Unit 3: Analog and Digital Technology See attached assignment and grading rubric Office of Educational Technology. (n.d.). Guiding principles for use of technology with early learners.

1. Early Learning Standards (t hree standards) Standard #1 Domain: Mathematics Strand: Strand A: Early learning experiences will support children to understand counting and cardinality Learning Progression: Cardinality Indicator: M.48.2 Count up to at least five objects using one -to-one correspondence, using the number name of the last object counted to represent the total number of objects in a set . Source: CTELDS Standard #2 Domain: Mathematics Strand: Strand C: Early learning experiences will support children to understand the attributes and relative properties of objects Learning Progression: Data Indicator: M.48.9 Sort objects into two groups, count, and compare the quantity of the groups formed (e.g., color, size, shape) Source: CTELDS Standard #3 Domain: Social Studies a) Title of the Lesson: Grouping items 1 -5 b) Number of Children in Group: 10 c) Children’s Age Group: 3-4 d) Length of Lesson: 30 minutes Math Learning Experience Plan (LEP) CHS 250 – STEM in the Early Childhood Education Classroom Strand: Strand C: Early learning experiences will support children to develop an understanding of economic systems and resources Learning Progression: Science, Technology and Society Indicator: SS.48.10 Understand the use of tools , including technology, for a variety of purposes Source: CTELDS 2. Key Objectives (three objectives) Objective #1 Children will collect a set of 5 items that belong to a group by an attribute Objective #2 Children will be able to match the number name to the group of items selected Objective #3 Children will create a way to document the collection of items and number name 3. Materials : • Items in the classroom and home environment • Number cards 1 -5 • Number cards with dots for number s 4. Vocabulary (five words ): • set • attributes • similar • collect • items 5. Higher Order Thinking (HOT) Questions (six questions ) Create questions that are based on all six levels of Bloom’s Taxonomy: Understanding, Remembering, Applying, Analyzing, Evaluating, Creating • Show me how we should count these objects with our fingers. • Select the group that has 3 objects. • Can you count from the last object to the first and still get the same number? Can you count an object two times? • Choose the number that c orresponds to the number card. • Can a set or group have objects that have many different attributes? 6. Instructional Procedure A. Introduction • Practice counting items 1 -5 by putting the child’s finger on each item, one by one . • Talk about what an attribute might be (e.g., color, size, function , etc. ). B. Related Activity • Create two sets of cards : cards with numerals 1-5, and cards with dots 1-5 to be used as groupings . • Take a tour of the classroom or home environment. C ount similar items to correspon d with the number and dot cards . • Show collections of similar items, for example a collection of keys. C. Closing • Create a way to share the class activity with families and the whole center/ school a. 7. Home -School Connection : Send home a note describing an activity that parents and families can do with their children in their homes using found objects. 1. Go on a scavenger hunt in your home! 2. Collect a group of similar items or objects that can be grouped by number . F or example : 1 key, 2 paper towel tubes, etc. 3. Discuss with your child the reasons for the grouping and number quantity. 4. Ask families to send in the actual items in a labeled bag or bring in a representation of the group. For example, take a photograph or draw a pic ture with your child.