurAliSTiC ACTiviTiES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105 4-2 Spatial Sense and Spatial Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
iNFOrmAl ACTiviTiES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106 Brain connecTion SPATiAl
TeachSource Video COmPAriNG TOWErS TO iNTElliGENCE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
FiGurE OuT HOW mANy CuBES: A kiNDErGArTEN Pre-Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
lESSON . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
ADulT-GuiDED ACTiviTiES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
NATurAliSTiC ACTiviTiES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
Helping Children with Special Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
iNFOrmAl ACTiviTiES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
Informal Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 Helping Children with Special Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . 127

One-to-One Correspondence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 Informal Post-Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
iNFOrmAl PrE-ASSESSmENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
4-3 Standards and Part–Whole Relationships . . . . . . . . . . . . . . . . . . 130
ACTiviTiES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
PArTS OF WHOlES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130
iNFOrmAl POST-EvAluATiON . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
DiviSiON OF GrOuPS iNTO PArTS . . . . . . . . . . . . . . . . . . . . . . . . 130
Number Sense and Counting
Standards and Description . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 DiviSiON OF WHOlE THiNGS iNTO PArTS . . . . . . . . . . . . . 130
iNFOrmAl PrE-ASSESSmENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110 Brain connecTion NEurAl BASiS
OF FrACTiON kNOWlEDGE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
ACTiviTiES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
Pre-Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132
Contents ix
Part–Whole Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133 Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150

NATurAliSTiC ACTiviTiES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133 NATurAliSTiC ACTiviTiES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150
iNFOrmAl ACTiviTiES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133 iNFOrmAl ACTiviTiES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151
TeachSource Video THE HiDiNG ADulT-GuiDED ACTiviTiES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151

ASSESSmENT 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134 Helping Children with Special Needs. . . . . . . . . . . . . . . . . . . . . . . 151
Post-Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
5-2 Measurement Standards and Expectations . . . . . . . . . . . . . . . . 155
Stages of Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
4-4 Science and Engineering Standards and Connection TeachSource Video liNEAr
to Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136 mEASurEmENT 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156
Informal Pre-Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136 How the Young Child Thinks About Measurement . . . . . . . 156
Science and Engineering Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136 Pre-Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157
NATurAliSTiC ACTiviTiES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136 Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158

iNFOrmAl ACTiviTiES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136 NATurAliSTiC ACTiviTiES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158
ADulT-GuiDED ACTiviTiES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137 iNFOrmAl ACTiviTiES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159
Informal Post-Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141 ADulT-GuiDED ACTiviTiES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160

Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
Brain connecTion CAN BrAiN SCiENCE
Shape. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
imPrOvE SPECiAl EDuCATiON? . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
PrE-ASSESSmENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
ACTiviTiES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
EvAluATiON . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
5-3 Time Measurement Standards
Spatial Sense and Spatial Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
and Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
PrE-ASSESSmENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
Kinds of Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
ACTiviTiES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
Language of Time. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164
EvAluATiON . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
Pre-Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165
Standards and Part–Whole Relationships . . . . . . . . . . . . . . . . . . . . 142 Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165
PrE-ASSESSmENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142 NATurAliSTiC ACTiviTiES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165
PArT–WHOlE ACTiviTiES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142 iNFOrmAl ACTiviTiES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166
EvAluATiON . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142 ADulT-GuiDED ACTiviTiES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166
Science and Engineering Standards and Helping Children with Special Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . 166
Connection to Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142 Informal Post-Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168
PrE-ASSESSmENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
5-4 Data and Graphing Standards
ACTiviTiES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
and Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172
POST-ASSESSmENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
Stages of Development for Making
and Understanding Graphs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172
Discussion of a Graph . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175
PART 3 APPlyiNG FuNDAmENTAl Materials for Making Graphs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175
CONCEPTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144 Topics for Graphs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175
ChaptER 5 Pre-k–k: Ordering, measurement, 5-5 Science Standards and Expectations. . . . . . . . . . . . . . . . . . . . . . . . . . . 177
and Data Collection and Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144 Ordering and Patterning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177
5-1 Standards and Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146 Measurement: Volume, Weight, Length, and
Temperature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179
Pre-Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147
x Contents
Communicating with Graphs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182 6-2a Concept Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196

PraCtiCe GraPhs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182 6-2b Mathematics, Science, Engineering,
Pets GraPh and Literacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182
6-2c Literature, Reading and Writing,
Favorite Foods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182
Mathematics, and Science and Engineering . . . . . . . . . . . . . . . . 198
GraPhinG attraCtions: MaGnets . . . . . . . . . . . . . . . . . . 182
Brain connecTion Brain-Based BeneFits oF
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183 WritinG . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200
Comparison Standards and Expectations . . . . . . . . . . . . . . . . . . . . 183 Helping Children with Special Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . 200
assessMent . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183 sPeeCh, lanGuaGe, and CoMMuniCation . . . . . 200
aCtivities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183 MaintaininG a MultiCultural aPProaCh to

lanGuaGe With Books . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200
inForMal Post-evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183
Measurement Standards and Expectations . . . . . . . . . . . . . . . . . . 183 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200

Pre-assessMent . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183 National Standards Support Stem and Steam . . . . . . . . . . . . . 200
aCtivities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183 Play and learninG . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201
inForMal Post-evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183 theMatiC ProjeCts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201
Time Standards and Expectations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183 FoCus on nature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201
Pre-assessMent . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183 Language, Literacy, and Concept Formation . . . . . . . . . . . . . . . . 201
aCtivities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183 MatheMatiCs, sCienCe, enGineerinG,

and literaCy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201
inForMal Post-evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183
staGes oF develoPMent For MakinG and

understandinG GraPhs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183
Materials for Making graphs . . . . . . . . . . . . . . . . . . . . 183
topics for graphs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184

PART 4 syMBols and hiGher-level
Science Standards and Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . 184
ConCePts and aCtivities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204
orderinG and PatterninG . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184
Chapter 7 transitioning from Preschool to
MeasureMent: voluMe, WeiGht, lenGth, kindergarten to Primary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204
and teMPerature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184
CoMMuniCatinG With GraPhs . . . . . . . . . . . . . . . . . . . . . . . 184
7-1 Number Symbols and Concepts: Standards
Chapter 6 integrating the Curriculum . . . . . . . . . . . . . . . . . . . . 186
and Explanations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 206
The Number Symbol Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 206
6-1 Standards and Stem and Steam . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188 Pre-Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207
Play and Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188
Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 208
Dramatic Role Playing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189
naturalistiC aCtivities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 208
A Thematic Project Example: Food. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192
inForMal aCtivities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209
Food and draMatiC Play . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192
adult-Guided aCtivities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 214
Food and Math . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192
Food and sCienCe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193
Post-Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215
Food and enGineerinG . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193
Food and soCial studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193

7-2 Groups and Symbols: Standards
Food and the arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194
and Explanations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215
Working with Children with Special Needs . . . . . . . . . . . . . . . . . . 194
Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217
Focus on Nature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194
naturalistiC aCtivities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217
6-2 Language, Literacy, and Concept Formation . . . . . . . . . . . . . . 194 inForMal aCtivities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 218
TeachSource Video an environMent Where
adult-Guided aCtivities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219
We learn FroM eaCh other: a kinderGarten
Class . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195 Working with Children with Special Needs . . . . . . . . . . . . . . . . . . 223
Contents xi
Brain connecTion THE BrAiN AND ACTiviTiES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 243

NumBErS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225
POST-EvAluATiON . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 243
Groups and Symbols: Standards and Explanations . . . . . . 243
7-3 Standards and Explanations of Higher-Level iNFOrmAl PrE-ASSESSmENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 243
Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225 ACTiviTiES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 243
Informal Pre-Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225 iNFOrmAl POST-EvAluATiON . . . . . . . . . . . . . . . . . . . . . . . . . . . . 243
TeachSource Video COuNTiNG OBjECTS 2 . . . . . 225 Standards and Explanations of Higher-Level Concepts 244
Activities, Skills, and Concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 226 iNFOrmAl PrE-ASSESSmENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 244
AlGEBrAiC THiNkiNG . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 226 ACTiviTiES, SkillS, AND CONCEPTS . . . . . . . . . . . . . . . . . . . . 244
ClASSiFiCATiON . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 227 End-of-Kindergarten Science Standards and
SHAPE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 231 Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 244
SPATiAl rElATiONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 232 CONCEPTS THAT CrOSSCuT SCiENCE AND
ENGiNEEriNG CONTENT ArEAS . . . . . . . . . . . . . . . . . . . . . . . . . . 244
DESiGN TECHNOlOGy/ENGiNEEriNG . . . . . . . . . . . . . . . . . 233
PErFOrmANCE ExPECTATiONS iN
GrAPHS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 233
kiNDErGArTEN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 244
CONCrETE WHOlE NumBEr OPErATiONS
PrOBlEmS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 233 ACTiviTiES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 244
THE SymBOliC lEvEl . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 234 TECHNOlOGy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 244
quANTiTiES ABOvE 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 235
ESTimATiON . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 235
rOBOTiCS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 236
PART 5 mATHEmATiCS CONCEPTS AND
OPErATiONS FOr THE PrimAry GrADES . . . . . 246
7-4 End-of-Kindergarten Science Standards
and Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 236 ChaptER 8 Whole Number Operations,
Concepts That Crosscut Science and Engineering Patterns, and Fractions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 246
Content Areas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 236
8-1 Background and Basics of Primary Grade
PATTErNS AND ClASSiFiCATiON . . . . . . . . . . . . . . . . . . . . . . . . 236
Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 248
CAuSE AND EFFECT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 237
Basic Combinations (Facts) and Algorithms . . . . . . . . . . . . . . . . . 249
SCAlE, PrOPOrTiON, AND quANTiTy . . . . . . . . . . . . . . . . 237
Computational Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 249
SySTEmS AND SySTEm mODElS . . . . . . . . . . . . . . . . . . . . . . . . . 237
Action and Relational Symbols . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 250
STruCTurE AND FuNCTiON . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 237
Instructional Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 250
NGSS Performance Expectations in Kindergarten . . . . . . . . 237
Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 237
Algebraic Thinking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 251
vEGETABlE TimE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 237
Addition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 251
STONE SOuP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 238
ANimAl GrOuPS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 239

ASSESSmENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 251
mOrE FirST mAPPiNG ExPEriENCES . . . . . . . . . . . . . . . . . . 239

iNSTruCTiON . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 252
ExPlOriNG PumPkiNS: OCTOBEr SCiENCE . . . . . . . . . 239 Subtraction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 254

mEASuriNG THE WOrlD ArOuND uS . . . . . . . . . . . . . . . . 241 ASSESSmENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 254
POPCOrN TimE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 241 iNSTruCTiON . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 255
SPATiAl rElATiONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 242 Multiplication. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 257

Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 243 ASSESSmENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 257
iNSTruCTiON . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 258
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 243
Division . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 259
Number Symbols and Concepts: Standards and
Explanations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 243 ASSESSmENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 259
NumBEr SymBOl SkillS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 243 iNSTruCTiON . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 260
iNFOrmAl PrE-ASSESSmENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 243 Integration with Other Content Areas. . . . . . . . . . . . . . . . . . . . . . . . . . 261
xii Contents
Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 261 Second Grade. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 292

Helping Children with Special Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . 261 GEOmETry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 292
Post-Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 262 DATA ANAlySiS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 292
8-2 Description and Explanation of Patterning . . . . . . . . . . . . . . . . . 263 Third Grade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 292
Informal Pre-Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 264 GEOmETry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 292
Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 266 DATA ANAlySiS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 293
Brain connecTion HOW PATTErNS HElP Informal Pre-Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 294

Our THiNkiNG . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 271 Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 295
Helping Children with Special Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . 271 GEOmETry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 295
Informal Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 272 TeachSource Video HOW mANy CuBES?
A quESTiON rEGArDiNG vOlumE: STuDENT
8-3 Standards and Descriptions of Fractions . . . . . . . . . . . . . . . . . . . . . 272 iNTErviEWS 1, 2, AND 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 295
TeachSource Video WHEN THE rOBOTiCS: lEGO AND lOGO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 298
DOOrBEll rANG . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 272
DESiGN TECHNOlOGy/ENGiNEEriNG . . . . . . . . . . . . . . . . . 298
COllECTiNG AND ANAlyziNG DATA AND
Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 274
CONSTruCTiNG GrAPHS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 299
CHArTS AND TABlES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 300
Informal Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 278
ESTimATiON . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 301
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 278 PrOBABiliTy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 302
Background and Basics of Primary Grade Mathematics . . . . 278 Integration Across the Content Areas . . . . . . . . . . . . . . . . . . . . . . . . . . 302
iNSTruCTiONAl STrATEGiES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 278 Helping Children with Special Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . 302
Description and Explanation of Patterning . . . . . . . . . . . . . . . . . . 278 Informal Post-Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 302
ACTiviTiES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 278
9-3 Standards and Description of Measurement. . . . . . . . . . . . . . . 302
Standards and Descriptions of Fractions. . . . . . . . . . . . . . . . . . . . . . 278 Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 303

THE CONCEPT OF uNiT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 303
ACTiviTiES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 278
mEASuriNG iNSTrumENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 304
iNFOrmAl EvAluATiON . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 279

Measurement Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 305
Ideas for Children with Special Needs . . . . . . . . . . . . . . . . . . . . . . . . . . 310
ChaptER 9 Place value, Geometry, Data Analysis,
and measurement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 282 Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 311
9-1 Standards and Description of Place Value and Numbers Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 311
Above 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 284 Standards and Description of Place Value
and Numbers Above 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 311
iNFOrmAl PrE-EvAluATiON . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 311
Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 284
ACTiviTiES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 311
Kamii’s Approach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 290
POST-EvAluATiON . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 311
Calculators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 291
Standards and Descriptions of Geometry,
Helping Children with Special Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . 291 Engineering, and Data Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 311
Post-Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 292 iNFOrmAl PrE-ASSESSmENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 311
9-2 Standards and Descriptions of Geometry, Engineering ACTiviTiES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 311
and Data Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 292 iNFOrmAl POST-EvAluATiON . . . . . . . . . . . . . . . . . . . . . . . . . . . . 312
First Grade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 292 Standards and Description of Measurement . . . . . . . . . . . . . . . . 312

GEOmETry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 292 iNFOrmAl PrE-ASSESSmENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 312
DATA ANAlySiS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 292 iNSTruCTiON . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 312
Contents xiii
ACTiviTiES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 312 Subject Integrations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 333
iNFOrmAl POST-EvAluATiON . . . . . . . . . . . . . . . . . . . . . . . . . . . . 312 SCiENCE AND mATH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 333
SCiENCE AND SOCiAl STuDiES . . . . . . . . . . . . . . . . . . . . . . . . . . . 333
SCiENCE AND lANGuAGE ArTS . . . . . . . . . . . . . . . . . . . . . . . . . . 333
PART 6 iNvESTiGATiONS iN PrimAry SCiENCE AND muSiC . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 333
SCiENCE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 314 SCiENCE AND ArT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 333
Additional Plant Activities Based on Science

ChaptER 10 Overview of Primary Science: Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 334
life Science, and Physical Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 314 CONCEPT: PlANTS GrOW FrOm rOOTS AND
STEmS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 334
10-1 Next Generation Standards and Guidelines
CONCEPT: mOlDS GrOW iN DArk, mOiST
for Primary Grade Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 316 CONDiTiONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 334
TeachSource Video 5–11 yEArS: PiAGET’S TEACHiNG NOTES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 334
CONCrETE OPErATiONS STAGE . . . . . . . . . . . . . . . . . . . . . . . . . . . . 316
Animals in the Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 334
Translating NGSS for Classroom Instruction. . . . . . . . . . . . . . . . . 317
TiPS FOr kEEPiNG ANimAlS iN
ClASSrOOm iNSTruCTiON . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 318 THE ClASSrOOm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 335
iNSTruCTiON iN THE ElEmENTAry TEACHiNG WiTH ANimAlS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 335
ClASSrOOm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 318
A Trip to the Zoo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 336
Conventional Science Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 318
BEFOrE, DuriNG, AND AFTEr . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 337
COllECTiNG . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 318
ADDiTiONAl zOO ANimAl ACTiviTiES . . . . . . . . . . . . . . . . 337
GETTiNG STArTED By uSiNG mAGNiFiErS . . . . . . . . . . 318
Strategies for Teaching About the
FOCuSiNG THE COllECTiNG . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 319 Human Body . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 338
COllECTiNG SmAll ANimAlS WiTHOuT Brain connecTion BrAiN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 338
BACkBONES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 320 iNSiDE mE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 338
Practices and Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 321 Our SkElETON HAS jOiNTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 338
SuPPOrTiNG SCiENCE iNvESTiGATiONS . . . . . . . . . . . . . 321
FiND THE jOiNTS ............................................ 338
Managing the Classroom. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 322 mAkE A muSClE ............................................. 339
OrGANiziNG CHilDrEN FOr lEArNiNG . . . . . . . . . . . . . 322
10-3 Physical Science for the Next Generation and
OrGANiziNG mATEriAlS FOr lEArNiNG . . . . . . . . . . . . 322
Conventional Physical Science Instruction . . . . . . . . . . . . . . . . . . . . . . . . 339
POCkET mANAGEmENT STrATEGy . . . . . . . . . . . . . . . . . . . . . 322
NGSS Performance Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 339
Sample Investigations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 323
FirST GrADE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 339
ExAmPlES OF TOPiCS TO iNvESTiGATE . . . . . . . . . . . . . . . 324
SECOND GrADE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 340
10-2 Conventional and Next Generation Life Science THirD GrADE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 340
Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 324 Next Generation Instructional Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . 340
NGSS Life Science Performance Expectations . . . . . . . . . . . . . . 325 Conventional Physical Science Instruction . . . . . . . . . . . . . . . . . . . 342
FirST GrADE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 325 PHySiCAl SCiENCE CONCEPTS . . . . . . . . . . . . . . . . . . . . . . . . . . . 342
SECOND GrADE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 325 Planning and Teaching a Project About Air . . . . . . . . . . . . . . . . . . 343
THirD GrADE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 325 ExPlOriNG BuBBlES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 343
Next Generation Instructional Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . 325 iNvESTiGATiON quESTiONS FOr ExPlOriNG

Conventional Life Science Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . 328 Air AND BuBBlES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 344
Subject Integration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 344
liFE SCiENCE CONCEPTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 328
BuBBlES AND SCiENCE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 344
CONvENTiONAl PlANNiNG FOr liFE SCiENCE . . . 329
BuBBlES AND ArT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 345
liviNG THiNGS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 329
BuBBlES AND mATH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 345
Planning and Teaching a Seed Project . . . . . . . . . . . . . . . . . . . . . . . . . 329
BuBBlES AND lANGuAGE ArTS . . . . . . . . . . . . . . . . . . . . . . . . . 345
mOrE SEED SuGGESTiONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 332
BuBBlES AND FOOD ExPEriENCES . . . . . . . . . . . . . . . . . . . . . 345
xiv Contents
Concept: Air Can Move Things and Slow rOCkS AND lANGuAGE ArTS AND rEADiNG . . . . . . 361
Things Down . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 345
WHiCH rOCk iS miNE? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 361
Exploring Sound . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 346 rOCkS AND mATH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 361
WiND iNSTrumENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 347
rOCkS AND A COOkiNG ExPEriENCE . . . . . . . . . . . . . . . . . 361
Properties of Matter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 348 rOCkS AND SOCiAl STuDiES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 361
Exploring Light . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 349 Fossils . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 361
liGHT BEAm TAG . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 349
Soil Samples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 362
iNSTruCTiONAl TECHNOlOGy: THE liGHT Weather . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 362
SENSOr . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 349
A lESSON ON TEmPErATurE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 362
Assessment Strategies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 350
ExTENDiNG THE CONCEPT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 363
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 350 A THErmOmETEr TABlE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 363
Standards and Guidelines for Primary Grade Science . . . 350 A PArTy FOr All SEASONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 363
TrANSlATiNG THE NGSS FOr ClASSrOOm Water . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 363
iNSTruCTiON . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 350
PuDDlE PiCTurES .......................................... 364
CONvENTiONAl SCiENCE iNSTruCTiON . . . . . . . . . . . . . 350
Space Science. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 364
PrACTiCES AND DESiGN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 350
mOON PATTErNS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 364
mANAGiNG THE ClASSrOOm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 350
THE DOS AND DON’TS OF uSiNG BiNOCulArS . . . 365
SAmPlE iNvESTiGATiONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 350
CrATErS OF THE mOON . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 365
Life Science Conventional Instruction and Life Science
for the Next Generation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 350 11-2 Standards and Guidelines for Environmental
NExT GENErATiON liFE SCiENCE iNSTruCTiONAl Awareness. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 365
PlANS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 350
Next Generation Environmental
CONvENTiONAl liFE SCiENCE iNSTruCTiON . . . . . . 350 Awareness Instructional Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 366
Physical Science for the Next Generation . . . . . . . . . . . . . . . . . . . . . 350 TiTlE: EArTH AND HumAN ACTiviTy . . . . . . . . . . . . . . . . . . 366
NExT GENErATiON iNSTruCTiONAl PlANS . . . . . . . 350 PErFOrmANCE ExPECTATiONS . . . . . . . . . . . . . . . . . . . . . . . . . . 366
CONvENTiONAl PHySiCAl SCiENCE The Constructivist Approach to the Next Generation
iNSTruCTiON . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 351 Science Standards in Primary Grades Environmental
ChaptER 11 Earth and Space Sciences, Awareness. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 367
Environmental Awareness, Engineering, Brain connecTion THE TrANSPArENT BrAiN. . . . . 368
Technology, and Science Applications . . . . . . . . . . . . . . . . . . . . . . . . 352 Conventional Environmental Awareness Instruction. . . . 369
11-1 Standards and Guidelines for Earth and Space CONCEPTS AND APPrOACHES . . . . . . . . . . . . . . . . . . . . . . . . . . . . 369
Sciences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 354 Water . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 369
NGSS ESS Performance Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . 354 WATEr CHANGES THE EArTH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 370
The Constructivist Approach to the Next Generation uSiNG WATEr . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 370

Science Standards in Primary Earth and Space Science . . . . 354 BE A WATEr SAvEr . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 370
Conventional Earth and Space Science Instruction . . . . . . 357 WATEr FOr A DAy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 370
EArTH AND SPACE SCiENCE AND THE iS iT SAFE TO DriNk? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 371
ENvirONmENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 358
Trash and Litter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 371
Planning and Teaching a Unit on Rocks . . . . . . . . . . . . . . . . . . . . . . . 358
HOW muCH TrASH? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 371
How Rocks Are Formed. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 360
kEEPiNG THE EArTH ClEAN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 371
iGNEOuS rOCkS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 360
liTTEr COllAGE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 371
SEDimENTAry rOCkS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 360
rECyCliNG . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 371
mETAmOrPHiC rOCkS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 360
rECyCliNG SurvEy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 371
Subject Integrations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 360
SAvE A TrEE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 372
rOCkS AND SCiENCE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 360
PAPEr lOGS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 372
rOCkS AND ArT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 360
Contents xv
11-3 Description and Standards for Engineering Design, The Math Learning Center . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 385
Technology, and Applications of Science. . . . . . . . . . . . . . . . . . . . . . . . . . . 372 The Science Learning Center . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 386
Engineering Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 373 DiSCOvEry CENTEr . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 386
Links Among Engineering, Technology, Science, OPEN lEArNiNG CENTEr . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 387
and Society . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 373 iNquiry lEArNiNG CENTEr . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 387
Next Generation Instructional Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . 374 SCiENCE iNTErEST CENTEr . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 387
PrOjECT ExAmPlES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 374 PlAN yOur CENTEr . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 388
TeachSource Video GrAPHiNG CHANGE: Selecting Math Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 388

A TECHNOlOGy-iNTEGrATED lESSON . . . . . . . . . . . . . . . . . 374
Selecting Science Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 388
PrOjECT PlANS FOr NExT GENErATiON
SENSOry lEArNiNG CENTEr . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 389
ENGiNEEriNG DESiGN, TECHNOlOGy, AND
APPliCATiONS OF SCiENCE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 375 THiNkiNG likE A CrimiNOlOGiST . . . . . . . . . . . . . . . . . . . . . . . 389
DO yOu HEAr WHAT i HEAr? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 390

Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 377
rED, yEllOW, AND BluE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 390
Standards and Guidelines for Earth
and Space Sciences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 377 SmEllS, SmEllS, SmEllS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 390
NExT GENErATiON iNSTruCTiONAl PlANS . . . . . . . 377 APPlE Or POTATO? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 390
CONvENTiONAl EArTH AND SPACE SCiENCE Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 390

iNSTruCTiON . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 377 Materials That Help Children with Special Needs . . . . . . . . . 390
Standards and Guidelines for Environmental
Awareness. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 377 12-2 Standards and Action Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 391
NExT GENErATiON ENvirONmENTAl AWArENESS Blocks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 391
iNSTruCTiONAl PlANS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 377 Blocks: Science and Engineering . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 392
CONvENTiONAl ENvirONmENTAl AWArENESS BlOCkS ENCOurAGE THiNkiNG . . . . . . . . . . . . . . . . . . . . . . . . . 392
iNSTruCTiON . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 377
BlOCkS: BAlANCE, PrEDiCTiONS,
Description and Standards for Engineering Design, iNTErACTiONS, AND mOvEmENT . . . . . . . . . . . . . . . . . . . . . . . 393
Technology, and Applications of Science . . . . . . . . . . . . . . . . . . . . . 377
rAmPS AND PATHWAyS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 393
ENGiNEEriNG DESiGN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 377
STrAW AND PiPE ClEANEr
liNkS AmONG ENGiNEEriNG, TECHNOlOGy, CONSTruCTiON . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 394
SCiENCE, AND SOCiETy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 377
BlOCk CiTy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 394
NExT GENErATiON iNSTruCTiONAl PlANS . . . . . . . 377
THE EDiBlE villAGE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 394
Woodworking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 395
Math Games . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 395
PART 7 THE mATH AND SCiENCE
mAGiC TriANGlES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 396
ENvirONmENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 380
THE lADy AND THE TiGEr . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 396
ChaptER 12 materials and resources: yOur NumBEr . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 397
math and Science in the Classroom FiNGEr PlAyS AND ACTiON SONGS . . . . . . . . . . . . . . . . . . . . 397
and the Home. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 380 mATH iN THE ENvirONmENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 397
12-1 Overview of Materials and Environment . . . . . . . . . . . . . . . . . . 382 SOlviNG mATHEmATiCS PrOBlEmS . . . . . . . . . . . . . . . . . . . 397
Basic Math and Science Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 382 Science in Action: The Outdoors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 398
TeachSource Video HANDliNG THE ENGiNEEriNG AND DESiGN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 398

DiSTriBuTiON OF TOOlS iN kiNDErGArTEN . . . . . . . . 382 SCiENCE AND ArT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 398
THE GOOD juNk BOx: THiNGS TO SCrOuNGE . . . . 383 ANimAl STuDy ACTiviTiES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 398
COmmErCiAl mATEriAlS FOr SCiENCE . . . . . . . . . . . . . 383 ANimAl HOmES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 398
ADvANTAGES AND DiSADvANTAGES OF kiTS . . . . . 383 FiNDiNG iNSECTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 398
PurCHASED EquiPmENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 383 A DiFFErENT TyPE OF HOmE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 398
OrGANiziNG AND STOriNG mATEriAlS . . . . . . . . . . . . . 384 iNTErviEW A SPiDEr . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 399
THE OuTDOOr ClASSrOOm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 385
xvi Contents
BirDS, BirDS, BirDS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 399 Brain connecTion PrOmOTiNG BrAiN

my WilD PlANT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 400
DEvElOPmENT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 412
HuGGiNG A TrEE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 400 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 412

WHAT’S FOr DiNNEr? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 400 Overview of Materials and Environment . . . . . . . . . . . . . . . . . . . . . . 412
CHECk THE WEATHEr . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 401 BASiC mATH AND SCiENCE mATEriAlS . . . . . . . . . . . . . . . 412
SCAvENGEr HuNTS AND OTHEr 10-miNuTE THE mATH lEArNiNG CENTEr . . . . . . . . . . . . . . . . . . . . . . . . . . . . 412
ACTiviTiES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 401
THE SCiENCE lEArNiNG CENTEr . . . . . . . . . . . . . . . . . . . . . . . . 412
CirClE GAmE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 401
SElECTiNG mATH mATEriAlS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 412
OuTDOOr lEArNiNG AND WriTiNG
SElECTiNG SCiENCE mATEriAlS . . . . . . . . . . . . . . . . . . . . . . . . . 412
ExPEriENCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 401
Standards and Action Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 412
PlANNiNG FOr OuTDOOr lEArNiNG . . . . . . . . . . . . . . . . 401
BlOCkS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 412
ATTENTiON GrABBErS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 402
WOODWOrkiNG . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 412
ADDiTiONAl mANAGEmENT STrATEGiES . . . . . . . . . . . 402
mATH GAmES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 412
Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 403
SCiENCE iN ACTiON: THE OuTDOOrS . . . . . . . . . . . . . . . . . 412
iNSTruCTiONAl TECHNOlOGy iN ACTiON . . . . . . . . . 403
TECHNOlOGy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 412
ExPlOriNG mATH AND SCiENCE WiTH
TECHNOlOGy AT HOmE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 403 CulTurAlly rElEvANT mATHEmATiCS
AND SCiENCE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 412
Culturally Relevant Mathematics and Science . . . . . . . . . . . . . . 404
Family Involvement in Math
12-3 Family Involvement in Math and Science Begins and Science Begins at Home. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 412
at Home . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 404 GuiDEliNES FOr FAmiliES AS TEACHErS

AT HOmE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 412
Getting the Family Involved . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 404
mATH AND SCiENCE iN THE HOmE, yArD,
Guidelines for Families as Teachers at Home . . . . . . . . . . . . . . . . 408 NEiGHBOrHOOD, AND PArk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 413
Math and Science in the Home, Yard, Neighborhood, mATH AND SCiENCE iN NATurE . . . . . . . . . . . . . . . . . . . . . . . . . . 413
and Park . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 408
FEED THE BirDS iN BACkyArD Or PArk . . . . . . . . . . . . . . 413
DAily rOuTiNES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 408
COOkiNG WiTH CHilDrEN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 409

aPPendiX a Developmental Assessment
mATH AND SCiENCE ACTiviTiES HErE
AND THErE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 409 Tasks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 416
Math and Science in Nature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 410 aPPendiX B Children’s Books, magazines
WHO iNviTED THE ANTS? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 410
and Technology resources with math and
Science Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 430
SCENT TrAilS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 410
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 449
Feed the Birds in the Backyard or Park . . . . . . . . . . . . . . . . . . . . . . . . . 411
A FAmily BirD WAlk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 411 index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 456
Preface
Math and Science for Young Children, Eighth Edition, is de- careful introduction of information through informal and
signed to be used by students in training and by teachers adult-guided experiences.
in service in early childhood education. To the student, it The test-driven practices that are currently prevalent
introduces the excitement and extensiveness of math and have produced a widespread use of inappropriate instruc-
science experiences in programs for young children. For tional practices with young children. Mathematics for pre-
teachers in the field, it presents an organized, sequential schoolers has been taught as “pre-math,” apparently under
approach to creating a developmentally appropriate math the assumption that math learning begins only with addi-
and science curriculum for preschool and primary school tion and subtraction in the primary grades. It also has been
children. Further, it is designed in line with the guide- taught in both preschool and primary school as rote memory
lines and standards of the major professional organizations: material using abstract paper-and-pencil activities. Science is
National Association for the Education of Young Children often presented as discrete activities if at all. This text empha-
(NAEYC), National Council of Teachers of Mathematics sizes the recognition by the National Council of Teachers of
(NCTM), National Science Teachers Association (NSTA), Mathematics and the National Research Council of the in-
and National Research Council (NRC). clusion of mathematics at the pre-K level in its revised math-
ematics standards (CCSSM, NRC, 2010). A new Science
Development of the Text Framework (NRC, 2012) and Next Generation Common
Core Standards for Science (NGSS, NRC, 2013) cover K–12
The text was developed and directed by the concept that the science standards and emphasize science projects as ongoing
fundamental concepts and skills that form the foundation endeavors integrated with the other curriculum areas. This
for mathematics and science are identical. Each edition has text is designed to bring to the attention of early childhood
focused on these commonalities. As changes have emerged educators the interrelatedness of math and science and the
in each area, the text has been updated. Acquaintance with necessity of providing young children with opportunities to
child development from birth through age 8 would be a explore concretely these domains of early concept learning.
helpful prerequisite. Further integration is stressed with language arts, social
studies, art, and music; the goal is to provide a totally inte-
grated program. With the advent of STEM, efforts are being
Organization of the Text made to emphasize the relationships among science, tech-
The text is set up in a logical progression, and students nology, engineering, and mathematics. Also, the national
should follow the text in sequence. Applying the assessment Common Core state standards for mathematics and the New
tasks and teaching one (or more) of the sample lessons will Generation Science Standards support an integrated, project
provide the student with hands-on experience relevant to approach to instruction. These standards are described in the
each concept and each standard. relevant chapters. Also included are the relevant NAEYC
Guidelines and Professional Development standards.
Activities are presented in a developmental sequence
designed to support young children’s construction of the Part 1 sets the theoretical and conceptual foundation.
concepts and skills essential to a basic understanding of Part 2 provides chapters on fundamental concepts: one-
mathematics and science. A developmentally appropriate to-one correspondence, number sense and counting, logic
approach to assessment is stressed in order to have an indi- and classifying, comparing, shape, spatial sense, parts and
vidualized program in which each child is presented at each wholes, and application of these concepts to science. Each
level with tasks that can be accomplished successfully before chapter is introduced with the relevant Common Core
moving on to the next level. State Standards, followed by assessment; naturalistic, infor-
mal, and adult-guided activities; evaluation; and summary.
A further emphasis is placed on three types of learning: Every chapter includes references and further reading and
naturalistic, informal, and adult guided. Much learning can resources, brain connections, a suggested related video,
take place through the child’s natural exploratory activities and a technology connection. Most of the chapters in Parts
if the environment is designed to promote such activity. The 3, 4, and 5 follow the same format. Chapter 6 (in Part 3)
adult can reinforce and enrich this naturalistic learning by sums up the application of process skills and important
xviii Preface
vocabulary and provides basic ideas for integrating math ■■ TeachSource Videos feature footage from the
and science through dramatic play and thematic units and classroom to help students relate key chapter con-
projects. Part 5 includes the major mathematics concepts for tent to real-life scenarios. Critical-thinking ques-
grades 1–3. Part 6 focuses on science investigations in the tions following each video provide opportunities
primary grades. Part 7 includes three areas: materials and for in-class or online discussion and reflection.
resources, math and science in action, and math and science ■■ Brain Connection boxes describe recent brain re-
in the home. The appendices contain additional assessment search related to the chapter topics.
tasks and lists of books, periodicals, and technology re-
sources. A glossary and index are also included. ■■ Updated Technology for Young Children boxes
address the increasing role that technology tools
New to This Edition are playing in children’s education. Each box intro-
duces resources for a particular topic or discusses
Major revisions to the eighth edition include the following: related research.
■■ Learning Objectives at the beginning of each ■■ The text is streamlined for easier use, with 12 chap-
chapter now correlate with main headings within ters rather than the 41 units that appeared in pre-
the chapter and the Summary at the end of the chap- vious editions.
ter. The objectives highlight what students need to ■■ Recent insights on instruction for special needs stu-
know to process and understand the information in dents help readers think about and determine how
the chapter. After completing the chapter, students they will adapt their teaching style to include all
should be able to demonstrate how they can use and children.
apply their new knowledge and skills.
■■ Updated coverage of important topics in the field
■■ Improved integration of early childhood and pri- includes STEM/STEAM, with engineering now
mary grade professional standards helps students included in science and math chapters; multicul-
make connections between what they are learning tural and English Language Learner (ELL) class-
in the textbook and the standards. This edition now room learning and strategies and multicultural
contains a list of standards covered at the beginning integration; science performance expectations; and
of each chapter, including NAEYC’s Professional expanded discussion of constructivism.
Preparation Standards (2010); Developmentally
Appropriate Practice (DAP) Guidelines; Common ■■ Science activities and projects are now divided into
Core Standards for Math; and Next Generation Next Generation and conventional approaches, as
Science Standards. Throughout the text, these stan- NGSS is just being introduced and may not be fa-
dards are also highlighted with icons, and a com- miliar to all readers.
plete list of the standards addressed in this book can ■■ References have been updated throughout and are
be found in the standards correlation chart on the included at the end of the chapter, and the Further
inside front and back covers. Readings and Resources list now includes just the
■■ Digital Downloads are downloadable and some- most recent items and some classics.
times customizable practical and professional
resources, which allow students to immediately
implement and apply the textbook’s content in
Major Part-Specific Changes
the field. Students can download these tools and Part 1
keep them forever, enabling preservice teachers to ■■ Explanation and description of Science Framework
begin building a library of practical, professional and NGSS are included.
resources. Look for the Digital Download label
that identifies these items. ■■ CCSSM and new NCTM Principles and Actions
are explained and described.
■■ MindTap for Education is a first-of-its kind dig-
ital solution that prepares teachers by providing ■■ Discussion of STEM and STEAM has been
them with the knowledge, skills, and competencies expanded.
they must demonstrate to earn an education degree ■■ There is increased coverage of analysis of problem-
and state licensure, and to begin a successful ca- solving processes.
reer. Through activities based on real-life teaching ■■ Chapter 1 contains content previously in Units 1,
situations, MindTap elevates students’ thinking
2, 3, and 4.
by giving them experiences in applying concepts,
practicing skills, and evaluating decisions, guiding ■■ Chapter 2 includes the content from Units 5, 6,
them to become reflective educators. and 7.
Preface xix
Part 2 teaching and learning. A highly personalized, fully

customizable learning platform, MindTap, helps
■■ Chapter 3 includes the content from Units 8–11.
students to elevate thinking by guiding them to:
■■ Chapter 4 includes the content from Units 12–14 ■■ Know, remember, and understand concepts
and 16, and thus makes a closer connection be-
critical to becoming a great teacher;
tween math and science.
■■ Apply concepts, create tools, and demonstrate
Part 3 performance and competency in key areas in
■■ Chapter 5 includes material from Units 17–21 and the course;
thus makes a closer connection between math and ■■ Prepare artifacts for the portfolio and eventual
science. state licensure, to launch a successful teaching
■■ Chapter 6 includes material from Units 15 and 22, career; and
thus demonstrating how language, play, and proj- ■■ Develop the habits to become a reflective prac-
ects can support learning across the curriculum. titioner.
Part 4 As students move through each chapter’s Learning
Path, they engage in a scaffolded learning experience de-
■■ New engineering examples are provided.
signed to move them up Bloom’s Taxonomy from lower- to
■■ Chapter 7 includes the material from Units 23–26 higher-order thinking skills. The Learning Path enables
and thus provides a closer connection between preservice students to develop these skills and gain confi-
math and science; in addition, it connects the more dence in the following ways:
advanced concepts and skills that some children
■■ Engaging them with chapter topics and activating
will learn by the end of kindergarten.
their prior knowledge by watching and answering
Part 5 questions about TeachSource videos of teachers
teaching and children learning in real classrooms
■■ Chapter 8 includes material from Units 27–29.
■■ Checking their comprehension and understanding
through Did You Get It? assessments, with var-
■■ Math standards have been updated. ied question types that are autograded for instant
feedback
Part 6
■■ Applying concepts through mini-case scenarios in
which students analyze typical teaching and learn-
■■ Chapter 11 includes material from Units 36–37 plus ing situations and create a reasoned response to the
new material on engineering, technology, and sci- issue(s) presented in the scenarios
ence application. ■■ Reflecting about and justifying the choices they
■■ New project lesson plans based on NGSS standards made within the teaching scenario problem
are included for the primary grades.
MindTap helps instructors facilitate better outcomes
Part 7 by evaluating how future teachers plan and teach lessons
in ways that make content clear and help diverse students
■■ Resource addresses have been updated.
learn, assessing the effectiveness of their teaching prac-
appendix a tice, and adjusting teaching as needed. The Student Prog-
ress App makes grades visible in real time so students and
■■ Tasks have been connected to new organization. instructors always have access to current standings in the
■■ Resources have been updated. class.
appendix B MindTap for Math and Science for Young Children helps
instructors easily set their course because it integrates into
■■ A new section of technology resource sites has been
the existing Learning Management System and saves in-
included.
structors time by allowing them to fully customize any as-
■■ New books have been added. pect of the learning path. Instructors can change the order
of the student learning activities, hide activities they don’t
Supplement Package want for the course, and—most importantly—add any con-
■■ NEW MindTap™, The Personal Learning Experi- tent they do want (e.g., YouTube videos, Google docs, links
ence, for Charlesworth’s Math and Science for Young to state education standards). Learn more at http://www
Children, 8th Edition, represents a new approach to .cengage.com/mindtap.
xx Preface
MindTap Moves
Cognero
Students Up Create Cengage Learning Testing Powered by Cognero is a flexible
Bloom’s Revised online system that allows you to author, edit, and manage
Taxonomy Evaluate test bank content from multiple Cengage Learning solu-
tions; create multiple test versions in an instant; and deliver
tests from your LMS, your classroom, or wherever you want.
Analyze
References
Apply ■■ Copple, C., & Bredekamp, S. (Eds.). (2009). De-
velopmentally appropriate practice in early childhood
Understand programs. Washington, DC: National Association
for the Education of Young Children.
Remember & Know ■■ National Council of Teachers of Mathematics.
(2014). Principles to actions: Ensuring mathematical
Anderson, L. W., & Krathwohl, D. (Eds.). (2001). A taxonomy for learning, teaching, and
assessing: A revision of Bloom’s taxonomy of educational objectives. New York: Longman. success for all. Reston, VA: NCTM.
■■ National Governors Association Center for Best
Practice Council of Chief State School Officers.
(2010). Common Core State Standards for mathemat-
Online Instructor’s Manual ics. Washington, DC: National Academies Press.
www.corestandards.org.
with Test Bank ■■ National Research Council (NRC). (2012). A
An online Instructor’s Manual accompanies this book. It framework for K–12 science education, Washington,
contains information to assist the instructor in designing DC: National Academies Press.
the course, including sample syllabi, discussion questions,
teaching and learning activities, field experiences, learning
■■ National Research Council (NRC). (2013) Next
objectives, and additional online resources. For assessment Generation Science Standards (NGSS), Washington,
support, the updated test bank includes true/false, multi- DC: National Academies Press.
ple-choice, matching, short-answer, and essay questions for ■■ NAEYC standards for early childhood professional
each chapter. preparation programs. (2012). Washington, DC:
National Association for the Education of Young
Children.
PowerPoint Lecture Slides The authors and Cengage Learning make every effort to en-
These vibrant Microsoft PowerPoint lecture slides for each sure that all Internet resources are accurate at the time of
chapter assist you with your lecture by providing concept printing. However, the fluid nature of the Internet precludes
coverage using images, figures, and tables directly from the any guarantee that all URLs will remain current throughout
textbook. the life of this edition.
acknowledgMentS
The author wish to express her appreciation to the following Public Schools). Thanks to Mrs. Nancy Lindeman,
individuals and Early Childhood and Development Centers: Director; Mrs. Kacee Weaver, primary grade
■■ Special appreciation to Dr. Karen K. Lind for her teacher; and her assistant, Miss Cindy Wahlen, at
years of collaboration and contributions to the past the Maria Montessori Academy in North Ogden,
text revisions. Utah, who allowed us to obtain photographs. We
also thank Cami Bearden and Sherrie West who
■■ Dee Radeloff, for her collaboration in the writing welcomed us into the WSU Children’s School to take
of Experiences in Math for Young Children, which photographs. Photos were taken by Danielle Taylor,
served as the starting point for this book. Rosalind Charlesworth, and Kate Charlesworth.
■■ Dr. Mark Malone of the University of Colorado ■■ Jill Hislop Gibson and her students at Polk Ele-
at Colorado Springs, who contributed to the plan- mentary School, who welcomed Dr. Charlesworth
ning of this text. Dr. Malone also demonstrated into their kindergarten and participated in math
great patience while introducing Dr. Charlesworth problem-solving activities.
to the mysteries of word processing on a personal
computer.
■■ Anchorage Schools computer teacher Sharon
Campbell and Rutherford Elementary computer
■■ Artist Bonita S. Carter, for the care and accuracy teacher Phyllis E. Ferrell, who provided recom-
taken in her original art. mendations for using computers with young chil-
■■ Kate Charlesworth, for her tolerance of her mother’s dren.
writing endeavors. ■■ University of Louisville graduate students Shawnita
■■ Summer Sky Potter for her work sample contribu- Adams, Kate Clavijo, Phyllis E. Ferrell, Christy D.
tions. McGee, and Stephanie Gray, who provided assis-
tance in researching and compiling information for
■■ Gaile Clement, for sharing her knowledge and ex-
earlier editions of the text.
pertise in the area of portfolio assessment with Dr.
Charlesworth. ■■ Phyllis Marcuccio, retired editor of Science and
Children and director of publications for the Na-
■■ The 30 East Baton Rouge Parish (Louisiana) K–3
tional Science Teachers Association, for generously
teachers who participated in a six-week summer
facilitating the use of articles appearing in Science
Mathematics/Child Development in-service work-
and Children and other NSTA publications.
shop and to the other workshop faculty—Thelamese
Porter, Robert Perlis, and Colonel Johnson—all of ■■ The staff of Cengage Learning for their patience
whom provided enrichment to Dr. Charlesworth’s and understanding throughout my work with this
view of mathematics for young children. project.
■■ Shirley A. Leali, professor emerita of teacher edu- ■■ Dr. David Jerner Martin for his contributions to
cation at Weber State University, for many helpful this edition, particularly the science sections. Dr.
math conversations. Martin is Professor Emeritus of Science Educa-
tion at Kennesaw State University where he won
■■ The following teachers, who provided a place for
numerous outstanding professor awards for his
observation and/or cooperated with our efforts to
teaching, his service, and his research and publi-
obtain photographs: Lois Rector, Kathy Tonore,
cations. He was the science education consultant
Lynn Morrison, and Nancy Crom (LSU Labora-
for The Weather Channel’s programs for schools.
tory Elementary School); Joan Benedict (LSU Lab-
Dr. Martin has authored Elementary Science Meth-
oratory Preschool); Nancy Miller and Candy Jones
ods: A Constructivist Approach, currently in its sixth
(East Baton Rouge Parish Public Schools) and
edition, and Constructing Early Childhood Science,
30 East Baton Rouge Parish School System K–3
both of which help preservice teachers learn how
teachers and their students; and Krista Robinson
to teach science meaningfully. He co-authored,
(Greatho Shryock), Maureen Awbrey (Anchorage
with Dr. Kimberly S. Loomis, Building Teachers:
Schools), Elizabeth Beam (Zachary Taylor), and
A Constructivist Approach to Introducing Education,
Dr. Anna Smythe (Cochran, Jefferson County
xxii Acknowledgments
an introduction-to-education textbook currently in Mary Jane Eisenhauer, Purdue University North

its second edition. Dr. Martin’s textbooks are used Central
widely in domestic colleges and universities and Kathleen Fasiq, Trevecca Nazarene University
have been translated into Korean and Chinese for
use in their respective countries. Nancy Gallenstein, University of South Carolina
Beaufort
■■ The following reviewers, who provided many valu-
able ideas: Vivien Geneser, Texas A&M University-San
Antonio
Sarah Allred, University of Southern Mississippi
Marissa Happ, Waubonsee Community College
Margaret Annunziata, Davidson County Commu-
nity College Holly Kirk, Itawamba Community College
Marjory Ayala, Kennedy-King College Yvonne Liu-Constant, Lesley University
Teri Brannum, North Central State College Paula McMurray-Schwarz, Ohio University
Eastern Campus
Sharon Carter, Davidson County Community
College Leslie Wasserman, Heidelberg University
aBout the author
Rosalind Charlesworth is professor emerita and retired Award from the WSU Child and Family Studies Depart-
department chair in the Department of Child and Family ment in recognition of her contributions to early childhood
Studies at Weber State University in Ogden, Utah. During education. She is the author of the popular Wadsworth text
her tenure at Weber State University, she worked with the Understanding Child Development, has published many arti-
faculty of the Department of Teacher Education to develop cles in professional journals, and has given presentations at
continuity from preprimary to primary school in the pro- major professional meetings. Dr. Charlesworth has provided
gram for students in the early childhood education licensure service to the field through active involvement in profes-
program. She also contributed as a guest presenter in the sional organizations. She has been a member of the NAEYC
Elementary Mathematics Methods class. Early Childhood Teacher Education Panel, a consulting ed-
Dr. Charlesworth’s career in early childhood educa- itor for Early Childhood Research Quarterly, and a member of
tion has included experiences with both typical and atypical the NAECTE (National Association of Early Childhood
young children in laboratory schools, public schools, and day Teacher Educators) Public Policy and Long-Range Plan-
care and through research in social and cognitive develop- ning Committees. She served two terms on the NAECTE
ment and behavior. She is also known for her contributions board as regional representative and one as vice president for
to research on early childhood teachers’ beliefs and practices. membership. She was twice elected treasurer and was elected
She taught courses in early education and child development as newsletter editor of the Early Childhood/Child Develop-
at other universities before joining the faculty at Weber State ment Special Interest Group of the American Educational
University. In 1995, she was named the Outstanding Grad- Research Association (AERA); is past president of the Lou-
uate of the University of Toledo College of Education and isiana Early Childhood Association; and was a member of
Allied Professions. In 1999, she was the co-recipient of the the editorial board of the Southern Early Childhood Asso-
NAECTE/Allyn & Bacon Outstanding Early Childhood ciation journal Dimensions. She is currently on the editorial
Teacher Educator award. In 2014, she received the Legacy board of the Early Childhood Education Journal.
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Full Download PDF of (Ebook PDF) Math and Science For Young Children 8th Edition by Rosalind All Chapter

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(eBook PDF) Math and Science for

Young Children 8th Edition by Rosalind

(eBook PDF) Creative Activities and Curriculum for

(eBook PDF) Meaningful Curriculum for Young Children

(eBook PDF) Families, Schools and Communities: Together

(eBook PDF) Administration of Programs for Young

(Original PDF) Guiding Young Children 9th Edition by

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(eBook PDF) Getting it RIGHT for Young Children from

Preface ........................................................................... xvii

About the Author . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxiii

PART 1 CONCEPT DEvElOPmENT iN Brain connecTion THE BrAiN AND mATH

ChaptER 1 Development, Acquisition, Problem ASSiSTivE TECHNOlOGy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Solving, and Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 1-3 Six Steps in Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

vyGOTSky’S viEW OF HOW CHilDrEN lEArN mulTiCulTurAl PrOBlEm SOlviNG . . . . . . . . . . . . . . . . . . . . . . 32

Adult-Guided Learning Experiences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Assessment Tasks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Helping Children with Special Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Assessment Task File . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

HyPOTHESiziNG AND CONTrOlliNG vAriABlES Concept Understanding in Young Children . . . . . . . . . . . . . . . . . . . . 72

SkEPTiCiSm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 uSiNG THE lEArNiNG CyClE TO BuilD

Engineering Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Integrating Science into the Curriculum . . . . . . . . . . . . . . . . . . . . . . . . 72

Enhancing Awareness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77

TeachSource Video DATA COllECTiON AND NATurAliSTiC ACTiviTiES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77

viSuAlizATiON iN THE ElEmENTAry ClASSrOOm . 58 iNFOrmAl ACTiviTiES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77

Teacher Magic and Misconceptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 ADulT-GuiDED ACTiviTiES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78

Discrepant Events . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Informal Post-Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82

and Description. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84 PrE-ASSESSmENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110

Number Sense and Its Relationship to Counting . . . . . . . . . . 84 ACTiviTiES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110

rOTE AND rATiONAl COuNTiNG . . . . . . . . . . . . . . . . . . . . . . . . . . 84 iNFOrmAl POST-EvAluATiON . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110

Informal Pre-Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 ACTiviTiES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110

Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 iNFOrmAl POST-EvAluATiON . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110

NATurAliSTiC ACTiviTiES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 ChaptER 4 more Prekindergarten and kindergarten

iNFOrmAl ACTiviTiES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 iNFOrmAl ACTiviTiES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117

ADulT-GuiDED ACTiviTiES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 TeachSource Video WHAT iS A TriANGlE? . . . . . . 118

Helping Children with Special Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 ADulT-GuiDED ACTiviTiES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119

Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103 Helping Children with Special Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . 119

Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 Helping Children with Special Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . 127

Part–Whole Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133 Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150

iNFOrmAl ACTiviTiES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133 iNFOrmAl ACTiviTiES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151

TeachSource Video THE HiDiNG ADulT-GuiDED ACTiviTiES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151

Science and Engineering Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136 Pre-Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157

NATurAliSTiC ACTiviTiES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136 Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158

ADulT-GuiDED ACTiviTiES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137 iNFOrmAl ACTiviTiES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159

Informal Post-Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141 ADulT-GuiDED ACTiviTiES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160

Helping Children with Special Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . 160

Standards and Part–Whole Relationships . . . . . . . . . . . . . . . . . . . . 142 Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165

PrE-ASSESSmENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142 NATurAliSTiC ACTiviTiES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165

PArT–WHOlE ACTiviTiES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142 iNFOrmAl ACTiviTiES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166

EvAluATiON . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142 ADulT-GuiDED ACTiviTiES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166

Communicating with Graphs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182 6-2a Concept Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196

assessMent . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183 sPeeCh, lanGuaGe, and CoMMuniCation . . . . . 200

aCtivities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183 MaintaininG a MultiCultural aPProaCh to

Measurement Standards and Expectations . . . . . . . . . . . . . . . . . . 183 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200

aCtivities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183 Play and learninG . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201

inForMal Post-evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183 theMatiC ProjeCts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201

Time Standards and Expectations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183 FoCus on nature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201

Pre-assessMent . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183 Language, Literacy, and Concept Formation . . . . . . . . . . . . . . . . 201

aCtivities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183 MatheMatiCs, sCienCe, enGineerinG,

staGes oF develoPMent For MakinG and

topics for graphs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184

Food and soCial studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193

Brain connecTion THE BrAiN AND ACTiviTiES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 243

Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225 ACTiviTiES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 243