ECD 133 Science and Math Concepts- Field Work Analysis

Title
(Science Plan, Math Plan or Integrated Plan)
Developmental Focus: Cognitive

Content Focus: Integrated Plan Math, Science, Literacy

Learning Outcomes:
1. The child will…be able to use simple tools such as pop cycle sticks, glue, possibly
scissors, tape, paper clips for science and math and literacy
ELS: Consistently use a variety of words for positions in space (in, on, over, under, etc.)
and follow directions using these words. MTE-4l

2. The child will… be able to count the materials we use such as pop cycle sticks, and
blocks that we use for the building of the house.
ELS: Use 2 – and 3-dimensional shapes to represent real world objects (say, “We are
building a castle and we need a round block for the tunnel.” “I glued a circle and a
square on my picture to make a house”) MTE-4n

Materials to Collect/Prepare: 1.) Craft sticks

2.) Glue
3.) Scissors
4.) Fan for wind blowing if allowed
5.) Block for another type of building
6.) Paper cups
7.) Wooded sticks if allowed
8,) Ruler
9.) Stapler and staples
10.) Crayons, markers, paper, pencil
11.) Paper cups
12.) Story Book Props Pig face mask and houses
Adult-Guided Procedures: 1.) I will introduce myself to the child
2.) I will introduce the book that I have that goes with the
craft.
3.) I will introduce the props that I have that goes with the
book.
4.) I will go over the title, author, illustrator, title page and
spine, front cover, back cover,
5.) I will read the book stopping at any point the child may
have questions. I will also stop along the way and bring the attention to certain parts
of the story. To see if the child is grasping what we are reading and see if they
understand the book and the props.
6.) I will show them my props along with the story they will
be allowed to hold each pig and be able to pretend to be the pig since I have mask
that go with the story. They can also pretend to be the big bad wolf. I have a face
mask for the big bad wolf as well. We can go back over the story and look at the book
as we have hands on the book.
7.) I will lay out the materials that we are going to build the
3 pigs houses with. I will allow them to have hands on with some of the things for them
to get some feel of what we are going to do.
8.) I then will explain to them that we are going to try and
build the 3 Pigs house and see how sturdy they are.
9.) I will guide the child on how to get started and
evaluate to see if they can manipulate the project on their own.
10.) Focus on the problem in the story book
11.) Have child draw the product they are working on

Child Guided Procedures:

1.) The child will listen to the story as I read the story and they will have the props of
the story accessible to have hands on with as I read and we discuss the story
along the way.
2.) The child will be able to ask questions about the story
3.) The child will be able to ask questions about the props
4.) The child will also be asked questions about the story as I read and stop along
the way.
5.) The child will be able to try and put houses together with craft sticks, paper cups,
and blocks.
6.) The child will have access to different materials to use to build these houses with.
7.) The child will have teacher guided instructions on the craft. Assist where the
child may need help. Only when the child need it or ask for it.
8.) The child will have hands on experience with the building of the houses.
9.) The child will be able to see how sturdy each building will be especially if we get
to use the fan. If not maybe we can use the ceiling fan.
Conversations to Support Learning/Talking with Children:
1. Why do you think the wolf was able to blow down the straw house?
2. Why do you thing the wolf could blow down the sticks house?
3. Why do you think that the wolf was not able to blow down the brickhouse?
4. If you were going to build a house what would you build it out of?
5. When we build our house do you think that if will stay up and how can we find
out?
6. Do you think the pigs could live in the house that you built? Why or why not?
7. Do you put this here or where?
8. How could we build a better and stronger house?
9. Do you think our house is a house for the pigs? Why or why not?
10. If we could build the house of something else what could it be?

Observations and Assessment:

1. We will see if the child had good hand concepts for building and count certain items
needed for building the house. How many blocks or sticks it takes and what other
material may be needed.
2. I will see if the child can use the words over under and in and outside to relate with
the building of the house.
Accommodations for Individuals:
Scaffolding down: I draw a house and see if the child can trace it.
Scaffolding up: Instead of building inside we could build outside if the class was
outside and see if the weather would allow the house to stand. With the weather
conditions around such as hot/cold, wind/rain, humidity, etc.

Resources:
1. The Three Little Pigs Book
2. South Carolina Early Learning Standards
3. Making and Tinkering with Stem Textbook

Observation Notes

Activity Name: Building a House

Age of Child: 4years and 3months
Child’ Initials: H.H.
Location of Field Work Experience: Creative Beginnings CDC
Beginning Time of Experience: 3:00
Ending Time of Experience: 3:40
 The child laughed when I introduced her to the book The Three Little Pigs
 She told me that she doesn’t read that book and she didn’t know that book.
 We read the book and she stopped me along the reading and asked me
why did the pigs build a house out of sticks and straw? I told her that was the
materials that they could find. She told me her dad was a man that built
houses. “He only builds strong houses” she said. You know I had to laugh at
her. I then asked her did she think she could build a house and she said “No I
am not strong as my dad”. I asked her was she ok for us to try to make one with
some of the materials I brought for this and she said “yes”. I also brought along
my face mask puppets that I made in 131 to go with my book. When I first
pulled them out she was a little nervous to touch them and look at them. I had
to hold them up to my face and show her that they were ok and not real. She
started to pick them up and she held one pig mask up to her face and she then
held up the wolf mask. H. H. said I do not like wolf” I said no fear baby girl
because I do not like them either. Just for the day though we going to play
pretend that the wolf is huffing and puffing and going to blow our house down. I
had to scaffold down before we started building our house to let her draw a
house first and see if she could get the feel of building and she said kept telling
me I don’t know how. I asked her could she draw me a square. She told me
yes. So she drew a square and she asked me what kind of roof can I make? I
said that you can make it your way whatever kind you want to put on it will be
fine. So to my surprise she made a triangle shape roof. She also drew a couple
of windows in the house and she a door. Her imaginations was wavering and
wondering how she was going to make a door knob. So she just made a circle.
 After she finished her house drawing she was happy and said “I now can draw a
house”. Then I pulled out some pop cycle sticks and she went to grabbing and
she counted out 20 of the sticks and said that I can make a house out of them. I
watched her as she made her square with the sticks and she said without glue
you will not be able to keep it together. I said you are correct about that and
that is shy I brought us a bottle of glue.
 We did get it glued together and she was also able to make her triangle roof as
well. We also glued that together. We thought about painting it like her dad
painted her bedroom she told me about as we were working on the stick house.
She told me that blue washer favorite color and she would like to paint it blue but
the teacher was waiting on us to do our observation so she could include H.H. in
on their activity for the afternoon. She was the only teacher in the room at the
time because their ratio only needed one teacher so she was only wanting to do
this one time. I convinced her let’s not paint today and maybe she could take it
home and her daddy help her paint it and she liked that idea.
 After we finished the stick house we build a house out of waffle blocks. I was
trying to scaffold up a little here and she if she could build with this type of block
and she did get the house done but it was a little more complicating trying to get
the walls stick together. This one we couldn’t use glue. I have several pictures
of her working on the waffle block house and every time she tried something and
it didn’t work out she laughed. She could not get her roof to work out like she
wanted but in the end of building she did grab one big square size waffle block
and laid it on top and said “this will work want it” I said most definitely. She was
a little nervous starting out with this whole observation and building things in
general then when she started seeing what she was capable of she was much
better about seeing what she can do. We were able to show her work to her
friends and teacher and she was telling them “I build my house”



This was her first attempt to draw her house the straight line you see coming
out from the house is her sidewalk.

 Same picture of her drawing she was getting the concept of building the house
with our materials. She drew this after we read the book. Since she kind of felt
she had an idea of what it would look like.
 H.H. is working on making her square shape as she is putting her materials
together for her stick house.

 Here she is manipulating the sticks in the shape that she did on her drawing.
We had to scaffold down and draw the house first in order for her to have an
idea of what she was going to do with the materials.
This is her finished product of the stick house and then we proceeded to put the glue on
it to hold it.

 H.H. is counting her blocks here to see what and how many she thinks she is
going to need. She wanted to do 20 and we started with 10.
 H.H. is starting to engage in the building process and she picking out her favorite
colors to construct her house with. She sorted out her blue blocks to let me know that
she prefers the color blue.

H.H. is observing what she has done so far to see if it is going to stay and stand. Right
this moment I am sure she was wondering what if this falls?
She is conquering her fear of the wolf. She was so nervous in the beginning of this.
Especially since she has never heard the book read before. For her to engage in the
wolf puppet was a big deal and I think this was the start of her feeling like she can do
this activity and pulling it off.
She is engaging in the pig part as I am reading the story and she like talking like the pigs
since she was really scared of the wolf.
Observation Photos with Captions

Here she is classifying/sorting the blocks she needs for the house. She is even doing
some measuring as she is trying the blocks and if they don’t fit or stay she tries another
block. She is tinkering with them just to see what she can do to get it to stay together.
She was also trying to coordinate them together for fitting. She used visualization for
seeing if they went together.
Response to Analysis Questions
1. Evaluate the introduction activity you used. Was the activity appropriate? Why or
why not? My intro to the activity was fun as she was laughing at everything that we
went over when I asked her about building a house she was laughing about it and
said she couldn’t build a house. Yes this activity was very appropriate, even though
I had a girl she even showed herself what she was capable of doing. I think this
activity boosted her self- confidence. It also shows that little girls can do things that
daddy’s can do to as she said that her daddy can build a house earlier in the
observation.

2. Evaluate the activity/games. Did the activity/games engage the child while
allowing you to assess knowledge and understanding? Explain why or why not
giving specific examples. My activity was right on point with boosting H.H. with
knowing what she can do. In the beginning she is saying I can’t and by the end she
is very happy with what she was able to accomplish. Yes the activity was engaging
to the child in that I saw that she can count out her materials, she laid them out
somewhat on the table we were working on. She was counting to 10 and then to 20
while doing the stick house and waffle block house. She did also recognize that
you need hammers to build with and she acknowledged that glue holds things
together.

3. Evaluate your performance. What did you do well and why do you think so?
What would you change if you were to do this again and why would you make
these changes? My performance as an overall could have been way better. I was
a little disappointed in my observation preparedness this time. With everything I
had going on these last few weeks and getting behind in homework I feel like I kind
of rushed this one more than the others. I do like the way the encouragement
changed things around for her when she felt she could do the drawing or building on
her own. There was a few little ways I had to pitch in to give her a little boost. I
would hope things were a little smoother for me and going better so I could put
thought and prep into the materials and observation as a whole.

4. What did you learn about the child’s science/math knowledge? Give specific
examples and identify specific concepts . H.H. Math concepts were pretty
good on sorting and counting. She done a great job sorting out the blue blocks for
her to build her favorite color house. I noticed she could count to 20 and when I
asked her could she count any higher she said no. I wondered if she really couldn’t
or just didn’t want to. Her teacher told me she could count further than that
because they practice counting by ten’s in their room. In Science she was a little
skeptical in the beginning. She just needed a small boost to get going and she took
off. She was smart enough to tell me that wind will knock down straw and she didn’t
know why the pig would build a house out of straw. “If you build a house out of
sticks then yes they going to fall unless you use glue. In the end of our stick house
building we did use glue to hold the house together. She was pretty proud of her
house. She did get to take it home for her dad to see how she built her stick house.
5. What connections can you make between our class discussions/research and
what actually happened during your teaching? What did you discover about this
child’s development in relation to our class content? I could see the concept and
skills better with H.H. more accurately and I can even see it now more with my own
class. I could see that she actually was trying to find actual pieces that would fit to
make the house more sturdy since she thought that is was funny or silly that the pigs
would use sticks and straw for a house. She also could tell me that her house was
like a rectangle even though she build a square shape house. She said our school
was like a rectangle too because it was a long hall in it. I said you are correct
about that. I liked the way she looked at things a little like symmetry and layout
after we had talked about the housed falling when the wolf would huff and puff. I
am not sure what made her think about it in that perspective but I will take it.

Next Steps
1. The child will…be able to use words like over, under, on, in etc.
ELS: code and wording Consistently use a variety of words for positions in
space (in, on, over, under, etc.) and follow directions using these words. MTE-4l

2. The child will…Be able to pick out the material and or recognize the material that
is needed for the activity.
ELS: Use 2 and 3-dimensional shapes to represent real world objects (say “We are
building a castle and we need a round block for the tunnel.” “I glued a circle and
a square on my picture to ma a house.”) MTE-4m

Family Information Page

 Family Information Page

Science and Math Concepts and Skills

A House for the Three Little Pigs

In class your student has been learning about Science and Math Concepts and Skills.
In Math we have been talking about shapes, and coordinating, symmetry,
visualizations, directions and spatial reasoning. They can sort things into shape, color,
texture, and size and many more possible ways of sorting. In some of the games we
made and have been using they get to count and use pattern Identification and
describing changes in the patterns. We have done some measuring and seeing how
certain items fit together or if they not exactly right for that certain piece.

Science we have been designing and engineering. We built a house from the book of
The Three Little Pigs. They got to listen to the book being read to them and then we
looked at different ways you can build a house. In our project we used pop cycle
sticks and waffle blocks. They found it to be a little easier with the sticks than with the
blocks. We talked about how strong the hose was that was made with the sticks
compared to the blocks. We discussed other materials that we could use in building
our house.

At home you could do some of these activities with your child by going outside and
gathering sticks to build a house or a log cabin even. As you put the house ask the
child questions like where would we put this piece? Use the directional words like over
and under, in, on etc. Allow the child to count the materials and measure to see how
they need to fit together. You may need to help assist with that a little and that is
perfectly fine.

Hope this has been beneficial in giving you a little insight on what we do in our class
and maybe open up doors for you and your student to discuss ways of learning science
and math. It is all about learning and making it interesting for them to learn and
experiment with to see what all they can come up with.
Family working together to build and fitting things together.

Family Building an igloo out of sticks or wood