Do you know about - Show And Tell - A Springboard For Math And Science study
Dental Hygienist Education! Again, for I know. Ready to share new things that are useful. You and your friends.Before I started teaching, I imagined Show and Tell would consist of an concerned group of young children listening politely to each other and passing items colse to with care. This assumption fell apart fairly speedily during my first year as a teacher. Although there were times that things ran smoothly, the problems with Show and Tell were many and I found myself avoiding the experience. Even four and five year old children competed about who brought the coolest things. The event became even less spellbinding as students wanted to have a turn playing with toys, bored children fidgeted, squirmed and lost interest or upset children disrupted the class routines as they tried to keep their items a secret. Show and Tell often became a weekly advertisement for the latest toy or fast food bistro freebie.
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Parents also complained of the stress of trying to remember Show and Tell days, of trying to help their child select items to show or of dealing with indecisive children who wanted to bring something that would impress their classmates. Other parents took over the task completely, selecting objects and sending them with detailed notes to be read to the class or with instructions that no one was to touch the item nor was it to get broken. There had to be a best way.
In an effort to make Show and Tell work for the students, for me, and for busy parents, I picked one day a week for the operation and scheduled it as part of my math and science time. Everybody in the class was asked to bring the same item each week. I ordinarily brought a few extras for the few who forgot. Instead of using show and tell times to give children custom in public speaking, I scheduled distinct days for them to speak in front of the class about something they had recorded in their math and science journals.
Parents received a letter explaining that the purpose of show and tell would be to enlarge the math, science and literacy programs by building vocabulary and practicing classification and comparative skills. The children were to have the accountability of selecting the items, but from much narrower criteria.
The rules were: do not bring...
anything valuable, anything that could not be touched by all, or anything that would upset the student greatly if it got brokenanything alive, as students often have pet allergies and bugs in bottles are too often neglecteditems too large - ask - can they fit in a brown paper lunch bag? (exceptions here - books, and occasionally other items)toys - as they caused too many problems as mentioned previously
The parents were to remind their son or daughter to select an item from the list, but not to interfere with their child's option as long as it fit with the weekly list.
I also sent home a Show and Tell list for the whole year. This had a short note that recommend that the parents post the list on the fridge at their child's eye level, that they encourage the child to cross off each item weekly and to start looking for the next item, and that they remind the child to pack the item in their backpack the night before.
Classroom Show and Tell rules were: students were to bring the items into the class at the starting of the day, label them with name tags (children have printed name tags in their take home boxes; tape is in most centers) and put them on the Show and Tell display table. The children were always very excited on Show and Tell mornings and I scheduled some free time for them to look at the items on the table and to tell a few classmates about their items.
Sample Show and Tell list
When creating a yearly Show and Tell list, put the date first, then the item to bring, graphic with a straightforward drawing and finally a brief report of what the class operation will be. Keep the font large. Here is a sample from my list.
An apple (not for snack) - sorting, classifying and measurementSomething round - math vocabulary such as edges, face, circle, circular, classifying items by a collection of criteria such as size, color, materialA leaf - sorting shapes, colors, counting points, graphing similar types, tracing leaf shapes on papers and creating charts of similar and distinct leavesSomething shiny - comparison, vocabulary - reflection, reflect, testing (with a flashlight) how each item reflects lightSomething that can be recycled - knowledge of recycling, classifying items, counting, more, fewerAn old greeting card - determination with blocks. How many blocks long is your card? How many one inch squares cover your card? Graphing holiday images A shell - classify and sort by size, color, shape, notice drawingsSomething about Canada (map, flag, book, trinket) - awareness of Canadian symbols, shape of country, shapes of provinces, counting provinces, graphing occurrences of similar symbols
I ordinarily chose objects that complemented monthly themes.
Sample Show and Tell chapter with a Rock
The children place their Show and Tell rocks on the center of the carpet, and then sit down in a circle colse to them. I start with notice type questions. "What do you notice about the rocks? How are they the same? How are they different?
Let's sort the rocks by size. Which rock looks the largest? Which rock is the smallest? Let's make a long line." Everybody takes a turn placing his or her rock with student or trainer suggestions to rearrange the rocks when necessary.
"Now let's sort the rocks by darker colors and lighter colors. We can put the darker rocks on this plastic mat and the lighter ones on the other mat and the striped or speckled rocks in the middle." When this operation is complete and depending on the group attentiveness span you can further investigations. Examples, "Are there more dark rocks or more light rocks? Are there fewer dull rocks or fewer shiny ones? Let's sort the rocks by which ones wobble and which ones do not wobble. "
Counting items, graphing, extending math vocabulary or practicing other math concepts are easy to integrate into the chapter when there is a large quantity of the same object. Gear the chapter to the attentiveness span of the whole group. Children who want to continue comparing their rocks, for instance with a balance scale, can do so at center time.
Next I model an notice drawing on chart paper. Draw with a label and talk out loud to review your thinking. "I noticed that there are more wobbly rocks and fewer rocks that do not wobble. I am going to draw that for my notice drawing. I will draw a line down my paper and put more wobbly rocks on one side and fewer rocks that don't wobble on the other. The rocks are in general round shapes so I will make circles. I will add dots to some to make them look speckled. I am putting exiguous lines beside the rocks on this side to make them look like they are moving. Now I will color in with crayons so I don't cover up my drawing lines. I will color some light grey and some dark grey. Now I need to print the word, wobbly under my wobbly rocks. What sound do I hear first and what letter do I use? What is the next sound and letter?" Do the same with the words not wobbly. Close with a drawing of individual rocks. "I am going to draw the rock I brought to show on the other page. It is black and has white stripes." Stamp the drawing with the date stamp.
The children then sit at tables and report one or more of their observations about the chapter in their science and math journals. This is an open-ended operation and results will depend on the developmental level of each child. The children take turns stamping the date on their page.
This formula worked well for the children, their parents and for me. All the children had an opening to be complicated during each Show and Tell day and reviewing old, or learning new, science, math, and literacy concepts were a part of each Show and Tell experience.
Check out these pages for more information about teaching preschool and kindergarten science with Show and Tell.
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