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Read the following vignette from your text.
Ms. Celia places a tub of cold water
Read the following vignette from your text.
Ms. Celia places a tub of cold water in front of her. She pours a bowl of ice cubes and places a disc-shaped piece of ice in the water, where it floats. Then she places a plastic penguin on top of the ice island. “How do you think the penguin will stay warm when he swims in the water?” She invites the children to touch the water with a finger. “Ohh! It’s cold.” They giggle. “His feathers will keep him warm,” says Evea. “He’ll close his eyes under water,” suggests Isan. “Maybe his body will keep him warm,” says Nylahni. “Yes, all of those will help keep him warm – the feathers, the body fat, and keeping his eyes closed!”
“When you take a bath, is your bath water cold?” Ms. Celia asks the children. The children laugh. “No! We would freeze,” says Amie, dramatically. “I like my water hot,” says Zachary. “I like mine with bubbles,” says Siena. “So,” Ms. Celia continues, “Why can’t we stay warm in the cold water, but penguins can stay warm?” “Oh, that’s easy,” says Javion. “I don’t have feathers. I just got hair on my head.” Ms. Celia responds, “That’s right. People have smooth skin with no protection. But the penguins have soft feathers next to their skin. The feathers are very short and fluffy and waterproof. The water cannot get inside. Even the ice slides right off. The feathers keep penguin bodies warm and dry.”
Ms. Celia places a small white feather in each of the children’s hands. “Can you feel how soft it is? Do you see the tiny spikes? Those are called vanes. The air blows over the surface of the feather, and water rolls off – like a raincoat.” The children are very still as they rub their fingers up and down the feathers. Ms. Celia adds, “To stay warm, you need to wear a winter coat or a raincoat, but penguins have feathers. Your raincoat provides protection and acts as a barrier to the water. A barrier means water and cold cannot touch the penguin’s skin.”
NAEYC, Transforming Teaching: Creating Lesson Plans for Child-Centered Learning, pages 67-68
Answer the following questions by Wednesday. Then respond to at least one other student by Friday.
What new concept is being introduced to the children?
What prior knowledge must they have?
How does the teacher connect new concepts existing knowledge?
How are the children invited to be part of the learning process?
What and how is new vocabulary is being introduced?
How can play areas be set up to support the new concepts children learned?
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