Photosynthesis

• The light dependent cycle uses the energy to remove electrons from light to produce oxygen gas and reducing power.
• Jean Piaget is a Swiss psychologist known for his theory on children's cognitive development
• Piaget's stages of cognitive development are: sensorimotor, preoperational, concrete operational, and formal operational
• Piaget's stages suggest that children can learn the idea of numbers at an early age
• General characteristics of learners:

  • Physical: extremely active and enjoys physical activities
  • Social: beginning to have a choice of friends but frequently quarrels with them
  • Emotional: becoming sensitive to criticism and others' feelings, eager to please the teacher
  • Cognitive: sees patterns, engages in problem-solving activities, learns a lot through self-talk
• Mathematics taught in K-3 must have the following characteristics:

  • Experiential and hands-on
  • Rich in basic and foundational concepts and skills
  • Integrated
• Five content areas in mathematics:

  • Number and number sense:
  • Focused on students' understanding of numbers, properties, operations, estimation, and their applications to real-world and mathematical situations
  • They develop number sense
  • Meaning of the 4 basic operations
  • Measurement:
  • Focused on finding actual measurements of objects and their attributes
  • They learn to join units to represent other attributes, area, and acceleration
  • Geometry:
• • Students develop spatial sense, logical reasoning, analytical thinking, and the ability to make sense of the real world
  • Patterns and Algebra:
  • Provides procedures and techniques to manipulate symbols and variables to move from specific to general
  • Strands extend from simple patterns to basic algebra
  • Probability and Statistics:
  • Focused on developing statistical and probability concepts and skills that will help students collect and organize data in a variety of ways
• Content standards are broad descriptions of what students should learn
• Performance standards outline what students should be able to do once the concepts and skills are taught
• Learning competencies are logically arranged objectives that must be aimed in classroom instruction for students to achieve the required content and performance standards
• Constructivist theory in teaching mathematics in the primary grades:

  • States that learning is an active process of creating from different experiences
  • Conceptualized by Jean Piaget
  • Learners build on the learner's prior knowledge and the approach is a constructive process
  • Learning takes place when building on what students already know
  • Student-centered approach allowing students to take ownership of their own learning
• The teaching cycle:

  • Identify objectives: what knowledge and skills do students need to learn
  • Plan instruction: strategies to implement for students to achieve the objectives
  • Implement plan: conduct learning activities prepared during the planning stage
  • Check for understanding: teaching is about helping students learn
  • Reflect on teaching: reflect on whether objectives were achieved and if implemented strategies were effective
  • Assess learning and reflect on the results: concrete measure of what students have learned
• Things to consider in planning instruction in mathematics in the intermediate grades:

  • Planning: carefully designing and organizing instructional activities to achieve specific learning goals
• Five elements in lesson planning:

  • Content: subject matter or information being taught during a specific lesson
  • Objectives: clear and specific statements describing what students are expected to know or able to do as a result of learning
  • Students: consider where they came from, their interests, what they already know, etc.
  • Learning environment: promote a positive environment where students are motivated
  • Availability of resources: consider the instructional materials needed before writing the lesson plan
• Instructional planning models:

  • ADIDAS:
  • Lessons begin with an activity that will later facilitate a meaningful discussion about the topic of the session
  • Discussion:
  • Students, facilitated by the teacher, talk about their experiences during the activity
  • Input:
  • Teacher lectures and students share the concepts they learned based on the activity and discussion
  • Deepening:
  • Ask questions that engage students in critical and creative thinking
  • Activity:
  • Students verify what they have learned by solving mathematical problems
  • Summary:
• • Students express what they learned verbally
• 5 E's model:

  • Engage:
  • Activates students' prior knowledge and engages them in new concepts through short activities
  • Explore:
  • Students are exposed to different experiences that facilitate the discovery of new concepts
  • Explain:
  • Students explain what they have experienced in the explore stage
  • Elaborate:
  • Allows students to expand their understanding of the concept by applying the concepts learned in solving math problems
  • Evaluate:
  • Let the teacher and students evaluate their learning
• Manifesting pumasa sa imong subj! - JAS