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Early Childhood: Instructional Unit

1

2 In this assignment, you are asked to plan and develop a 2-week instructional unit, using a research-based early childhood pedagogical approach and focusing on young children’s exploration and creative expression in mathematics and science. The social–emotional and cultural development of the child is central to the assignment.

3 Directions for the Instructional Unit

Develop a 2-week integrated mathematics or science instructional unit, using a research-based early childhood pedagogical approach. Focus on young children’s exploration, understanding, and creative expression of concepts in a culturally responsive classroom environment. The unit should address the needs of one of the following age groups: infant or toddler (birth to age 2), preschool (ages 3 to 4 years), or kindergarten to third grade (ages 5 to 8 years). Reflect opportunities for children’s exploration, manipulation, and communication of mathematical and scientific ideas, problem solving, and reasoning. Include the following components in the Instructional Unit assignment in the following order:

Step 1

In a 350- to 500-word Overview of the Unit, explain the fundamental principles of the selected pedagogical approach, including a theoretical and research-based foundation to support the content of the unit, as well as key elements of the selected approach. Clearly and thoroughly describe the selected pedagogical approach, describe lesson plans in detail, and integrate mathematics and science concepts. All National Association for the Education of Young Children (NAEYC) and appropriate state standards must be included and accurately aligned with the lesson plans.

Step 2

Using the template, Instructional Unit Assignment Form, attached to these directions, design three lesson plans incorporating key mathematical and scientific concepts appropriate for the identified age group. Lesson plans should be appropriate to the unit and include the elements described in Step 3. These elements should reflect both the principles of the selected pedagogical approach and the NAEYC standards. Refer to “Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8” (NAEYC Position Statement, 2009) and the “Early Childhood Promoting Good Beginnings” (NAEYC Position Statement, 2002) to become familiar with the NAEYC position on developmentally appropriate practice and with early childhood mathematics and science education. In addition, consider the state standards appropriate for the content and level being addressed.

Step 3

Complete the sections of the Instructional Unit Assignment template by using the following specifications. Complete a template for each of the three lessons plans. The lessons plans should be connected by the topic or theme of the unit:

• Objectives: Provide a minimum of two objectives per lesson plan. Each objective should be clearly stated, specific, and measurable. The connection between the objective and the activity should be clearly identified. In parenthesis, identify the NAEYC learning standard(s) being addressed.

• Activities: For each objective, provide two developmentally effective activities. Give a descriptive name to each activity. Explain how each activity will be used—for example, whole group, small groups, or at a center. These activities should be culturally and linguistically sensitive, and multidisciplinary to include language acquisition or development and literacy development. You explain the step-by-step process for developing each activity in Step 4.

• Family Involvement: Describe how the children’s families could be involved in each activity—the family connection for each activity. Reflect families’ language differences and cultural or ethnic diversity.

• Materials & Resources: Identify the materials and resources needed for the implementation of each activity. Incorporate technology accessible to children as well as to adults. Remember the importance of hands-on and investigative activities in which children can choose and manipulate a variety of materials, such as puzzles, board games, computer software, base 10 or other blocks, beads, money, clocks, or educational manipulatives.

• Assessment: Identify the types of tools to be used to document children’s understanding of concepts and skills introduced and family participation, such as observation checklists, photographs, children’s work samples, documentation of children’s conversations (with teachers as well as peers), and activity logs. Use and describe a variety of rich assessment tools that both demonstrate cultural–linguistic sensitivity and are aligned with the objectives and activities.

Step 4

Describe the six main activities using the Activity Form attached to this document. Be specific in describing the teaching–learning process involved for each activity. The sequence of events should be Introduction, Development, and Closure. Also, explain the type of instruction and the way(s) families will be involved. In addition, provide copies of all the assessment tools and materials necessary for teaching the three lessons.

Step 5

Be prepared to present your unit to the class. The presentation will consist of a unit overview as well as a demonstration of one of your unit lesson plans.

INSTRUCTIONAL UNIT ASSIGNMENT FORM

Title of the Unit: ________________________________________________________________________

Pedagogical Approach: _________________________________________________________________

Age Level: ( Infant or Toddler ( Preschool ( Pre-Kindergarten ( Kindergarten ( Grade 1 ( Grade 2 ( Grade 3

Lesson Plan: ( 1 ( 2 ( 3

|Content Area |Objectives & NAEYC standard(s) |Activities |Family Involvement |Materials & Resources |Assessment |

| | |1. |1. | | |

| | | | | | |

| | | | | | |

| | |2. |2. | | |

ACTIVITY FORM

Lesson Plan: ( 1 ( 2 ( 3

Activity Name: _________________________________________________________

|Step |Description |

|Introduction | |

| | |

| | |

|Development | |

| | |

| | |

| | |

| | |

| | |

|Closure | |

| | |

| | |

|Family Involvement & Participation | |

| | |

| | |

| | |

| | |

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