Bücher von Shaymaa Elkeey

The unit guides developed by the author is provided as examples of how an inquiry ¿ based on science curriculum might be implemented in kindergarten classrooms. I offer project for teaching life cycle of silkworm to kindergarten children according to the program based on observation of life cycle silkworm, the examples used in this project are meant guides that teachers can modify, adapt, and extend to suit their needs and those of their children. The life cycle of silkworm is 62 days approximately. This silkworm is especially well suited for classroom study. It is small and brightly colored, will accept one kind of food. Is found worldwide, and undergoes complete metamorphosis in a relatively short time. The main objective of the unit is to introduce young children to the concept of life cycles by using one organism as example children also learn scientific vocabulary. The first eight lessons focus on caterpillar and cocoon stages of the silkworm. Children begin their study of these two stages by sharing their prior knowledge of caterpillars and then as, a pre ¿assessment exercise, they draw what they think a caterpillar looks like. In lesson 2, they learn about caterpillars'

National Research Council (NRC) states: ¿Students should be engaged in observing and caring for a wide range of organisms that can be housed in the classroom, with an emphasis on local plants and animals. Students should assist in feeding and rearing animals to understand their needs, their behavior, and their life histories¿ (1990, 14). Acquiring firsthand experience through observing and/or handling small creatures helps children develop a healthy and curious attitude toward them, rather than one of fear or disgust. On the other hand, ¿the national science education standards recommended that student at all grade levels and in every domain of science should have the opportunity to use scientific inquiry and develop the ability to think and act in ways associated with inquiry, including asking questions, planning and conducting investigations, using appropriate tools and techniques to gather data, thinking critically and logically about relationships between evidence and explanation, constructing and analyzing alternative explanations, and communicating scientific arguments.¿ (NRC, 1997, p. 105) Consequently, I designed three units consist of three the wild insects

This pamphlet is a guide for teachers who want to present the natural world in their classroom by rearing the living things in the class room. It is based on standard 3 ¿ life science: as result of the children explorations and participations in simple investigation children develop an understanding of characteristics, life cycles and environment of living things. This is apart one contains raising (sand scorpion, fruit fly, crickets and American cock roaches) of learning from the natural World Series (K-12) year - olds.

This book offers a coherent vision of what it means to be scientifically literate, describing early childhood education: participation in preschool, nursery school, prekindergarten, head start, or a child care center prior to kindergarten regardless of background or circumstance should understand and be able to do in various science categories particularly health education. The booklet describes the exemplary teaching practices that provide children with experiences that enable them to achieve scientific literacy. In addition, it describes the nature and design experiments and magic. The part two is written to shed light on science as man has been trying to understand the changes going around him and has been constantly receiving a great number of impressions through his various senses such as hearing, sight, smell, taste and touch. Making an effective use of his senses and his communicative ability, he accumulated information about his surroundings. This systematized store of human knowledge gained after generalizing and inter ¿ relating the various isolated facts is known as science. Human mind is always busy in the pursuit of exploring the unknown.

Outline: The pamphlet is organized into sections and appendix, so teachers can explore in any order. It contains details related to three types of bugs (parasitic wasps, lady bugs, Ants) and lessons for raising them according to Foss program as well as learning for fun for children from (K-12) year olds. Also it is considered as apart number 2 of learning from nature world series. Basics of the pamphlet: AAAS ¿ project 2016 asserted that all students especially, those who live in circumstances that limit their interaction with nature, must have the opportunity to observe a variety of plants and animals in the classroom, on the school grounds, parks and stream and gardens. But observing is not enough the students should have reasons for their observations reasons that prompt them to do something with the information they collect. The reason can be answer the students ¿ own questions about how organisms live or care for their young. Some students may enjoy displaying, with drawings, photographs, or even read specimens, all living thing they can find where they live the point is to encourage them to ask questions for which they can find answers by looking carefully.

Ce livre offre une vision cohérente de ce que signifie être doté d'une culture scientifique, en décrivant l'éducation de la petite enfance : la participation à l'école maternelle, à la crèche, au jardin d'enfants, au programme d'aide préscolaire ou à une garderie avant l'entrée à l'école maternelle, quels que soient les antécédents ou les circonstances, devrait comprendre et être capable de faire dans diverses catégories de sciences, en particulier l'éducation sanitaire. Cette brochure décrit les pratiques pédagogiques exemplaires qui offrent aux enfants des expériences leur permettant d'acquérir une culture scientifique. En outre, il décrit les expériences et la magie de la nature et de la conception. La deuxième partie est écrite pour faire la lumière sur la science car l'homme essaie de comprendre les changements qui se produisent autour de lui et reçoit constamment un grand nombre d'impressions grâce à ses différents sens tels que l'ouïe, la vue, l'odorat, le goût et le toucher. En faisant un usage efficace de ses sens et de sa capacité de communication, il a accumulé des informations sur son environnement. Ce stock systématisé de connaissances humaines acquises après avoir généralisé et mis en relation les différents faits isolés est connu sous le nom de science. L'esprit humain est toujours occupé à explorer l'inconnu.

Este livro oferece uma visão coerente do que significa ser cientificamente alfabetizado, descrevendo a educação infantil: participação na pré-escola, jardim-de-infância, pré-escola, head start, ou um centro de cuidados infantis antes do jardim-de-infância, independentemente dos antecedentes ou das circunstâncias, deve compreender e ser capaz de fazer em várias categorias científicas, particularmente na educação para a saúde. A brochura descreve as práticas de ensino exemplares que proporcionam às crianças experiências que lhes permitem alcançar a alfabetização científica. Para além disso, descreve as experiências e magia da natureza e do design. A parte dois é escrita para lançar luz sobre a ciência, uma vez que o homem tem tentado compreender as mudanças que o rodeiam e tem recebido constantemente um grande número de impressões através dos seus vários sentidos, tais como audição, visão, olfacto, paladar e tacto. Fazendo um uso eficaz dos seus sentidos e da sua capacidade comunicativa, ele acumulou informação sobre o seu meio envolvente. Esta acumulação sistematizada de conhecimento humano adquirido após a generalização e inter-relação dos vários factos isolados é conhecida como ciência. A mente humana está sempre ocupada na busca de explorar o desconhecido.

Este libro ofrece una visión coherente de lo que significa estar científicamente alfabetizado, describiendo la educación de la primera infancia: la participación en el preescolar, la guardería, el prejardín de infancia, el head start o un centro de atención infantil antes del jardín de infancia, independientemente de los antecedentes o las circunstancias, debe comprender y ser capaz de hacer en varias categorías de ciencias, en particular la educación para la salud. El folleto describe las prácticas docentes ejemplares que proporcionan a los niños experiencias que les permiten alcanzar la alfabetización científica. Además, describe la naturaleza y el diseño de los experimentos y la magia. La segunda parte está escrita para arrojar luz sobre la ciencia, ya que el hombre ha intentado comprender los cambios que se producen a su alrededor y ha recibido constantemente un gran número de impresiones a través de sus diversos sentidos, como el oído, la vista, el olfato, el gusto y el tacto. Haciendo un uso eficaz de sus sentidos y de su capacidad comunicativa, fue acumulando información sobre su entorno. Este acervo sistematizado del conocimiento humano obtenido tras generalizar e interrelacionar los diversos hechos aislados se conoce como ciencia. La mente humana siempre está ocupada en la búsqueda de lo desconocido.

Questo libro offre una visione coerente di ciò che significa essere alfabetizzati scientificamente, descrivendo l'educazione della prima infanzia: i bambini che frequentano la scuola dell'infanzia, l'asilo nido, il prekindergarten, l'head start o un centro di assistenza all'infanzia prima della scuola materna, a prescindere dal background o dalle circostanze, dovrebbero comprendere ed essere in grado di fare diverse categorie scientifiche, in particolare l'educazione alla salute. L'opuscolo descrive le pratiche didattiche esemplari che forniscono ai bambini esperienze che consentono loro di raggiungere l'alfabetizzazione scientifica. Inoltre, descrive la natura e la progettazione di esperimenti e magie. La seconda parte è stata scritta per fare luce sulla scienza: l'uomo ha cercato di capire i cambiamenti che avvengono intorno a lui e ha ricevuto costantemente un gran numero di impressioni attraverso i suoi vari sensi come l'udito, la vista, l'olfatto, il gusto e il tatto. Facendo un uso efficace dei suoi sensi e della sua capacità comunicativa, ha accumulato informazioni sull'ambiente circostante. Questo bagaglio sistematico di conoscenze umane acquisite dopo aver generalizzato e messo in relazione i vari fatti isolati è noto come scienza. La mente umana è sempre impegnata nella ricerca di esplorare l'ignoto.

Dieses Buch bietet eine kohärente Vision dessen, was es bedeutet, wissenschaftlich gebildet zu sein, und beschreibt die frühkindliche Bildung: Die Teilnahme an der Vorschule, dem Kindergarten, der Vorschule, dem Schulanfang oder einer Kinderbetreuungseinrichtung vor dem Kindergarten sollte unabhängig von der Herkunft oder den Umständen in verschiedenen naturwissenschaftlichen Kategorien, insbesondere der Gesundheitserziehung, verstanden werden und möglich sein. Die Broschüre beschreibt vorbildliche Unterrichtspraktiken, die Kindern Erfahrungen vermitteln, die sie in die Lage versetzen, naturwissenschaftliche Kompetenzen zu erwerben. Außerdem beschreibt es die Natur und die Gestaltung von Experimenten und Magie. Der zweite Teil soll die Wissenschaft beleuchten, da der Mensch seit jeher versucht, die Veränderungen um ihn herum zu verstehen und durch seine verschiedenen Sinne wie Hören, Sehen, Riechen, Schmecken und Tasten ständig eine große Anzahl von Eindrücken erhält. Indem er seine Sinne und seine kommunikativen Fähigkeiten effektiv nutzte, sammelte er Informationen über seine Umgebung. Dieser systematisierte Bestand an menschlichem Wissen, der durch die Verallgemeinerung und Verknüpfung der verschiedenen isolierten Fakten gewonnen wurde, wird als Wissenschaft bezeichnet. Der menschliche Geist ist immer damit beschäftigt, das Unbekannte zu erforschen.