DOCUMENT RESUME
-ED 079 892 EC 052 270
AUTHOR Sylves, David, Ed.; Sprickman, Alice; Ed. TITLE Sesame and You--A Teacher's Helper.. INSTITUTION State Univ..of New York, Buffalo..Coll..at Buffalo. Educational Research and Development Complex. SPONS AGENCY Bureau of Education for the Handicapped (DHEW/OE)., Washington, D.C.. PUB DATE [73] NOTE 100p.; A Guide to Accompany a Videotape package of Twenty Sesame Street Minishows AVAILABLE FROMState University of New York, Special Education Instructional Materials Center, Buffalo, New York 14222
EDRS PRICE MF-$0.65 HC-$3.29 DESCRIPTORS Aurally Handicapped; *Deaf; Early Childhood Education; *Educational Television; *Exceptional Child Education; Guidelines; Instructional Media; Material Development; Primary Grades; Televised Instruction; *Video Tape Reccirdings IDENTIFIERS *Sesame Street
ABSTRACT The guide for teachers of preschool and primary age deaf children is intended to accompany a videotape package of 20 Sesame Street minishows which consist of program segments chosen by teachers of the deaf..Listed for each minishow are the length, number of segments, general_ .description, and captions.. Listed for each segment is a detailed description, general objectives, specific objectives, uses, necessary pre-teaching, and related activities.. Examples of concepts taught are order, classification, relationsbip, counting, and letter recognition.. Appended are a list of related activities for problem solving, an index to the segments appropriate for specific instructional objectives, and the lesson plan of a demonstration class tape (also included in the package)..(See EC 052 272 for related information)..(DB) P,
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1 U S OEPARTMENT OFHEALTH. EOUCATION A WELFARE NATIONAL INSTITUTS OF EDUCATION THIS DOCUMENT HASBEEN REPRO OUCEO EXACTLY ASRECEIVED FROM THE PERSON OR ORGANIZATIONORIGIN ATING IT POINTS OF VIEWOR OPINIONS REPRE STATED 00 NOT NECESSARILY INSTITUTE OF SENT OFFICIAL NATIONAL EOUCATION POSITION ORPOLICY
SESAME AND YOU
A TEACHER'S HELPER
A Guide to Accompany a Videotape package of Twenty Sesame Street Minishowe
Edited by David Sylves, Project Coordinator ;.:nd Alice Sprickman, Project Associate
Faculty of Professional Studies Research and Development Complex State University College at Buffalo Buffalo New York
Financed through a Federal Grant under Public Law 89-313
in cooperation with St. Mary's School for the Deaf U S OF.PARTMENTOFHEALTH, EDUCATION & WELFARE NATIONAL INSTITUTA OF EOUCATION THIS DOCUMENT HASBEEN REPRO DUCED EXACTLY AS RECEIVEDFROM ORIGIN THE PERSON OR ORGANIZATION ATING IT POINTS OF VIEW OROPINIONS REPRE STATED DO NOT NECESSARILY INSTITUTE OF SENT OFFICIAL NATIONAL EDUCATION POSITION OR POLICY
SESAME AND YOU
A TEACHER'S HELPER
A Guide to Accompany a Videotape package of Twenty Sesame Street Minishows-
Edited by David Sylves, Project Coordinator and Alice Spockman, ProjectAssociate
Faculty of Professional Studies Research and Development Complex State University College at Buffalo Buffalo New York
Financed through a Federal Grant under Public Law 89-313
in cooperation with St. Mary's School for the Deaf TABLE OF CONTENTS
Page
Introduction 1 Mini Show #1 5 Mini Show #2 10 Mini Show #3 13 Mini Show #4 17 Mini Show #4a 18 Mini Show #5 22 Mini Show #6 25 Mini Show #7 28 Mini Show #8 32 Mini Show #9 36 Mini Show 110 39 Mini Show #11 43 Mini Show #12 47 Mini Sh6w #13 50 Mini Show #I4 54 Mini Show #15 57 Mini Show #16 61 Mini Show #17 66 Mini Show #18 70 Mini Show #18a 71 Mini Show #19 75 Mini now #20 Appendix A (Problem SolvingActivities) Appendix B (Objectives Grid) Appendix C (DemonstrationClass) INTRODUCTION
children can learn Sesame Street isfun to watch. In addition, of both facts. while viewing theshow. Let's take advantage tape:- package, which includesthe twenty-one video This educational concepts,While this guide, ispredicated on those two as well as also kept in mind developing the package,the project partietpants the following: It was, This package in no waysupplants any curriculum, 1. curriculum, howEyer, designed tosupplement any objectives for each segmentwere selectee 2. Multiple educational why that segment by teachers of thedeaf to indicate reasons That many of the segmentsmight be viewed might be employed. occasions for sevevl by the_sathe students onseveral different different purposes cannotbe over-emphasized. segments .on the Mini. Because of theirmotivational qualities the to focus attention, Shows are useful forintroducing material and and/or the Mini Shows Because of theirbrevity, the segments for drill andreinforcement. Because of be repeatedly viewed be used as s their intrinsic interest,they can successfully culminating activity orfor review. oftee these purposes, one mustalso remember that In addition to studies, and for math, the same segment mightbe used for social and for reading, andfor language, etc. Shows were designed tohelp children attain 3. Even though the Mini objectives, the childrenshould be allowed specific educational We beliew we haw to watch theMini Shows just for enjoyment school! besides, the an obligation tchelp children enjoy serendipity is worthwhile.
GUIDE FOR USING THISMANUAL
what you are to teach yourstudents, r' 1. When you have planned the end of this manual. in it, objective:: to Appendix B near rh.. with the identificationof each of the segments are listed (e.g., might be used for theattainment of thatobjective. identifies Mini Show 5,Segment 3). similar to te After noting whichobiectives in the manual are 2. Mini Show(sj desired for your class,refer to the appropriate Each Mini Show articlecontains a brief de,- in this manual. list of captioes cription of the Mini Show,its length, and a there is which it contains. Then for each of its segments necessary description, a list ofobjectives, possible uses, and Material Pre-teaching, and a listof Related Activities guides and suggestieei. It should be realizedthat: these are but activi17!, Undoubtedly you can thinkof many more innovative uses, In fact, your and materials related toeach of the segments. this comments in reference toadditions or modifications to manual are requested. 3. As an example how one teacher used sameSesame Street segme:x., refer to Appendix C In this manual and tc, the accompanying video tape. 4. For those-teachers who would like toinclude fi ngerspelling in their curriculum, two Mini Shows 4a and 18a, havefingerspelling modifications included.
It bears repeating that these segments wereselected by teachers of the deaf and that this manual was generated as aresult of a workshop involving the following teachers:
NAME SCHOOL
Miss Phyllis Bergstrasser Rochester Miss Eileen Connally Lexington Sr. Katherine Costello St. Francis Mt, Geotge Eddington Lexington Miss Joan Harlow St. Joseph. Mrs. Laurie Holcomb Rochester Miss Arlene Kadish White Plains Mrs. Hannah-Manshel White Plains Miss Marlene Miller Mill Neck Mrs, Susan Reilly St. Francis Mrs. Karen Singer St. Joseph Miss Penny Socher Lexington Miss Judy Spring St. Mary's Mrs. Margaret Stahl Cleary Miss Virginia Weber Mill Neck Mrs. Nancy Wolf St. Mary's 'ITNI SHOW #1
Length - 15:15 NuMber of Se4ments - 4
General Description Tncludes letters Segment, classification exerci, problem solving (Buddy and Am) segmentand an environmental film -Whee!s'.
Captions - exist in Segment 1: Wanda the Witch, west, Washington, Wednesday, well, washtub, wheel, wind, -wig, worm,walrus; water.
SEGMENT 1
Description - This segment is introducedby Gordon, Bob and a child in the kitchen of Cordons home, Bob foLls a one dollar bill into the shape of a letter "W". This is followed by a captioned cartoon "Wanda the Witch", and a commercial givenby Kermit the frog on "W" during which the Cookie Monster transformsthe W into other letters. Wanda the Witch is then repeated, and a verybrief captioned cartoon is included before the second commercial by Kermitin which the styroioa W is animated.
General Objective - The child can recognize such basic symbols asletters, numbers, and geometric forms, and can performrudimentary operations with these symbols.
Specific Objectives - Given a set of symbols, either allletters or all numbers, the child knows whether those symbols are used inreading or in-counaLn.
Given a printed letter the child canselect the identical letter from a set of printed letters.
Given a verbal label for certainletters the child can select the appropriate letter from a set of printedLetters.
Given a printed letter the child can providethe verbal label.
Given a series of words presentedorally, all beginning with the same letter, the child can make upanother word or pick another word startivz with the same letter.
Given a spoken letter the child can select a setof pictures or objects beginning with that letter.
For sustaining consonants, given theprinted letter, the child can produce that letterscorresponding sound.
Uses - Speech - "W" Language - words beginning with "W" Elementary writing - "W" Reading readiness Primary reading Necessary Pre - teaching pre-school - introduce letter W primary- introduce vocabulary or a selection from the vocabulary to the children in accordance to their reading letel.
Related Activities - 1. Use newspapers and magazines and have the children find worth, beginning with the letter "J'. 2. Let the children make letter "W's" our of many different material. Some suggestions are clay, pipe cleaners, yarn toothpicks, wire, string, straws, paint, cut from paper, on pegboards. 3. Older children can make whole words beginning with"W". 4. Using a blindfold, let the children feel cut out letters ant' distinguish "W" from other letters.
SEGMENT 2
Description - Susan is in yard with 2 children and introduces a dis- crimination game in which the children are to select the "different" item from a group ef 3 and explain why it is different. The sets arc; 1) kittens 2) dolls 3) sneakers
General Objective - The child can deal with objects and events in terms of certain concepts of order, classification and relationship;he can apply certain basic reasoning skills.
Specific Objectives - Given at least 2 objects that define the basin of grouping, the child can select an additional object that "goes with them" on the basis of detail.
Uses - Useful as a reinforcement or review exercise.
Necessary Pre-teaching - Have the children in watching and discriminating activities so that they understand "same" and "different".
Related Activities - Use as many classroom objects as you can find to continue the same idea: 1. 2 blackboard erasers 1 pencil eraser 2, 2 yellow pencils - 1 pen (or I red pencil) 3. 2 rulez.- I yardstick SEGMENT 3
Description - in a humorouEproblem solving skit, Buddy and Jim attempt boxes. to fit large and small passof shoes into large and small shoe
General Objective The child can deal wirl objectsand events in terms of certain concepts of order, classificationand relationship; he can apply certain conducive_ te, basic reasoning skills; and he possesses certain attitudes effective inquiry and problemsolving.
Specific Objectives - Given 2 or IL-re pairs ofobjects, the child can group thepairs approximately.
GiVen objects and containers ofdifferent sizes, the child can make appropriate correspondence.
Given a .situation thechilL= can infer probable consequent events.
Given a set of suggested,viutions to a simple problem, the child can select the mostrelevi,at, complete or efficient.
Uses - This segment may be used as ateaching device towards acquiring strategies for ptoblem solving forpreschool children (ages 3-6).
Necessary Pre-teaching - Teach the word "pair" recep- 1. Develop the concept of "pair". tively and expressively. "small", "too big", "too small". 2. Develop the concept of "big",
-Related Activities - In order to make this segmentmeaningful, the children should smell become involved in solving theproblem themselves, using large and shoes and shoe boxes. Other activities: 1. Fit crayons and pencils intoappropriate boxes. 2. Use graded blocks or cylinderssuch as represented by the Montessori equipment. shoes, mittens, socks, etc. 3. Discriminate appropriate pairs of 4. See Appendix A
SEGMENT 4
Description - Gordon and a child aresitting on the front steps talking introduction to about a wagon. The camera focuses in on a wheel as an forms, gears the film "Wheels". The camera searches out wheels in many inside a clock, ele potter's wheel aswell as wheels as they have existed in transportation formsthroughout history.
General Objective - gener-1 The child's conception of thephysical world should include and information about natural phenomena,and about the way man explores exploits the natural world. Specific Objectives The child can identify wheels in man-made objects.
The child can recognize wheels regardless of sizeor specific use.
The child can identify different modes of transportation.
Uses - This may be used as an introduction to a unit or to motivatea child to observe more keenly.
It may be used as a teaching device in regard to machinesor transportation.
The range of use extends from preschool into middle gradesor junior high.
Necessary Pre - teaching - The children should be familiar with the concept of "round".
Related Activities - 1. Take field trips to air terminals, railroad yards, factories where pulleys, conveyor belts, etc., are inuse. 2. Use related activities in order to explain theuse of othe, machines. 3. Look for similarities and differences; for example: a. Things that roll need not be wheels- pencil, axle, ball. b. Transportation does not need a wheel-glider, boat, horse. 4. Use other films cr pictures to reinforce the concepts: a. captioned filmstrip "What's Round?" b. Sesame Street film on "Round". c. Sesame Street film on "Transportation". s q7f0V -119
Length - 14:20 umbe t: SGtents - 5
General Description - Includes anumbers segmenc, "3", a Buddyand "Kitten" and Jim problem solvingexercise; 2 segments on animals "Lion Family"; and a final segment oncounting 1-10,
No Captions
SEGMENT 1
Desdription - Bert is trying to makethe number 3 but gets confused-inhi words, directions and finishes bydrawing a tree thus creating a play on 1-10 Two jazz animations developingthe concept of 3 and the sequence are included.
General.Objective - The child can recognize suchbasic symbols as letters, numbers, en, geaffietric frams, and can performrudimentary operations with these symbols.
lipfEllic Objectives - Matching - Given a printed numeralthe child can ::elect the identIeng numeral from a set of printednumerals.
Recognition - Given the verballabel for a numeral, the child can select the appropriate numeral from a setof printed numerals.
Labelling - Given a prinbA numeral,the child can provide the verbal label.
Recitation - from 1 to 10. 1. The child can recite the numbers the child can count from Oen_ 2. Given a starting point under ten, number to any given higher number up toten.
Enumeration - The child can define .z set orsubset of up to 10 objects from a set. last number reached in counting 1. The child can recognize that the is the total number in the set. 2. The child can make use of countingstrategies.
Equality - The child can perform theappropriate operation needed to balance an equation. match sets of equal 1, Conservation of Number - The child can number regardless of configuration. assign the correer 2. Numeral/Number Correspondence - The child cart numeral to sets of differing; numbers.
Uses - This segment may be used for: 1. speech - for a reading group. th and t and thr sounds. 2. math - pre-reading and readingreadiness (counting, enumera!--lee, recognition of) 3. rhythm patterning for reading,pre-reading, reading readinew,
-5- Necessary Pre-teachin& - Explain that puppets are trying to write the numeral three.
Related Activities - 1. For a reading group, ask the children how many ways three is represented. 2. Clap hands on the rhythm sticks and.have children follow the rhythm pattern.
SEGMENI. 2
Description - Buddy attempts to tind a safe way to care for his money by taping it to his for.thead. Jim convinces him that the piggy bank is better but then places the key to the bank inside the bank, thus still leaving Buddy with a problem.
General'Objectivt The child can deal with objects and events in terms of certain concepts of order, classification and relationship; he can apply ce,tan basic reasoning skills; and he possesses certain attitudes conducive to effective inquiry and problem solving.
Specific Objectives - Given a situation the child can infer probable consequent events,
Given a set of suggested solutions to a simple problem, the child can select the most relevant, complete, or efficient.
Necessary Pre-teaching - Conceptof saving money. Concept of a "safe place".
Related Activities Spatial Relationship Problems a. How to fit given number of objects into a box. b. Transporting different objects, e.g., punching clown, throlv obstacle course. c. Given number of possibilities, e.g., wagon, push cart, chair. etc. - select best means for carrying blocks across the root::. d. Putting pictures into appropriate size picture frames. e. Pack a suitcase. f. Filling given space with number of objects, e.g., How many children can stand in the circle on the floor?How many cray.)os will fit in this box? g. How to carry number of objects across room comfortably, e.g., one at a time, in your arms in container of appropriate siz.
II. Problems of Sequence (dramatization) a. Making a peanut butter and jelly sandwich. b. Making a bed. c. Getting dressed. d. Making pudding, etc. (In correct and in incorrect order). e. Telling familiar story in incorrect order. f. Washing hands - What comes first, towel or soap? _g. Counting out of order - e.g., 1, 2, 4, 3. III. Problems of Measurement a. Distribute juice disproportionately- see if children can correc; e.g., pour all juice into 3 cups and leavea 4th cup empty. 4th child does not get: any juice. How do we correct this. (best to use transparent cups). b. Divide a whole into given number of equalparts. c. How can you empty a large container of juicewhen there are only a limited number of small containers. d. Weight - How can you transport heavybox across the room? e.g., Divide contents? etc.
IV. Problems Based en Appropriate Use of Tools a. Which is better to comb hair- toothbrush or comb. b. How to wash blackboard- paint brush or sponge c. Select best means of getting objectout of nat rimmed jar - e.g., tweezer, prongs, thongs, clothespins. d. Put large circle on floor, place objectin center. Select best means of removing object withoutstepping inside circle- e.g., yardstick. e. How to remove object from bowl ofwater without getting hands wet - use long spoon, etc. f. Most efficient way to get lost object (button)out of pile of sand or coarse salt- e.g. use strainer.
SEGMENT
Description - Gordon, Bob andsome children play with guinea pigs and introduce the film "Kitten" in which thecamera follows a playful kitten through a series of household mishaps.
General Objective - The child's conception of the physicalworld should include general information abo!:' natural phenomena, both near and 'distant; about certaii, processes which occur in nature; about certain interdependencieswhich relate various natural phenomena; and about the ways in whichman ex- plores and exploits the natural world.
Specific Objectives- The child can classify agroup of objects as animals although they vary in size, shape, andappearance.
The child can tell that animalsare living things and that they need food and water to grow and live.
The child can associate certainanimals with their homes.
Uses - This may be used for teaching thecare of animals.
Related Activities- 1. Expose children to cats, guines pigs. 2. Dramatize kitten movements. 3. Prepare picture boards of "Pets at Home". 4. Construct paper plate cats. 5. Teach sound of cat. -7- 6. Make booklet of animals - which are pets, which are not, 7. Story books and films about cats and other pets.
SEC ENT 4
Description - The camera follows a zoo lion family including father, mother nnd cub, thru a period of family interaction.
Gene'. . O. 'ective - The child can identify himself and other familiar individuals in terms of role-defining characteristics. He is familiar with forms and functions of institutions which he may encounter. He comes to see situations from more than one point of view and begins to see the necessity for certain social rules, particularly those insuring justice and fair play.
Specific Objectives - Given the name of certain roles from the family, neighborhood, city or town, the child can enumerate appropriate responsibiliff.e!,.
The child can classify a group of objects as animals although they vary in size, shape, and appearance.
The child can tell that animals are living things, and that they need food and water to grow and live.
The child can associate certain animals with their homes.
Same/Different - This concept underlies all of the following relational concept categories.
Size Relationships - Big/Bigger/Biggest; Small/Smaller/Smallest: Short/Tall.
Uses - This segment may be used for motivation, teaching or reinforcement and review, and its use can he extended beyond primary grades.
Related Activities - 1. Trip to Zoo 2. Related Books 3. Constructing of three-dimensional animals from paper, clay, st:.cks. 4. Discussing of human family and relating ideas to animal familiel.
SEGMENTS
Description - James Earl Jones counts to 10 as the numbers appear on tbo screen.
The c "a-Can recognize such basic symbols as letters, numbers, and geometric forms, and can perform rudimentary operations with thve symbols.
-8- Uuk.:1(..:_lve,,z The child can count to 10.
The child can speech read the numbers 1-10.
Uses - This segment may be used for motivation,teaching or reinforcement and review at preschool and primary levels.
Interest Level Pre-reading, reading readiness, reading. TNT SIM #3
Length - 17:12 Number of Segments - 3
General Description - Mini Show #3 contains an alphabet sequence combined with concentration on the letter. B., a Buddy and Jim problem solving activity concerned with sequence, are] a segment concerned with naming body parts .ind developing concept of function of body parts,
Captioned Verse - Jump Rope Aches
Oh, my finger Oh, my tee Oh, my thumb Oh, my nose Oh, my elbow Oh, my knee Oh, my face Oh, poor me Otherwise I feel fine
SEGMENT 1
Descrip,tion - James Earl Jones recites the alphabet as each letter appk,:rs. Kermit follows with a commercial on "B", but is disturbed by the Cookie Monster changing the letter to "P" and "I ".
General Objective - The child can recognize such basic symbols as letters, numbers, and geometric forms, and can perform rudimentary operations with these symbols.
Specific Objectives - Given a verbal label for certain letters the child can select the appropriate letter from a set of printed letters.
Given a printed letter the child can provide the verbal label.
Given a series of words presented orally, all beginning with the same letter, the child can make up another word or pickanother word starting with the same letter.
The child can recite the alphabet.
Uses - This segment may be used as an introduction or as a review of the alphabet or as a practice exercise in speech/speech reading.
SEGMENT 2
Description - Sequencing two 4 picture stories using still photographs and movies of the sequencee. Sequences are; sliding down a sliding board, and opening a present. Workshop teachers considered this an excellant L4pe. -10- - The child can deal with objects and events in terms of certain cc - of order, classification and relationship; he can apply certain basic reasoning skills; and he possesses certain attitudes conducive to effective inquiry and problem solving.
Specific Objectives - Given pictures of the earliest and latest of four events in a logically ordered temporal sequence, the child can insert pictures of the intermediate events in their proper order.
The child can order a series Jf pictures so that they tell a logical story.
The child can choose which comes next in a sequence of pictures.
Uses - This segment may be used for motivation at the 3 year level and teaching or reinforcement and review above the 5 yearlevel.
Necessary. Pre-teaching - Provide the child with many different experiences in sequencing ob2.2ctes and stories that must be put together (ordered) in a particular sequence.
Related Activities - 1. Take Polaroid photographs of children involved in sequenced activities - e.g., making a cake, pudding, etc., peeling bananas, etc. Have child place them in appropriate order. 2. Dressing a doll in correct sequence - underwear-to outerwear. 3. Ordering objects from small to large in correct sequence. 4. See Appendix A Related Materials - Use related materials such as DLM Sequence Cards, Kit in Keg,Nested Boxes, Manikin - Peabody Language Development Kit Level P., Montessori Cylinders, Ideal Size Formboards.
SEGMENT 3
Description - There is rhythmical recitation of body parts as a cartoon child jumps rope. This precedes an excellent film presentation of arm and hand movement correlated to chat of machine movement. (puncher, lever, drilling, digging). This is an outstandinz. film.
General Objective - The child can deal with objects and events in terms of certain coacept of order, classification and relationship;he can apply certain basic reasoning skills; and he possesses certain attitudes conducive to effecl-fv.o. inquiry and problem solving.
Specific Objectives - Body Percepts. The child can identify and label such parts of the body as the elbow, knee, lips and tongue.
Positional Relationships - under, over, on top of, below, above, beneath, etc. Attitudes coward inquir:, and eroblm Solving. a. Persistence - The child persists in his efforts to solvepr and understands events despite early failures. b. Reactions to lack of knowledge - The child exhibits no undue frustration or embarrassment when he must admit toa reasoalte lack of knowledge or wh'en he must ask questions. c. Impulse control - The child understands that reflection and planning may pay off where premature problem attack will not.
Uses This may be used for motivation in vocabulary and language activities or teaching and reinforcement and review at preschool and primary levels. It may also be used to develop acceptable social beAaviors when presented with a problem situation.
Necessary Pre-teaeling - Review body parts and their functions. Jump Rope Aches
Oh, my finger Oh, my toe Oh, my thumb Oh, my nose Oh, my elbbw Oh, my knee Oh, my face Oh, poor me Otherwise I feel fine
Related Activities - 1. land play 2. Water play 3. Salt 4. Clay 5. Jump rope 6. Field trip to a construction site. 7. Acting out 8. Spont:sneous drawing SESAME STREET MINI SHOW #4
Length - 12:50 Number of Segments - 4
General Description - The four segments aredirected towards the identification and use of form, theunderstanding of some social roles, recognition of the letter I, and introduction to someforms of sea life.
Captions - tree, square, rectangle,boat, pin wheel, flower, fireman, skin diver, astronaut, Big Bird.
SEGMENT 1
Description - We see the products ofchildren playing with the basic forms (triangle, square, rectangle)and listen to their conversation. Objects they create are a tree, mquare,rectangle, boat, pin wheel, and flower. These are captioned.
General Objective - The child can recognize such basic symbols asletters, numbers, and geometric forms, and can performrudimentary operations with these symbols.
Specific Objectives - Labelling - Given a drawing, cut-out or objectin the shape of a, circle, square, triangle orrectangle, the child can provide a verbal label for that shape.
Recognition - Given the verbal label"circle", "square", "triangle" or "rectangle," thechild can select the appropriate dre4ing, cut-out or object from a set.
Matching - The child can match a given object orpicture to one of a varied set of objects or pictureswhich is similar in form, size or position.
Recognition of Embedded Figures - Given aform the child can find its counterpart embedded in a picture ordrawing.
Part/Whole Relationships - The child can structureparts into a meaningful whole: the child can select 1. Given a model and a selection of parts those parts which are essential to the constructionof the model. 2. Given a model and an assortment of its parts,the child can arrange these parts to match the model.
Same/Different - This concept underlies all ofthe following relational concept categories; size, quantity, position, distance, sequence. This segment may be used to: 1. Encourage imagination. 2. Introduce of supplemental unit on shapes. 3. Encourages child to recognize shapes in his environmentby creating simple objects out of given shapes.
Necessary Pre-teaching - Familiarity with the basic forms.
Related Activities - 1. Allow children to experiment with forms. 2. Have children duplicate the objects created in the film. .3. Encourage students to see how many differ-nt things they ca:: create. 4. Make a collage using a variety of forms and colors. 5. Use 3 dimensional forms in -ponge or styrofoam to construct objects from forms.
SEGMENT 2
Description - Children are asked to guess the occupationof a person in a picture as the picture is gradually uncovered. Verbal clues are also given. Each completed picture is captioned: fireman, skin divdr, astronaut and Big Bird.
General Objective - The child can deal with objects and events in termsof certain concepts of order, classification andrelationship;he can apply certain basic reasoning skills; and he possesses certain attitudes conducive to effective inquiry and problem solving.
Specific Objectives The child can structure parts into a meaningful whole.
Given the names of certain roles from thefamily, neighborhood, city or town the child can enumerate appropriateresponsibilities.
To formulate hypotheses on the basis ofpartial information.
To test hypotheses on the basis of additionalinformation.
Uses - This segment may be used as motivation, teaching orreinforcement and review with 3-6 year old children.
Necessary Pre - teaching - Familiarity with uniforms of different occupations.. E.g., fireman - helmet.
Related Activities and Materials - 1. Role playing activities with costuming, e.g. 2. Use of overhead with overlay extending the numberof occupat!.om.. 3. Puzzles, picture completion. 4. Fill-ins using multiple choice, e.g., what "hat" goes on fireman. -14- occupations. 6. Cubasio puzzle blocks. 7. Childcraft Bendable Community Helpers. 8. DLM association cards.
SEGMENT 3
Description - Big Bird has trouble retriving theanimated dot on a giant letter I.
General Objective - The child can recognize such basic symbols as letters, numbers, and geometric forms, and can perform rudimentary operationswith these symbols.
Specific Objectives - To recognize the lower case letter i.
To recognize the i in words.
Given the verbal label for the letter i, to name words containing the letter or to choose printed words containing the let,;er.
Given the printed symbolto choose printed words or name words containing the letter.
Uses - This is useful for preschool and primary groups as anintroduction to the forms of i or as reinforcement ondotting the letter i.
Related Activities - 1. Recognition, reproduction and tactile identification of I. 2. For older children think of words with the letter. 3. Cut out i in books and magazines.
Related Materials - 1. Use paint, clay, sand, magnetic board and letters,plywood letters, little blocks. 2. Ideal Groovy letters. 3. DIA Letter Constancy Cards. 4. Printing set.
SEGMENT 4
Description - Gordon watches tropical fish, describesthem and notes different names. This is followed by a puppet song, "Octopus Garden:
General Objective - The child's conception of the physical world shouldinclude general information about natural phenomena both near and distant,about certain processes which occur in nature,about certain interdependencies which relate various natural phenomena, and about the waysin which man ex- plores and exploits the natural world.
-15- Specific Objectives - The child should realize that the earth is made of land anc waL,., and that the earth's surface differs in various places.
The child can identify mountains and rocks although they differ in size and shape.
The child can identify and give salient facts about objects seen in the sky.
The child can differentiate between real and imaginery or fantas--7 items.
Uses - This segment is useful as motivation or as a teaching device depending on related activity. Better for primary and middle grades.
Necessary Pre-teaching - This should be previewed by the teacher as she may wish to expose the children to names and pictures of fish and animal life.
Related Activities - 1. Starting an aquarium. 2. Drawings or animations and real life pictures of fish life. 3. Making puppets. 4. Fingcrpainting cut-outs of fish. 5. Categorizing fish and environments. 6. "Co Fish" Activities - vocabulary reinforced with magnetic fish games. SESAME STREET MINISHOW #4a
the following modifications This Mini Show isthe same as #4 but are included:
Fingerspelling inserts existin 3 of the 4 segments. Description - #4 with the addition of Captions &fingerspelling are the same as letter I.
SEGMENT 1 These are captionedand fingerspelled
SEGMENT 2 fingerspelled, etc. Each completed pictureis captioned and
SEGMENT 3 An insert of afingerspelled "i" appears
SEGMENT 4 - SA M
NOTE: participating schoolshave this Mini Show in Not all of the and However, a copy isavailable at the Research their package. College at Buffalo. Development Complex atthe State University
4a SESAME STREET MINI SHOW #5
Length - 17:15 Number of SegmentF- 5
General Description - This show hassegments which develops the concept 5 and relates to a birthday party, and providesa classification exercise, an environmental film on the sources of common vegetables,an alphabet sequence, and a film of zoo monkeys entitled "Funny Face".
Captions - orange, apple, pear, baseball.
SEGMENT I
Description - The Sesame Street neighborsare giving Oscar the grouch surprise birthday party. Included in the segmentare 2 different anima- tions developing the concept of 5 and thesequence 1-10.
General Objective - The child can recognize such basic symbol'sas letters, numbers, and geometric forms and can perform rudimentaryoperations with these symbols.
Specific Objectives- Given a printed numeral the childcan select the identical printed numeral from a set.
Given a spoken numeral between 1 and 10the child can select the appropriate numeral from a set of printednumerals.
Given a printed numeral between 1 and 10the child can provide the verbal label.
Given two unequal sets of objects eachcontaining up to five members the child can selecta set that contains the numberre- quested by the examiner.
Given a set of objects the childcan define a subset containing up to 10.
The child can count to 10.
The child can recognize that the lastnumber reached in counting is the total number in the set.
The child can perform the appropriateoperations needed to balance an equation.
The child can uatch sets of equal numbersregardless of configurntio;,
The child can assign the correct numeralto sets of differing numbers. Uses This segment may be used asmotivation, teaching or reinforcer., and review.
Necessary Pre-teaching - Introduce film by tellingchildren that Oscar has a birthday and can't count to five. His friends help him learn to dothis.
Related Activities - using anything that can- 1. Counting and enumerating activities be counted.
Interest Level - Pre- reading and readingreadiness.
SEGMENT 2 -
Description - Gordon sets up 3 groupsof 4 objects each, asking the vic,wer to find the one objectthat does not fit the class and explain why. t;_c:,tions exist on the last set-up; orange, apple, pear,baseball.
General Objective - The child can deal with objectsand events in terms of certain conL,pt,.: of order, classification andrelationship; he can apply certain basic conducive to effact..ve reasoning skills; and he possesses certain attitudes inquiry and problem solving.
Specific Objectives - Given four objects, three ofwhich have an attribute in common, the child can sort out the inappropriateobject on the basis of: size, number, and function.
The child can verbalize thebasis for grouping and sorting.
Necessary Pre-teaching - Exposure to numbers, size andclassification of categories such as: clothing, fruits, toys, people.
Related Activities - LottoDLM classification 1. Teach a "pair of" (number concept); cards, all forms of classification andsize; differences (expansion from simple to sophisticated -fruits and objects to fruits and vegetable.) 2. Sensory - a. olfactory b. weights c. tactile d. kinesthetic e. gustatory opposites: i.e., smel 3. Also related activities for reinforcing no smell, heavy-light,rough-smooth, fast-slow, sweet-sour. according to verbs: What we eat- 4. Category booklets - developed ride, smell, etc. Description - Jennifer and waman walk through a vegetable garden. They gather corn, beets, carrots, and tomatoes that are _;rowing. They are shown washing the vegetables and preparing them for lunch.
General Objective - The child's conception of the physical, world should include general information about natural phenomena, both near and distant; about cerceie processes which occur in nature; about certain interdependencies which relate various natural phenomena; and about the ways in which mar explores and exploits the natural world.
SpecificObjecti-cts - The child can classify a group of objecL, as plants althoi :h they differ in size, shape and appearance.
The child can tell that plants are living things, and that they require sun and water to grow and live.
The -'wild can name some plants that are grown and eaten by man.
Uses - This segment may be used for motivation for: planting a garden, for learning about plant life, teachina, vegetable vocabulary, reinforcemen:- and review. It is useful with all age levels.
Necessary_Pre-teaching - Familiarity with vegeta-des conc.l_rned in film.
Related Activities and Materials -- 1. Planting a garden. 2. Cooking and eating vegetables. 3. Distinguishing between real and fake food. 4. Comparison of food in its natural state with food in its prepared state. 5. Popping corn. 6. -"Mr. Potato Head". 7. Comparison of colors, shapes and sizes of fruit.
SEGMENT 4
Description - James Earl Jones recites the alphabet as each letter appenrs on the screen.
General Objective - The child can recognize such basic symbols as letters, numbers, and goemetric forms, and can perform rudimentary operations with these symhot,.
Specific Objectives - Given a verbal label for certain letters the child can select the appropriate letter from a set of printed letters.
Given a printed letter tho child canprovide the verbal label.
-20- ric s of: words presentedorally, all beginning with the pick another same letter, thechild can make up another word or word starting with the sameletter.
The child can recitethe alphabet.
Uses review of the This segment may beused as an introduction to or reading. alphabet or as a practiceexercise in speech/speech
SEGMENT 5
This is followA 1)), Description - Susan draws aface on the window pane. "Funny Face" film.
General Objective - include general The child's conception ofthe physical world should distant; about cert,in information about naturalphenomena, both near and whic processes which occurin nature; about certain interdependencies and about the wyas inwhich man cxpl relate various naturalphenomena; and exploits the naturalworld.
Specific Objectives - although The child can classify a groupof objects as animals they vary in size, shape,and appearance. and that they The child can tell thatanimals are living things, need food and water to growand live.
homes. The child can associatecertain animals with their and label such parts ofthe Body Percepts. The child can identify body as the elbow, knee,lips and tongue.
Uses part of a Can be used asidentification of facial features or as unit on animals.
Necessary Pre-teaching - Introduction to facialfeatures.
Related Activities - Have chit ireu imit;.tethe monkeys. I. (Also see activities on 2. Look in airrors andmake funny face. "Head to Toe Puzzle"frames). 3. Use other jigsaw puzzles. SESAME STREET MINI SHOW #6
Length - 17:39 Number of Segments - 4
General Description - The four segments found in this showdeal with development of the concept 4, two classification exercises, one in chart form and one done by Buddy and Jim, and an environmental film showing ask! of rectangular forms in our surroundings.
SEGMENT I
Description - The concept 4 is developed through number animations and
through practical application - i.e., a chair is,not useful unless it ha!:. 4 legs; a wagon does not work unless ithas 4 wheels.
General Objective - The child can recognize such basic symbols as letters, numbers, and geometric forms, and can perform rudimentary operationswith these symbols.
Specific Objectives - Matching - Given a printed numeral the child can select the identical numeral from a set of printed numerals.
Recognition - Given the verbal label for a num.)ral, the child can select the appropriate numeral from a set of printed numerals.
Labelling - Given a printed numeral the child can provide the verbal label.
Recitation - a. The child can recite the numbers from 1 to 10. b. Given a starting point under ten the child can count fromthat number to any given higher number up to ten.
The child can recognize that the last number reached in counting is the total number in the set.
The child can perform the appropriate operations needed tobalance an equation.
Conservation of Number - The child can match sets of equalnumbers regardless of configuration.
Numeral/Number Correspondence - The child can assign the correct numeral to sets of differing numbers.
Uses - This segment is useful as motivation at pre-school level or asteaching or reinforcement and review atprimary levels.
Related Activities - Teaching language concepts - what's missing? What did you see? - "What's Missing" dittos for a reading group would be good. Description - Susan stands by periaktoishowing four checks, curlicues, and letters G and 7 as she sings"One of These Things..." Time is give for the viewer to select the objectthat is different before confirmation is given.
General Objective - The child can deal with objects and eventsin terms of certain concepts of order, classificationand relationship;he can apply certain basic reasoning skills.
Specific Objectives - Given four objects, three of whichhave an attribute in common, the child can sort out the inappropriate object onthe basis of size and and a basic form. form; also to distinguish between a freeform
Uses - This segment may be used for motivation,teaching for reading readi-u:3s and reinforcement and review forcategorizing.
Necessary Pre-teaching - Basic categorizing using simpleforms. Optional: Exposure to letter forms.
Related Activities - charts with three similar free form:. 1. Have children make their own and one different one. form to look like others. 2. Have children complete different picture out of a 3. Children are given the opportunity to make a free form using paints, magicmarkers or clay.
SEGMENT 3
round and Description - Buddy and Jim buyround and square windows to fit This is an action square holes, but areunsuccessful in their attempts. version of a formboard and ismotivational for the child since he can succeed where Buddy and Jim cannot.
General Objective - The child can deal with objectsand events in terms of certain concepts of order, classificationand relationship; he can apply certain basic conducive to effective reasoning skills; and he possesses certain attitudes inquiry and problem solving.
Specific Objectives - The child can match a given object orpicture to one of a varied set of objects or pictureswhich is similar in form, size, orposliloa.
The child can suggest multiplesolutions to simple problems.
Persistence - The child persists in hisefforts to solve problems and understands events despite earlyfailures.
-23- Uses - This segment may beused for motivation for pre-reading groups, a3 teaching with older andslower groups and for reinforcement and review.
Related Activities - holes, apartment windows, etc. 1. Different kinds of windows, port 2. Trip through schoolbuilding.
SEGMENT 4
Description - Bob and Carloslook for rectangles in he buildings on Sesame Street and introduce afilm of rectangles in urban andrural environment.
General Objective - and The child can recognize suchbasic symbols as letters, numbers, geometric forms, and can performrudimentary operations with these symbols.
Specific Objectives - child Given the verbal label,"circle", "square", or "triangle", the can select the appropriatedrawing, cut-out or object from a set.
The child can identify someof the different types of buildings which serve as family homes,schools and stores.
The child can identify some of thematerials used in buildings, such as bricks, wood, and concrete.
dams, The child can identify asman-made such structures as bridges, streets, and roads.
To recognize and findrectangles in his environment.
Uses - teaching Useful as a motivation forpreschool and early primary groups, and design, for older children inrelation to math concepts of structure and for reinforcement andreview.
Related Activities - classroom, outside of school. 1. Find rectangles in the clay, straw, marches, rods, etc. 2. Make rectangles with paper, ti magazine pictures, etc. 3. Find rectangles in printed matter - blocks. 4. Use blocks, templates, parquetry
-24- SESAME STREET MINI SHOW#7
Number of Segments - 4 Length - 11:44 1 on letters A E. B, General Description -This show contains 4 segments, of a tomato and one on the alphabet. There is also a filmed close-up and a classificationproblem presented humorously.
SEGMENT 1
the alphabet. Cartoons Description - ReinforcingAa and Bb and a review of the alphabet and the ere interrelated with apuppet episode to present letters A and B.
General Objective - numbers, and The child can recognizesuch basic symbols as letters, with these symbols. geometric forms, and canperform rudimentary operations
Specific Objectives - numbers, the child Given a set of symbols,either all letters or all in counting. knows whether thosesymbols are used in reading or letter Given a printed letter thechild can select the identical from a set of printed letters. other case version Given a printed letter thechild can select its from a set of printedletters. select the Given ' verbal label forcertain letters the child can appropriate letter from a setof printed letters.
the verbal label. Given a printed letterthe child can provide with the Given a series of wordspresented orally, all beginning word or pick another same letter, thechild can make up another word starting with the sameletter. pictures or Given a spoken letter thechild can select a set of objects beginning withthat letter.
The child can recite thealphabet.
Uses - film ;et This may be used formotivation for a pre-reading group and review entertainment only, beginnerreading, or as reinforcement for a reading group.
-25- Necessary Pre- teachiM - Introduce vocabulary for reading grouponly - selected for level of interest and ability of reach group. Ex., ape, butterfly.
Related Activities - 1. Fish for alphabet with magnetsin the classroom.
SEGMENT 2
Description - Gordon and Susan examinetheir hands with a magnifying glass and then ask the audience to guesswhat is being photographed in the film sequence that follows. At the conclusion, it is found to lye a tomato.
General Objective - The child can deal with objectsand events in terms of certain concepts of order, classificationand relationship; he can apply certain basic reasoningskills; and he possesses certainattitudes conducive to effective inquiryand problem solving.
Specific Objectives - The child can structure partsinto a meaningful whole.
Uses - This segment has applicationfor science and social studies as veil as general interestfor children at all levels ofinstruction.
Necessary Pre-teaching - Experience with magnifying glass.
Related Activities - magnifying glass and a variety of 1. Set up a science table with a examine. objects. Invite the children to bring materials to 2. Relate magnifying glass to microscope andtelescope. what they see - relate to form 3. Encourage older children to draw and design in art activities. .
SEGMENT 3
Description - James Earl Jones recitesthe alphabet as each letter appe:vra on screen.
General Objective - The child can deal with objects and eventsin terms of certain ancepts basic of order, classification vadrelationship; he can apply certain effective reasoning skills; and he possessescertain attitudes conducive to inquiry and problem solving. Specific Objectives - The child can recitethe alphabet.
Uses - speech reading Pre- reading and readingreadiness; use for speech and with reading level.
SEGMENT 4
4 boxes. I spN,re Description - Gordon asksErnie to put 4 spheres into of balloon- (a balloon) is too large. Problem solution - air let out Cookie Monster solution - Ernie tries same situation onCookie Monster. bites and breaks balloon.
General Objective - of certain concepts The child can deal withobjects and events in terms and relationship; he canapply certain basic of order, classification effective reasoning skills; and he possessescertain attitudes conducive to inquiry and problem solving.
Specific Objectives - in common. The Given four objects, threeof which have an attribute of: child can sort out theinappropriate_ object on the basis -Size: Height, length -Form: Circular, square, triangular -Function: To ride in, to eat, etc. -Class: Vehicles, animals problems. The child can suggestmultiple solutions to simple
Uses - Useful for all ages, depending uponintended purpose. IstReryEre-tenchiag (blow up to different Familiarity with balloon;experiment with balloon sizes, let air out,break).
Related Activities - 1. Air: blowing up balloons, let air out. into different sizedboxes. 2. Blow up balloons and fit into different sizedboxes (contsiners). 3. Pit 3-dimensional objects of inflated vs. deflatedballoon. 4. Follow through on science Follow through on measurements. S. fit better in a Related problem solvingactivities (does an apple 6. fit in a small hox bottle or a box; longpiece of wire does not environmental but if it is coiled, itdoes. This is associated with flexibility. can chant e theshape of an ,)blect, 7. Relate idea that even though one qualities remain the sam Clothing, strIng, wire, its quantitative larger than size paper, thumb tacksand paper clips (tacks os. square fit into ivx). of a box, but when tacks areremoved from square, they
-27-. 1
SESAME STME MINI S3OW #8
Length - 18:45 Number of Segments - 5
General Description - The segmentsin mini show 1/8 deal with a problee solving activity which includes a#9 commercial; 2 environmental file. "over", "through", and on machines; alanguage arts development of "around"; and a magnified examination ofskin.
SEGMENT 1
Description - Gordon, teaching#9, builds stairs with 9 boxes and belle; walls with 9 boxes. Two number 9 animations are included.
General Objective- The child can recognize suchbasic symbols as letters, numbers.. ze:. geometric forms, and can performrudimentary operations eith these sereie
Sperifkctjectives - Given a printed numere3 the ch!dd canselect the identical print numeral from a set.
Given a spoken numeral between 1 and10 the child can select thn appropriate numeral from a set of printednumerals.
Given a erinted numeral between 1and 10 the child can provide the verbal label.
Given two unequal sets of objects eachcontaining up to five members the child can select a set that containsthe number requested by. the examiner.
Given a set of objects the child candefine a subset containing lap to 10 items.
The child can count to 10.
The child can suggest multiplesolutions to simple problems.
The child can recognize that the lastnumber reached in counting the total number in the set.
The child can perform the appropriate operationsneeded to balaL-e: u equation.
Conservation of Number - The child canmatch sets of equal number gardless of configuration.
Numeral/Number Correspondence - The child can assignthe correct eral to sets of differing numbers.
-28- Uses teaching at preschool, This segment may beused as motivation; reinforcement and review. news and primarylevels; and for
Necessary Pre-teachin_a - Courting concepts andenumerating to nine.
SEGMENT 2
magnet with variousiron Description - Gordondemonstrates the use of a of a magnetic cranepicking up large materials. This precedes a film scraps ofmaterials.
General Objective - of the physicalworld-should include general The child's conception certain natural phenomena, both nearand distant; about information about interdependencies which processes which occurin nature: about certain phenomena; and about the waysin which me,: explores relate various natural and exploits thenatural world.
Specific Objectives - trucks, buses, airplanes.anj The child cantdentify automobilaz., used. boats, and can tellwhere and how each is a hammer and saw,and The child canidentify such common tools as can tell howeach is used. such as refrigerator,recol-d The child canidentify basic appliances is used. player, and stove,and can tell ho;: each
Uses - learn about magnets or es This segment may beused as motivation to machines. rt can siso teaching device to learnabout- magnets and large all levels of teachinv used for reinforcementand review and useful at
Related Activities - they work (refer toscience.kit). 1. Examine magnets and how noises made bymachines_and by the 2. Discriminate and classify things it drops. and light mecale,sdrallkand large 3. Categorize machines heavy Vari0,2 irons and objects magnets. Science kit using magnets, that cannot bepicked up by magnet.
SEGMENT 3
"Follow the Leader"exempli'. - Childrenplaying a game of Description words "over", "through'. their actions themeaning of the relational "around".
-29- General Objective - The child can deal with objects nnj evere=ein ,erm e' order, ciassifieation sad reletionship:he can apply certain basic reasoning skills; and he possesses certeinattitudes conducive to effective inquiry, lad problem solving.
Specific Obiectives - Positional Relationships Ex. Under, over, on t: of. helo above, beneath, etc.
Uses It is useful as motivation >sor preschoolchildren, or as a teachine device in a language arts group.
Necessary Pre - teaching - The children should be acquainted withthe words over, through, a-Q around if it is to be used as a language artslesson.
Related Activities - classroom, using the 3 words. l. Play follow the leader in the Let children take zerns at designing theproblems. 2. Construct paper mazes making use of thewords. How do you 3. Set up problems fox appropriate useof terms: Ex. string Scads? How do flu crose a stream?
SEGMENT 4
Descrintion - Susan and Gordon examine theirhands under a magnifying and then ask the viewer to guess what Iamapnified in the following 1:!:.1, It is a child's bans.
General Objective The child can deal with objects and eventsin tame of certain ccee,:iete of order, classification and relationship;he can apply certain basic skills, and he possesses aertain attitudesconducive to affective. inene,, :foe problem solvi4g.
Specific Objectives - The child can structure parts into a meaningfulwhole.
Uses - This segment has application for science andSOC',111 studies as "e .1 general interest for children at oil ieeels ofinst.:rue:ion.
Necessary Pre-teachias., - Experience with magnifying glass.
-30-- Related Activities 7,. Set up a science tablewith a ;:)agnifviug !4- 1. materials to examine. objects. Invite the chilt.fen to bring microscope and telescope. 2. Relate magnifying glass to draw what they see. Relate te 3. Encourage older children to and design in artactivities.
SEGMENT 5
Gordon, Bob, Susan and achild .ratch a constructionshovel Description transporting dirt fror. The film shows thedigger pic kiny. up and at work. operat.2d by woTker. ground to truck and the meansby wich the machine is
General vbiective - shoeld include general The child's conceptionat tae physical world oistani; about ceetee information about the naturalphenomena, both near and which re- processes which occurin nature; about certain interdependencies and about the ways in which manexplores late various naturalphenomena; and exploits the aacuralworld.
Specific Objectives airplanes, an-` The child can identifyautomobiles, trucks, buses, boats, and can tell whereand how each Is used. hammer and saw, ano k3!: The child can identifysuch common tool s as a tell where and how eachis used. refrigerator, recce, The child can identifybasLc appliances such as player, and stove, and cantell how each is used.
Uses inmetee This segment may be used asmotivation for a field trip or digger nachine works. It - to a unit or as ateaching device on how a ful for all levels ofteaching.
Related Activities different kinds, uses, machinesmake noieee. l. Discuss machines - Relate sounds to proper source. 2. Categorize machines. 3. Imaginary play withmachines. site machines. 4. Visit a building and note attached salad serves tosimulate the 5. Dig wick ice tongs or digging action observedin the film. actions of the body aresimilar to 6. What parts of the body or machines? Pantomime. cars, trucks, cranes,bulldozer, etc. 7. Have students bring toy Refer to 2 and 3 above.
-31- SESAME STREET MINISHOW 119
Number of Segments 4 Length - 11:12 sequencing activity,a' General Description -Mini Show #9 prevents a of a tire tread, afilm exploring many means magnified examination letter "T". transportation, and a groupof animations of the
Captions - train, tractor,toys, TV, turtle.
SEGMENT 1
during s lunc,1 has 4 photographsof Susan and himself Description - Gordon and to jusi;fy is'asked to arrange themin the correct order period. A child his arrangement.
General Objective - with objects and eventsin terms of certain concepts The child can deal basic reasotl and relationship;he can apply certain of order, classification conducive to effectiveingutry jag skills; and he possessescertain attitudes and problem solving.
Specific Objectives - latest of four eventsin a 1%ically Given pictures ofthe earliest and insert pictures ofthe inte-x.ed.ate ordered temporal seaence,the child can events in their prolerorder.
Uses - for reading group, Useful for readiness groupsand reinforcement
Necessary Pre-teaching - Experience with sequencingevents.
Related Activities andMaterials - photographs of childreninvolved in sequenced l. Take Polaroid peeling banana, eic. ties - e.g., making acake, pudding, etc., order. Have child placethem in appropriate sequence -underwear to outerwe-r. 2. Dressing a doll in correct small to large incorrect sequence. 3. Ordering objects from
Related Aaterials - Sequence Cards, Kit inKeg, :4, ,4:..: Use related materialssuch as DUI - Development Kit LevelP, Montessori cylin- Boxes, Maniken,-Peabody Language ders, Ideal SizeFormboards. SEGMENT 2
may.ifying - Gordon and Susan examinetheir hands under a Description what t: ,e object is inthe follow-1.8 and then invitethe viewer to e.etermine be a tire. film. The film reveals it to
General Objective with objects and eventsin terms of certain coL.epcs The child can deal basic 1-31on- classification and relationship;he can apply certain of order, atcitv.les conducive toeffectiv, ing skills; and hepossesses certain and problem solving.
Specific Objectives - meaningful whole. The child can structureparts into a
Uses - and social studies, a: This segment hasapplication for science of interaction. general interest forchildren at all levels Aesessaajlin - Experience with magnifyingglass.
Related Activities - table with a magnifyingglass and a variety it I. Set up a science to examine. objects; invite thechildren to bring materials to microscopeand telescope. 2. Relate magnifying glass form children to draw whatthey see - relate to 3. Encourage older and design in artactivities.
SEGMENT 3
different cape while Gordon and child sit onsteps and try on Description The film shows a bo.v ,a pretending to drivedifferent types of vehicles. Fast paced. train, cars,bicycles, and an airplane.
General Objective - should include gene ,-,;- The child's conceptionof the physical world near and distant;about cer...:n information aboutnatural phenomena, both certain interdependencieswhich processes which occurin nature; about about the ways inwhich man ex; or,s relate variousnatural phenomena; and and exploits thenatural world.
Specific Objectives trucks, buses, airplanes,one. The child canidentify automobiles, boats, and can tellwhere and how each isused. v> n such common tools as ahammer and saw, The child can identify tell how each is used. such as refrigerator,re -.c: The child canidentify basic appliances player, and stove, and cantell how each is used.
-33- Uses - This segment may be used as an introduction to a field trip or az a unit on transportation, or it may be used asreinforcement or review. It is useful for all levels of teaching from pre-school through middle school.
Related Activities - 1. Visit airport, bus station, train terminal or any other area of transportation interest. 2. Make paper caps for each driver of the transportation. 3. Have the children construct cars, boats, planes from blocks, boxes, tagboard and other materials in the playroom. 4. Create booklets on different types of transportation - relate to their use (i.e., What would we find in a transport truck? How would a 1/2 ton truck be used?).
SEGMENT 4
Description - 3 cartoon presentations of words beginning with T.
General Objective - The child can recognize such basic symbols as letters, numbers, and geometric forms, and can perform rudimentary operations with these symbols.
Specific Objectives - Given a set of symbols, either all letters or all numbers, the ch&I knows whether these symbols are used in reading or in counting.
Given a printed letter, the child can select the identical letter frbm a set ofprinted letters.
Given a printed letter the child can select its other case version from a set of printed letters.
Given a verbal lable for certain letters the child can select the ap- propriate letter from a set of printed letters.
Given a printed letter the child can provide the verbal label.
Given a seriea of words presented orally, all beginning with the same letter, the child can make up another word or pick another word starting with the same letter.
Uses - This segment is useful as motivation for teaching verbal and writte.1 E, teaching initial sound T, as reinforcement and review of T words; applicaYle to readiness and beginning reading groups. 1225"siaTli---ISre-teachinFami" arity with letters.
Related Activities - 1. List familiar words that beginwith T. 2. Recognition of T in initial, medial, final positionin words. Example: In the word "train", the "t" may be colorcoded in red while the rest of the word "rain",could be color coded £L1 green. (t) in 3. Differentiating sound with voice (d) and no voice production. 4. Make pictures from many 'I's. sound from drawing, magazi,of;, 5. Make picture books of words with T etc. SESAME STREET MINI SNOW#10
Number of Segments - 4 Length - 15:10 dealing with form recogn!ti:III: General Description -This show has 4 segments environmental sounds: zoofilms of lions, giraffes, and identification of environmental sounds, this time usu-Ir rhinos: and a rerunof the segment on captions. sawing, a man whistling Captions - Trair cat, fire engine, a man
SEGMENT 1
triangle and a square Description - This is acomputerized animation of a differences. which emphasizes theirphysical and functional
General oolit5ILtm - such basic symbols asletters, numbers, and The child can recognize with these symbols. geometric forms, and canperform rudimentary operations
Specific Objectives - "triangle", the child Given the verballabel, "circle", "square", or cut-out or object from a set. can selectthe appropriate drawing,
Uses - from preschool in terms This segment hasapplication at many levels primary grades and even juniorhigh as a teaching device. of motivation thru
Necessary Pre-teaching. It is suggested thatthe Familiarity with atriangle and a square. would wish to introdane teacher view this segmentbefore determining how she it to her group.
Related Activities - of forms in everydaysurroundings. 1. Identifying functional use flexibility vs. stability witholder children. 2. Develop concept of rubberband pictures using souaresand triangles. 3. Using pegboards, make
SEGMENT 2 and 4
When he is out walking, Description - Julio has apair of "magic" glasses. sounds he hears. This device these glasses help himfind the source of the time for viewer response. In segment 2, the sounds arc permits a period of In segment 4, captioning repeated a 2nd timefor the benefit of theviewer. first identifies the sourceof sound. The captions do appears when Julio opportunity the second presentation. This allows the teacher an not appear on phrase which cues she hasconstructed. for children to selectthe correct word or -ecea. of csatair The child can deal withobjects and events in terms and relationship: he canapple certain basic E., of order, classification effective soning skills: and he possessescertain attitudes conducive to inquiry and problemsolving.
Specific Objectives - given Segment 2 - SoundIdentification. The child can associate sounds with familiarobjects or animals.
Segment 4 - SoundIdentification. The child can associate given sounds with familiar objects oranimals, and to associate the printed name with the sourcesof sound.
Uses - review This may be used as motivation,teaching or reinforcement and at preschool andprimary levels.
Necessary Pre- teaching - liste aed The teacher will need toexplain that the children are to also have identify sounds they hear onthe tape. The "magic" glasses might to be explained.
Related Activities - activities, association activities,wt Any auditory discrimination sounds might be approriace. field trips which callattention to environmental
SEGMENT3
other mini shows. They are Description - These 3films appear separately in them in a different butted together here inorder for the teacher to use trying ti' The first film about lions presentsa family of lions context. shows a group of giraffes settle down to rest: the second about giraffes pair of rhinos and their movements, andthe third about rhinos shows a displaying affection for oneanother.
GeneralObjective - should include general The child's conceptionof the physical world distant: about certain information about naturalphenomena, both near and which processes which occurin nature; about certain interdependencies and about the ways inwhich man explores relate various naturalphenomena: natural world. and exploits that individuals in terms The child can identifyhimself and other familiar forms and functions characteristics. He is familiar with of role-defining from of institutions which he mayencounter. He comes to see situations the necessity for certainsocial more than one pointof view, begins to see play. rules, particularly thoseinsuring justice and fair
Specific Objectives - animals although thn- The child can classify agroup of objects as may vary in size,shape, and appearance. and that they at:cc; The child can tell thatanimals are living things, food and water to grow andlive.
their homes. The child car associatecertain animals with
-37- 4_11t. claim,: az cort..aln roles from the family, neighborhood, city or town, the child can enumerate appropriate resposibilities.
Uses Grouped in this manner, the segment may be used as part of a unit on zoo animals or a unit about animals and their natural habitats. It would be useful for preschool, primary, and middle school classes.
Necessary Pre - teaching - Familiarity with the animals photographed in the segment.
Related Activities - 1. Trip to a zoo 2. Use of other visual aids such as "Animal Box". 3. Construction of clay or paper mache animals. 4. Relate animals to their natural homes through an enlarged mats. 5. Study of movement, and eating, living habits of animals.
SEGMENT 4 (See Segment 2) SESAME STREET MINISHOW 011
Number of Segments - 4 Length - 15:00 dough, pie pan, cookedapples, Captions - Butter,flour, eggs, mixing, oven, frosting. This show contains segmentswhich develop the General Description - introduces a Buddy and concept 6, provide aclassification exercise, activity, and provides anexpository film of a Jim problem solving commercial bakery.
SEGMENT].
his toes (6 on eachfoot. Description - The film openswith Big Bird counting developing the conceptof 6, This introduces twoanimated cartoons
General Objective - such basic symbols asletters, numbers, and The child can recognize operations with thesesymbols. geometric forms, and canperform rudimentary
Specific Objectives - 10, the child canselect the Given a spokennumeral between 1 and appropriate numeral from aset of printednumerals. child can provide Given a printed numeralbetween 1 and 10, the the verbal label. to five members Given two unequal setsof objects each containing up the number requestedby the the child can select aset that contains examiner. define a subset containing Given a set ofobjects the child can up to 10.
The child can count to10.
Uses* - teaching or reinforcementand This segment isuseful as motivation, The jazz cartoon isbest for review for preschooland readiness levels. review because of its paceand strong rhythm.
Related Activities - recognition of numbers,manipalaticn Anything with counting,sets of six, of items of six.
Related Materials - For example, 3-Drepresentations of numbern. Any materials to count. Toys, "Sets andNuT4bers' dominos, "Seeing ThroughArithmetic" series, Guidance form ESS. Kindergarten (authorSupps), attribute games SEGMENT 2
Description - Susan standsbeside 2 flannel boards and sings a song, with "Here is a new game you car.play". She shows 2 flannel boards, one Susan attempts to have 3 fruit, the other with amixture of objects. allowed audience choose which objectbelongs with the fruits; time is letter F completes the segment. for viewer response. A cartoon of the ese of
General Obiscqte of certain cencepts The child can deal withobjects and events in terms apply certain bas.c of order, classificationand relationship; he can reasoning skills; and he possessescertain attitudes conducive to effective inquiry and problemsolving.
Specific Objectives - the Given four objects, threeof which have an attribute in common, of: child can sort out theinappropriate object on the basis -Size: Height, Lngth -Form: Circular, square, triangular -Function: To ride in, to eat, etc. -Class: Vehicles, animals
To recognize F in initialposition.
Uses - is also go6d This segment is usefulfor teaching, categorization and for reinforcement and review.
Necessary Pre-teaching - of fruits. Some experiences in categorizationand exposure to names
Related Activities - different categories, cutting outpictures 1. Use a double chart with and classifying them accordingto a category. Classification Game. 2. lnstructo Activity Kit - For example, using an Use objects that permitchange of class. 3. triangles, assortment of red, blue andyellow circles, squares and usfrig the classes can be made on the basisof size. color, and form same objects.
SEGMENT 3
which Budily Description - This is ahumorous problem solving situation in They have and Jim attempt to make a peanutbutter and jelly sandwich. difficulty getting the contents onthe inside of the sandwich. General Objective - in terms of certain The child can dealwith objects and events classification and relationship;he can apply concepts of order, he possesses certainattitudes certain basicreasoning skills; and solving. conducive to effectiveinquiry and problem
Specific Objectives - probable consequent events. Given a situationthe child can infer simp..e problem, thechild Given a set ofsuggested solutions to a complete, or efficient. can selectthe most relevant, his efforts to solveproblons Persistence: The child persists in despite early failures. and understand events Under, over, on topof, below, above, Positional Relationships. beneath, etc. situations it The child recognizesthat in certain Cooperation. work together toward is beneficial for two ormore individuals to a commongoal. verbal command. To place an object onthe "inside" on printed or
Uses - olds and up. Level of This is useful as ateaching device for 3 yr. involved. response may beadjusted to the age group
Related Activities andMaterials - materials to teachlanguage principle of I. Use the following "Nested Boxes", MerrillPalmer, "inside", "Kitty-in-the-Keg", Pink Tower. 2. See Appendix A
SEGMENT 4
introduced by Susanand a child. Description - A filmtrip to the bakery is make a pie. The ingredients A little boy imaginesthat he helps the baker are captioned aseach item is introduced.
General2hjective - other familiarindividuals in terms The child canidentify himself and He is familiar withforms and functions of role-definingcharacteristics. situations from he may encounter. He comes to see of institutions which necessity for certain point of view and beginsto see the more than one and fair play. social rules, particularlythose insuring justice
-41- Specific Objectives - Given the names of certain rolesfrom the family, neighborhood, or town, the child canenumerate appropriate responsibilities.
Inferring Antecedent Events. The child can suggest events which may have led up to a situation.
Inferring Consequent rvents. The child can predict future out.cenes that may result from e situation.
Generating Explanations and Solutions. Given a familiar problm, the child can provide adequate explanationsand solutions to that arrAllem.
Evaluating Explanationo and Solutions. Given several possible explanations or solutions to a problem the child canevaluate these solutions in reality (trial and error) and in hismind (pretesting). When presented with alternative aolutiots,he can select the best one.
Uses - This segment is useful as motivation for a unit on afield trip; as a teaching device either in social studies or inlanguage for development of the concepts where, how, etc.; or as reinforcementand review of a unit. Its application may extend into themiddle grades.
Necessary Pre-teschily. - Familiarity with baking equipment and ingredients.Vocabulary captioned are flour, butter, eggs, mixing, dough,pie pan, cooked applca, oven, frosting.
Related Activities - 1. Bake in school. 2. Sequencing teacher made pictures. 3. Field trips to school kitchen, bakery, etc. 4. Vocabulary lints for baking. 5. Tie in with time unit. 6. Opportunity for hot and cold differentiation. SESAME STREET MINISHOW #12
Number of Segments -5 Length - 18:24 of this showdevelops the csis,vr General Description -The first segment Jim This is followedby a Buddy and of 2 as it isrelated to pairs. playing, and a segment seesawing, afilmed segment of apes segment on The final segmentdefines and seeks the form and useof the letter E. everyday surroundings. out triangles asthey exist in
SEGMENT 1
in number of birdsand animals filmed This film presents a pair. Description - of developingthe concept of a pairs and wasdesigned for the purpose
General Objective - numbers, and recognize such basicsymbols as letters, The child can symbols. rudimentary operationswith these geometric forms,and can perform
Specific Objectives To identifysets of 2
Uses - motivation, teaching orreinforcement This segment maybe used as It also children for identifyingsets of 2. for preschool of the concept and review animals or forthe development hasapplication-for-units_on children in theprimary grades. "pair" for
Related Activities - experience in available in classroomto provide 1. Use materials counting sets of2. establish what such as 3 shoes or3 socks, to 2. Use 3 items, constitutes a pair. in Mini Show 1 -Segment 2; Refer to numbersegments found 3. Mini Show 16 -Segment 3; Mini Mini Show 13 -Segment 2; Show 18 - Segment5.
SEGMENT 2
the principle have greatdifficulty discovering Description -Buddy and Jim viewer response. Their paceallows time for by which a see-sawoperates.
General Objective - and events in termsof certain The chat.. candeal with objects he can applycertain and relationship; concepts oforder, classification conducive and he possessescertain attitudes basic reasoningskills; inquiry and problemsolving. to effective
Specific Objectives - infer probableantecedent event.:.. Given a situation,the child can events. child can inferprobable consequent Given asituation, the -43- Given two or more events which are caesallyrelated, Ale ,'1:1! place them in their appropriate causal order.
The child can suggest multiple solutions to simpl,- problems.
Given a set of suggested solutions to a simpleproblem, the child can select the most relevant, complete, orefficien'.
Persistence - The chile persists in his etTorts to solve problems and understands events despite, early failures.
Reaction to lack of knowledge - The child exhibits no undue frustr,i- tion or embarrassment when be must admit to a reasonablelack of knowledge or when he must ask questions.
Impulse control - The child understands that reflection and planni:Ig may pay off where premature problemattack will not.
Develop sense of humor in humorous situations. Humor in terms of: inconsistent responses, incorrect responses, irony.
To promote language oriented success situations with classparticipation.
Uses - This segment may be used to stimulate child to solve problems or as a teaching device for specificproblem situations.
Related Activities - 1. Picture completion. 2. Absurdities in pictures. 3. What parts go with the whole (car and table cut in half: whit'. half goes with the other) 4. Dramatizing - sweeping with broom upside dova, fill a glass which is upside down, putting hat on your foot. 5. See Appendix A.
SEGMENT 3
Description - This film shows apes en6aged in play in their environment either with one another or with swings, water, etc.
General Objective - The child's conception of the physical world should includegeneral information about natural phenomena, both near and distant; about certain processes which occur in nature; about certain interdependenel_., which relate various natural phenomena; and about the ways in which man explores and exploits the natural world.
Specific Objectives The child can classify a group of objects as animals although they vary in size, shape, and appearance.
The child can tell that animals are living things, and that they need food and water to grow and live.
The child can associate certain animals withtheir homes. Uses - This segment may be used as anintroduction or as an integral par-, viewing or of a unit on animals. It may also be used for pleasureable for social interaction with aclass.
Related Activities - 1. Have children play act monkeys. 2. Related music activity. 3. Bulletin board and art activities. 4. Have children make monkey faces inmirror.
SEGMENT 4
Description - This animated sequenceof letter Ee with soundtrack of initial and medial -6 is introduced byGordon describing the shape of E and finding, it in existing structures onSesame Street.
General Objective - The child can recognize such basicsymbols as letters, numbers, and geometric forms, and can performrudimentary operations with these symbol::.
Specific Objectives - Given a printed letter the child canselect the identical letter from a set of printed letters.
Given a printed letter the child canselect its other case version from a set of printed letters.
To associate sound e withprinted E or e.
Uses - This segment may be used as exposure toreadines, groups or as a teaching device for children in reading groups.
Related Activities - See all activities written for"I" in Mini Show 4, Segment 2.
SEGMENT 5
Description - Bob and Gordonshow a variety of triangles and point out these that all have 3 sides. They then find a way in which each of triangles are used in the structureof an everyday object.
General. Objective - The child can recognize suchbasic symbols as letters, numbers, and geometric forms, ano canperform rudimentary operations with thesesymbol,.
Specific Objectives - Given a drawing or a cut-outof a circle, square, or triangle, the child can select a matching drawing, cut-out, orobject from a set.
-45- Uses This segment is useful as an introduction to awarenessof triangles, as part of a unit, or as anintroduction to a directed activity. It may be used with preschool, readinessand primary groups.
Necessary Pre-teaching - Awareness of triangular shape.
Related Activities and Materials - 1. Point out all triangles -In room. 2. Paper folding. 1). 3. Tactile discrimination of triangles (feeling gains 4. Memory work - visual and tactile memory game. 5. Flannel board, wood, paint paper, toothpick, pegs, straws may all be used by the children to constructtriangles. However, a child under 4 should notbe expected to draw a triangle. SESAME STREET MINI SHOW *13
Length - 11:50 Number of Segments - 3
Captions - end, eagle, eel, elephant, eat, envelope, ear muff, ear, everybody, eraser, egg.
General Description - The first segment develops the use of t in the initial position using both cartoons and line presentation by Bob. Bob also uses line drawings to describe the growth and hatching of a chick from an egg. The second segment presents Buddy and Jim in one of their slow paced problem solving activities. This time Buddy can't enjoy his soup because he has chosen to use a fork. The final segment is a film of water in many forms - rain, stream, rivers, oceans, etc.
SEGMENT 1
Description - Several E words are presented via cartoons and clay aniwition. , Bob shows several objects in the drugstore that begin with E; earmuffs, egg, 1 envelopes. The development of a chick from an egg is portrayed in dxawings.
General Objective - The child can recognize such basic symbols as letters, numbers, end geometric forms, and can perform rudimentary operations with these symtolo,
Specific Objectives - To teach formation of letter E
To teach different sounds of E
To introduce words with the letter E
Reproduction, Growth, and Development. Given pictures of various k!nds of young, the child can tell what they will be when they grow up.
To teach sequence.
Uses - This may be used as introduction to use of letter E or as part of the unit on the development of E vocabulary.
Necessary Pre-teaching - Same conception of letters
Related Activities - 1. List words beginning with E, making E stand out in a word. 2. Mini poster of pictures of things beginning with E. 3. Find E in different positions in words. 4. Use family on E ending; we, see, me, etc. S. Sequencing picture storics. 6. Dramatization of sequence activities. 7. Field trip to farm 8. Egg in incubator 9. Eggshell gardens 10. Color eggs 11. E written many ways - e, E, etc. 12. Match e card to pictures, some beginning with e and others no': beginning with e. May be used with or without words with the pictures, depending on children's vocabulary, spelling ability, Pcc. 13. See Minishow 4, Segment 3.
SEGMENT 2
Description - Buddy chooses to eat his soup with a fork and is unable to understand Wily he is not enjoying-it as much as Jim who has chosen a spoon. Plenty of time for victver interaction.
General Objective - The child can deal with objects and events in terms of certain co,u,epts or order, classification and relationship; he can apply certain basic -..eAsoning skills; and he possesses certain attitudes conducive to effective inquiry and problem solving.
Specific Objectives - Given a situation the child can infer probable consequent events.
Given a set of suggested solutions to a simple problem, the child can select the most relevant, complete or efficient.
To make associations of two or more things by function.
Uses - This is useful as a motivation for pre-schoolers since the children can see what in wrong. It may also be used as part of a language arts unit to generate verbal explanations with groups of older children.
Necessary Pre-teaching - Be sure the children understand the problem. One device would be to have them transfer a liquid from one container to another using fork and spoon.
Related Activities and Materials - 1. Putting objects together which are functionally related (key with lock). 2. Problem solving situations: choosing appropriate tools (eg. Rive child 2 things - toothbrush and comb - ask him to brush his h.tir: How to rut paper scissors vs. knife.) 3. Further activities with table utensils and different foods. 4. Use DLM Association cards, Motor Expressive Picture Cards (1 & 2), Jumbo Lotto Community Helpers. 5. See Appendix A
-48- SEGMENT 3 1,
impressionisric Description - Water indifferent forms - filmed in an ice, rain, etc.) sequence (lakes,rivers, ocean, waterfall, snow,
General Objective - of the physical worldshould include The child's conception distant; about certein information about naturalphenomena, both near line in nature; about certaininterdependencies which processes which occur in which man explores relate various naturalphenomena; and about the ways and exploits the naturalwords.
Specific Objectives - the weather and activities Weather and Seasons. The child can describe which are associatedwith summer and winter.
Uses - areas such associal This film as applicationto all levels and to many studies, science, language arts.
Necessary Pry.-teachillg - Recommend previewing byteacher.
Related Activities - of -later did you see.. 1. Memory games. Now many different forms 2. Water play. park lakes, beach, etc. 3. rieldtrips to fountains, could be develop d:ripples, waves, dri;%. 3. Reading vocabulary that drop, reflection, river,slow, quiet, rlIshing, plop, blip, puddle, meltllg. raging, gushing, splashing,falling, tukbling, rai-:fg, SESAME STREW) MINI SHOW #14
Length - 17:00 Number of 2mlenrs -5 General11222 - In the first segmentthe children are given an opportunity to find embedded forms in apicture. The second segment deals with environmental sounds, thrthird identifies the uses of wheel the fourth provides a classificationexercise, and the final sewent presents visual inconsistenciesfor identification.
Captions r triangle, rectangle
SEGMENT I
Description - .Jenny and childrenlook at pictures to find Jeffery embeed(e; in them. Animation of - yo ye, follows.
General Oblective - The child can deal with objects and eventsin terms of certain cneeevt of order, classification and relationship; he can apply certain basic conducive to elYe;.. reasoning skills; and he possesses certain atticudes inquiry and problem solving.
Specific Objective - Given a form the child can find its countereartembedded in a picture or drawing.
GLven a printed letter the &Aid canprovide the verbal label.
Uses This is useful either as an introduction or as areinforcement of ti:e form and use of letter Y for preschooland primary children.
Related Activities - See letter "I" activities in MiniShow 4, Segment 3.
SEGMENT 2
Description - Noises in the environment areassociated with object th makes the l'oise - jack hammer, babycrying, male coughing, female sric:cfz car horn, telephoneringing, typewriter: these are presented twice rs that the viewer may respond.
General Obiective The child can deal with objects and eventsin terms of certain eel c., of order, classification andrelationship; he can apply certain basic reasoning skills; and he poeeesses certain attitndesconducive to eie inquiry and problem solving.
Specific Objectives - Sound Identification - The child canassociate given sounds with familiar objects or animals. sses preschool,primary This is useful as anauditory training film for and up as the need occurs.
Related Activities andMaterials - their characteristic sounds. 1. Associating objects with of sounds from child'senvironment. 2. Self made audio tapes individually for each child. 3. Language Master - coded
SEGisiENT 3
the front steps talking Description - Cordonand a child are sitting on wheel as an introduction to about a wagon. The camera focuses in on a wheels in many forms, gears the film "Wheels°. The camt!ra searches out wheels as they have inside a clock, thepotter's wheel as well as in transportation formsthroughout history.
General Obitstiiit - of the physical worldshould include general The child's conception explores and information about naturalphenomena, and about the way man exploits the natural world.
Specific Objectives - The child can identifywheels in man-made objects. wheels regardless of size orspecific use. The child can recognize
The chid can identifydifferent modes of transportation.
_---Uses - motivate a child This may be used as anintroductien to a unit or to teaching device in regard to observe morekeenly. it may be 1.,1.d as a The ..:nee of use extenusfrog: preschool to machines ortransportation. into middle grades orjunior. high.
- Necessnrzii2s1Ei. of "round". The children should befamiliar with the concept:
Related Activities terminals, railroad yards,factories I. Take field trips to air where pulleys, conveyorbelts, etc., are in use. in order to explainthe use of other 2. Use related activities machines such as lever,plane, etc. for example: Look for similaritiesand differences; 3. axle, ball. Things that roll need notbe wheels - pencil, a. wheel-glide, boat, horse. b. Transportation does not need a pictures to reinforce theconcepts: 4. Use other films or Round?" a. captioned filmstrip 'What's b. Sesame Street film on"Round". c. Sesame Street film on"Transportation".
-51.- DescripLion Sosnn stands wit-:1 a olnt !: 4 "One of Tres Things". he viewer is to choose whici. one is correct. Susan verifies the correct formby pointir.g out that a triangle has 3 corners and 3 sides whilerectangle 4 eorncrs and 4 sidc. C:nttc_ triangle and rectangle appear.
General Objective - The child can deal with obieets and ev,Intsin :,=rm of certain col_ of order, classification andrelation,:tin; hn can apply eertatn basis reasoning skills; and he possesses cern-Lain attitudes conducivt: to eft inquiry and problem solving.
Specific Objectives Given four objects, three ofwhich have an attraute in common, child can sort out the inappropriate object onthe basis of: -Size: Height, length -Farm: Circular, square, triangulac -Function: To ride in, to eat, etc, -ClaSs: vehicles, animals
To name forms and to identifycharacterl,,tics of forms.
Uses - This segment is useful for definingthese 2 basic geometric forms anci as a review of matchingactivities nor pres,:hool and primary group.
Necessaajn:yeaching - Gross discrimination of shapes,number concepts 1-5, and exposure to different triangle configurations. Corer and ae). - are- words used in segment.
Related Activities and Materials - Y. Different positions and shapes of triangle. 2. Finding shapes in environmental objects. 3. Finding shapes in pictures. of straws, sticks. 4. Making triangle shapes from different sizes 5. Counting game - making various setsof shapes (1 triangle, 2 circles, etc.). 6. Use film - "What's ilound", "aist'ssquare ", etc. - put out Captioned Films. 7. Use library books, "What Shape isIt?"
SEGMENT 5
91.ssLijation - Sesame Street gang and Jennylook at drawings. comes along with s origjaaldrawings with visual inconsistencies. The group encourages him totake parts of these drawings and re -usethem. Thu resulting drawing is a self portrait.
General 011atjata - The child can deal with objects and eventsin terns of certain concepts of order, classification andrelationship; . he can apply certain basic conducive to effectivo reasoning skills; and he ?obsesses certain attitudes inquiry and problem solving. -52- Given a form the child can find its counterpartembedded in a picture or drawing.
The child can structure parts into ameaningful whole.
Uses - This segment is useful as motivation or asreinforcement and reviut; with preschool and primary children.
Necessary Pre-teachinz - Concept of parts of a whole and acquaintancewith uses of basic environmental objects, a television, a pipe, and a vase,
Related Activities - 1. Describe "What's Wrong" with this picture. Pictures such as a fish sitting in a chair and a boy In afishbowl could be used. 2. Make composite pictures from various parts,i.e., draw a clown, choosing the shapes that compose him from other drawings. SESAME STREET MINI SHOW #15
Length - 14:00 Number of Segments - 4
General Description - The 4 segments in this show are concerned with the form and use of letter 0 in the initial position, counting from 10 cc' (this appears twice) aad the production of milk from the cow to retail store.
Captions - vine, skate, heaven, sticks, hive, floor, sea, shoe, bun.
SEGMENT 1
Description - Jenny and a child watch a skywriter make the letter 0 preceding an 0 cartoon. Captions: open.
General Objective - The child can recognize such basic symbols as letters, numbers, and geometric forms, and can perform rudimentary operations with these symbols.
Specific Objectives - Given a printed letter the child can provide the verbal label.
Uses - This is useful as an introduction or as reinforcement to the form and initial use of letter 0 with preschool and primary children.
Related Activities and Materials - See Mini Show 4, Segment 3, and Mini Show 13, Segment 1.
SEGMENT 2
Description - Bob introduces a sortingactivity using free forms ratner ih:qt geometric forms. The correct responseis identified after viewer respoase. A counting rhyme on 10 Little Greeliesfollows sequencing from 10 to 1. Captions that exist are: vine, skate,heaven, sticks, hive, floor, nea, shoe, bun.
General Objective - The child can recognize such basic symbols as letters, numbersand geometric forms, and can perform rudimentary operations with these symbols.
Specific Objectives - Given four objects, three of which have an attribute in common,Ole child carp sort out the inappropriate object on the basis of: Form: Circular, sqaure, triangular
The child can count to 10.
To use the phrase "One less than" appropriately todiscriminate rhyming words. Uses - Development of sophistication in sorting for primary level.
Necessary Pre-teaching - Familiarization with basic sorting of shapes. Captioned Vocabulary: vine, skate, heaven, sticks, hive, floor, sea, shoe, bun.
10 Little Greeblies And then there were 5; Clinging to a vine 5 Little Greeblies 1 chased a fly Rolling on the floor And then there were 9; 1 bugged a mouse 9 Little Greeblies And then there were 4; Riding on a skate 4 Little Greeblies 1 tried a trick Swimming out to sea And there were 8; 1 forgot how 8 Little Greeblies And then there were 3; Floating on some sticks 2 Little Greeblies 1 started fishing Sitting on a bun And then there were 6; I stayed too long 6 Little Greeblies And there was 1; Staring at a hive 1 Little Greeblie 1 took some honey Standing all alone.
Related Activities - 1. Children can choose a number and expand the braphic representation of that number into a picture. (i.e., a 3 can be the basis of a snowman). 2. Numbers are straight and curved as indicated with colors. For example; 1, 4, 7 - straight 8,3, 0, 6 - curved 2, 5, 9 - 1/2 curved, 1/2 straight 3. Forms using different textures (sandpaper, felt, cotton, etc.) 4. Rhyming the words in the sequence with numbers (i.e., show-two three-tree). 5. Musical chairs. 6. Counting songs. 7. Booklets of forms, rhymes and numbers. 8. Using a phonetic system demonstrate that words spelled differently may sound the same. Example: skate - eight different spelling tf:ree - sea SEGMENT 1
Description - Susan, offering a child a glass of milk, introduces : "Hey Cow" which shows milk production; transportation and packaging to: retail outlets.
General Objective - The child's conception of the physical world should include geners3 information about natural phenomena, both near and distant; about cerLalo processes which occur in nature; about certain interdependencies which relate various natural phenomena; and about the ways in which man explort and exploits the natural world.
Specific Objectives - The child can distinguish the environment and natural life of the city from those of the country.
Uses - This is an excellent film for teaching at primary and upper gradelevels.
RelatedActivities - 1. Field trip to farm and/or dairy. 2. Cooking activities with milk (cakes, chocolate, milk,pudding), 3. Art activities with, containers (measurement, blocks,baskets). 4. Develop an awareness of milk products such as cheese,ice cream, cream, cottage cheese. 5. Make butter - maxir jar, heavy cream, 2 wooden spools; put cream in jar with spool,shake for about 20 minutes, butterforms (you may aad salt if you wish).
SEGMENT 4
Description - The Greeblies counting sequence from Segment 2 isrepeated.
Captions - vine, skate, heaven, sticks, hive, floor, sea,shoe, bun.
General Objective - The child can recognize such basic symbols asletters, numbers, and geometric forms, and can perform rudimentary operations withthese symbols.
Specific Objectives - The child can count to 10.
Uses - Useful as an introduction to the concept ofsubtraction.
Necessary Pre-teaching - Rhyme is inrWded for use with class.
Related Activities and Materials - See Segment 2 above. SESAME STREET MINI SHOW#16
Number of Sesments - 5 Length - 15:26 perceptual idcn, General Description -The initial segment introdooe:, a playing the banjo. The obje(,.. fication activity, PeteSeeger singing an'i rooster, cat, pig, cow,and a baby crying. The to be identified are apartment house second segment is aclose up of a flower growing on an provides a classification exerciseusing ani- ledge. The third segment The final 2 segmentsdeal with identificatioa of body po-t as the class. giraffes, and segment 5 and their function,segment 4 being a film on twice. being a child sizedpuzzle which is assembled
Captions - animals
SEGMENT 1
in which Pete Seeger Description - Auditoryand visual training activity pig, cow, and baby. sings a song containingsounds made by rooster, cat, object, waiting frequent l's As an introduction toeach verse, he draws the for viewer to guesswhat the drawing will be.
General Objective - of certain conc-,L The child can deal withobjects and events in terms and relationship; he can apply certain basic of order, classification attitudes conducive to eff.lr_:ve reasoning skills; and he possesses certain inquiry and problemsolving.
Specific Objectives - whole. The child can structureparts into a meaningful sounds with Sound Identification -The child can associate given familiar objects oranimals.
rhythmic pattern. Copying rhythms. The child can copy a
Uses - either This segment is usefulfor preschool and primary groups training device or, asrelaxation.
Necessary Pre- teaching - and baby. Familiarity with soundmade by rooster, cat, pig, cow
Related Activities - MacDonald", "When I First Come tothis 1. Other songs, e.g., "Old Land". activities, e.g., LanguageMaster, 2. Other auditory discrimination Sights and Sounds records. ,,Ot"as.
Description - Big Bird bringsSusan a flower. 'ft:is leads into a closa,-- ledge high above a cJ.LI. examination of a singleflower growing on a building
General Objective - general The child's conceptionof the physical world should include information about natural phenomena,both near and distant; about cert-,.in processes which occur in nature; about certain interdependencies which and about the ways in which manexpl:2m!; relate various naturalphenomena; and exploits the naturalworld.
Specific Objectives - life of the The child can distinguishthe environment anti natural city from those of the country.
they The child can classify a groupof objects as plants although differ in size, shape, and appearance.
that they The child can tellthat plants are living things, and require sun and water to growand live.
The child can name someplants that are grown and eaten by man.
The child can structure partsinto a meaningful whole.
Uses - This segment may be useful at manylevels and for many purposes: teaching the parts to develop curiousity; before growing flowers, for and review after a unit on flowers. of a flower; oe for reinforcement
Related Activities - such as a flower (stem, leaf, 1. Whole-part relations with objects flower), car (wheel, body, seat,etc.) in crayon, paint, clay- 2. Art: pictures and models of flowers pressed flower pictures. 3. Dramatize being a growingflower. 4. Grow flowers: a. clover or bird seed onsaturated sponge. gravel. b. Narcissus bulbs on top of moist c. Sweet potato vine in glassof water. d. Magnolia seeds in soil. seeds - What happen: if flowershave no 5. Experiment with growing water? 6. Plant a garden in the spring.
SEGMENT 3
class "animals" by Description - Susan asksthe children to complete a selecting from a group of 4items. The correct response is verified and captioned.
General ObiRyjim - The child can deal withobjects and events in termsof certain com.t,i,f:4 basic and relationship; he can apply certain of order, classificat:on attitudes conducivil to effee, reasoning skills; and he possesses certain inquiry and problet. solving. -58- SESAME STREET M,s11,SROW Vi6
Number af_LoLnts - Length - 15:26 introduces a perceptualideni,- The initial segment General Description'- singing and playingthe banjo. The obj,ls,. fication activity,Pete Seeger The cat, pig, cow,and a baby crying. to beidentified are rooster, hour. close up of a flowergrowing on an apartment second segment is a using ani-ss provides aclassification exercise ledge. The third segment identification of body psrt, The final 2 segmentsdeal with as the class. and segment 5 segment 4 being afilm on giraffes, and their function, is assembled twice. being a childsized puzzle which
Captions - animals
SEGMENT 1
activity in which PeteSeege and visual training Description - Auditory pig, cow, and baby, containing sounds madeby roosters cat, sings a song object, waiting frcques- to each verse,he draws the As an introduction wili bo. for viewer to guesswhat the drawing
General Objective - of certain conks deal with objectsand events in terms The child can he can apply certainbasic classification andrelationship; of order, certain attitudesconducive to effec_iJe reasoning skills; and be possesses inquiry andproblem solving.
Specific Objectives - structure parts into ameaningful whole. The child can associate given soundswith Sound Identification -The child can familiar objects oranimals.
The child can copy arhythmic pattern, Copying rhythms.
Uses and primary groupseither ss , This segment isuseful for preschool training deviCe or, asrelaxation.
Necessarl_ae-teachirlg - cat, pig, cow andbaby. Familiarity withsound made by rooster,
Related Activities - this "Old MacDonald","When I First Come to 1. Other songs, e.g., Land". Masisss, discrimination activities,e.g., Language 2. Other auditory Sights and Soundsrecords. 44,10tr''
This leads into a YIn Description - Big Bird bringsSusan a flower. ledge high above , . examination of a singleflower growing on a building
General Objective - generat The child's conception ofthe physical world should include about certain information about naturalphenomena, both near and distant; which processes which occurin nature; about certain interdependencies and about the ways in which manexplore- relate various naturalphenomena; and exploits the naturalworld.
Specific Objectives - and natural life of the The child can distinguishthe environment city from those of the country.
The child can classify a groupof objectsas plants although they differ in size, shape, and appearance.
The child can tell thatplants are livingthings, and that they require sun and water to growand live.
The child can name someplaats that are grown and eaten by man.
The child can structure partsinto a meaningful whole.
Uses - This segment may be useful at manylevels and for many purposes: teaching the parts to develop curiousity; before growing flowers, for and review after a unit onflowers. of a flower; or for reinforcement
Related Activities - objects such as a flower (stem,lent, 1. Whole-part relations with flower), car (wheel, body, seat,etc.) flowers in crayon, paint, clay- 2. Art: pictures and models of pressed flower pictures. flower, 3. Dramatize being a growing 4. Grow flowers: saturated sponge. a. clover or bird seed on b. Narcissus bulbs on topof moist gravel. c. Sweet potato vine in glassof water. d. Magnolia seeds in soil. seeds - What happen; if flowershave no 5. Experiment with growing water? 6. Plant a garden in thespring.
SEGMENT 3
class "animals" by Description - Susan asksthe children to complete a selecting from a group of4 items. The correct response is verified and captioned.
General Okkctive - of certain con,; :' The child can deal withobjects and events in terms and relationship; he can apply certain basic of order, classification attitudes conducive to effeetive reasoning skills; and he possesses certain inquiry and probles. solving. -58- Speciric oLjeoLives - Given at least two objects that define thebasis of grouping, r'.( child can select nn additional. object that"goes with them" on the basis of: -Size: Height, length -Form: Circular, square, triangular -Function: to ride in, to eat, etc. -Class: Animals, vehicles, etc.
The child can verbalize the basis forgrouping and sorting.
Given a set of suggested solutions to a simpleproblem, the child can select the mostrelevant, complete, or efficient.
Uses - This could be used for preschoolersand primary children either to establish the concept of class or as reinforcement.
Necessary Pre-teaching - Recognition of the members of the class "animals".
Related Activities and Materials - Sorting objects according to class,using: 1. 3-D objects: "Seeing Thru Arithmetic" (Scott Forsman). 2. Pictures; People Pieces (SEE). 3. SRA - Inquisitive Game Picture Cards. 4. DLM (Classification cards). 5. Classification Game (instructs). 6. Color Forms.
SEGMENT 4
Description - This is a short filmed sequenceof giraZfes moving about their yard. The camera focuses on neck length, leg length anddemonstrates their gait.
General Objective - The child can deal with objects and events in termsof certain concept:- of order, classification and relationship; he can apply certain basic reasoning skills; and he possesses certain attitudes conducive toeffective inquiry and problem solving.
Specific Objectives - The child can identify and label such partsof the body as the elbow, knee, lips, and tongue.
The child can classify a group of objects asanimals although they vary i size, shape, and appearance.
The child can tell that animals are livingthings, and that they need food and water to grow and live.
The child can associate certain animalswith their homes.
-.59-- Uses - This segment may be used at preschooland primary units as a relmti exercise in identification of body iy.,rts orit may be used as parts of 4 unit on animals.
Related Activities - 1. Have children identify necks, legs, etc., on animalsof many different sizes. 2. Relate length of neck to food source that the giraffe eats. 3. Have children construct animals from papermache or clay.
SEGMENT 5
Description - Two children play with alife size puzzle of a boy. They name each body part asthey fit it in, and relate it to their own body. Repetition occurs as they remove each piece.
General Objective - The child can deal with'objects and eventsin terms of certain concepts of order, classification and relationship;he can apply certain basic reasoning skills; and he possesses certain attitudes conducive to effective inquiry and problem solving.
Specific Objectives - The child can identify and label such partsof the body as the elbov, knee, lips and tongue.
Body Parts and Functions - The child can identify,label and state or recognizethefunction of such body parts as the: a. head d. eye g. elbow j. leg b. nose e. tongue h. hand k. knee c. ear f. arm i. finger 1. foot
Uses - This is an excellent for preschool and primary groups as areadiness. For older groups, comparing body partsof different animals could be introduced this way.
Related Activities - 1. Cutting, coloring, pasting body parts in paper. 2. Life size outline of children in class on brown paper. Have child cut out figures and color. 3. Take picture and make puzzle of individualchildren. 4. Take picture of body parts of animalsand make puzzles. 5. Repeat and/or recite "This is an arm","This is a foot", etc., with children just beginning class work inbody parts.
-60- 717
- 5 len'tn - ii:43
w,t1a General Description - Thefive st.,Lpeats 1t:thiz, :LI> ui? baler, tht, fanction walk through the woods,the inaction of a scrapyird the of arms and hands related to achines. perspoctives usihg rocks as topic, and a deveLopmemof the concept 5.
Captions - a spider, aleaf, a fish .i frog, a turd,
SUMFNT I
that they Description - Two chil(ilendLscover many animals anti plants beautiful film. Capri,: have never seen before, This is an exceptionally Close ups of each of are a spider, aleaf, a fish, a pig, a turtle. are provided.
General Objective - physical ,gor!,1 soul t.!include geneTC The child's conception of zip.: about: ce-, information al)ont naruralphenomena, uoth uear dtstanz., whiC processes which cv.c;n:in narure; al)ouI er 1 n interdepend,rnties in wh man expt, relate various natalral .ibout and exploits the na.ral.world,
Speeqisalpetives - and water, The child should reaiizethat the earth IR made of land and that the earth' s surfacediffers in various places.
The child can idcntif.,, mountainsand rocks altLougil they diff,.:r in size and shape.
rhe child can identify andg3 v,, ',:,3Lent facts aboe: objc,:ts seen in the sky. lite of the The child can distinguishthe environment and natural city from those of the country. although they The child can classify a.groupoh objects as plants differ in size, shape and appearance.
that they The child can tell thatplants are living things, and require 4ni: and water to :;rowa%d live.
by man. The child can name someplants that are grown and. eaten
The child can classify a groupof objects as animals although they differ in size, shape,and appeaance. that they The child can tell that,Inimals are living things, and need food and water to gro/and live.
homes. The child can associatecertain animals wtt:h th(lr
-61 - young, the child cantell what Given pL,..caies vl ki.ns they will be when they growup. acorn, bean andknows The child canidentify such seeds as corn, plant will grow. that after one ofthese has been planted a new aging, and death as stages The child canidentify birth, growth, and animals. in the life processof individual plants and activities which are The child candescribe the weather associated with summerand winter.
Uses - studies and language This film has applicationto science, social school. arts frompreschool up through :riddle
Necessary Pre- teaching - for reading activities. Teach necessary vocabulary See related with no pre-teaching. level but film couldbe used in some contexts Teacher should previewfor her own class.
Related Activities - park, zoo, camp. 1. Walk in the woods, strips. 2. Read a book and film enjoyment to youngchildren. 3. Could be shown for overhead projectors. 4. Make overlays for 5. Art .projects. discussions remembering sequence,different 6. With older children, animals and plants, etc. for a long term projectsin art, science, 7. This could be used music, rhythm, language,etc.
SEGMENT 2
fetal and machines presses Set.tr" Description - Oversizedmagnet picks up near the machinery sotna' into small metalblocks. A man is photographed size is made relative.
General Objective - of the physical worldshould include general The child's conception about certain natural phenomena, both nearand distant; information about interdependencies which processes which occurin nature; about certain and about the ways inwhich man exploreb relate various naturalphenomena; and exploits t enatural world.
Specific Objectives airplanes, and The child can identifyautomobiles, trucks, buses, boats, and can tell whereand how each is used. hammer and saw, and The child can identifysuch common tools as a can tell howeach is used. such as refrigerator,record The child canidentify basic appliances player, and stove, and cantell how each is used.
-62- -.MENEM,
cuiiu is generally fas.sllar with the form and functions of: 1. Machines and tools. 2. Buildings and after sn-t!ctilre.
Uses This is useful as part of a sosial studies or science unit from preschool through middle grades. Bv would be particularly interested This segment was included as aintroduction to perspectives which is expanded in segment 4.
Necessary Pre-tcaching - None necessary, although the teacher may wish to preview for her specific purposes.
Related Activities and Materials - 1. Take a field trip to a construction site, freight terminal or wherever large machinery is used. 2. Identify application of simples machines in large machines. Ex. lever in crane arm, whee3 in conveyer belt, etc.
SEGMENT 3
Description - Thcre is a rbymical recitation of body parts as a cartoon child jumps rope. This precedes an excellent film presentation of arm and hand movement correlated to thst of machine movement. (puncher, lever, drilling, digging). ; :is is an otstanding film.
General Objective - The child can deal with objects and events in terms of certain concepts of order, classification and relationship; he can apply 'certain basic reasoning skills;eand he possesses certain attitudes conducive to effect ve inquiry and problem solving.
Specific Objectives - Body Percepts - The child cal. identify and label such parts of the body as the elbow, knee, lips and tongue.
Positional Relationships - under, over, on top of, below, above, beneath, etc.
Persistence - The child persists in his efforts to solve problems and understands events despite early failures.
Reactions to lack of knowledge - The child exhibits no undue frustration or embarrassment when he must admit to a reasonable lack of knowledge or when he must ask questions.
Impulse Control - The child understands that reflection and plannin> may pay off where premature problem attack will not.
Uses This may be used for motivation in vocabulary and langauge activities or teaching and reinforcement and review at preschooland primary levels. It may also be used to develop acceptable social behaviors when presented with a problem situation. - Review body parts and their functions.
Jumprope Acaca (in rhythm) Oh, my finger Oh, my toe Oh, my thumb Oh, my nose Oh, my elbow Oh, my knee Oh, my face Oh, poor me (Otherwise I feel fine)
Related Activities - I. Sand play 2. Water play 3. Salt 4. Clay 5. Jump rope 6. Field trip to a construction site 7. Acting out 8. Spontaneous drawing
SEGMENT 4
- Filmstrip on rocks and rock formation.5 strescingvariat:e1:, in size depending on nosltions and the distance between camera and chi) i.a Included is a microscopic e-.,amination of a small rock.
General Objective - 'The child can deal with objects and event; in terms of certain concepts of order, classification and relationship; he can apply cer basic reasoning skills; and he possesses certain at,itudes conducive. La effective inquiry and problem solving.
Specific Objectives - Size relationships - big, bigger, biggest; short, tail; skinny, little, etc.
Distance Relationships - Near, far away, close to, next etc.
Ordering on the basis of causality. Given two or more events are causally related, the child can place them in their appropriate causal order.
The child should .-eal1ze that the earth is made of land and water and that the earth's surface differs in various placys.
The child can identify mountains and rockr although they differ in size and shape.
The child can identify and give salient facts about objects seen in the sky. Uses - to rocks or as an This could be usedrAt:ler as an introduction preschool through middle introduction to perspective. It is useful from grades.
Related Activities andMaterials - from up close and far away. Polaroid 1. Take pictures of things camera would beespecially appropriate. things with a zoom lens. 2. Take movie pictures of size of something as seenfrom a distance. 3. Measure the apparent Approach the object and measurethe real size. telescope, camera, yardstick, 4. Use a magnifyingglass, binoculars, etc.
SEGMENT 5
the concept of 5 arepresented, Description - Twoanimations developing
General Objective - letters, numbers and The child can recognizesuch basic symbols as with these geometric forms, and canperform rudimentary operations symbols.
Specific Objectives - child can select the Given a spoken numeralbetween 1 and 10 the appropriate numeral from a setof printed numerals.
child can provide Given a printed numeralbetween 1 and 10 the the verbal label. to five Given two unequal setsof objects each containing up contains the number members the child canselect a set that requested by the examiner. subset containing Given a set of objectsthe child can define a up to 10.
The child can count to10.
Uses - reinforcement of self- Useful at preschool andprimary levels as a instructional unit.
Related Activities - Opportunity to establish manysets of 5. SESAME STREET MINI SHOW #18
Length - 15:01 Number of Segments - 5
Captions - Animale, clothing, a house, a chair, a tree, a car, a bul, a traffic light, a lamp, Honey Pear.
General Descr-.1- The 5 segments in this chow include identificae ,an of common objects from a bird's eye view, a Buddy and Jim situationnvolving but:suing a coat, a view of a honey bear eating, an alphabet plus deaz,opment of letter "B" segment, and a classification exercise.
SEGMENT I
Description - Visual perceptual activity in which child is asked to .00% at aerial or top view of an object and tell what the object is. Ident- ification of object is made and captioned; a house, a tree, a car, al'1.13, a traffic light, a lamp and a chair.
General Objective - The child can deal with objects and events in terms of certain concepts of order, classification and relationship; he can apply certain basic reasoning skills; and he possesses certain attitudes conducive to effective inquiry an problem solving.
Specific Objectives - The child can strecture parts into a meaningful whole.
To match or to relate a particular view of an object with the entire object.
Uses - This segment is useful as an introduction to perseectives or as a lesson for primary and intermediate groups.
Neceseary_Pre-teachtpl - Experience with part-whole relationships. Practice in looking a:- objects from the top, from the side. etc. May be needed by some
Related Activities and Materials - 1. Construct whole objects from their parts. 2. Take pictures of a child and objects from different angles, f',AT.r.he side, from the top, lying down, etc., and decide who or what la, 3. Use DLM puzzles 4. Identify pictures of objects from the child's environment taken from different angles. SEGMENT 2
button his coat an Description - Buddydo,sn't know how to the eorrect soiutinn. The vEe. instructions do notprovide him with has time torespond,
General Objective - of certain deal with objectsand events in terms The child can relationship; he canapply concepts of order,classification and skills; and he possessescertain attitudes certain basic reasoning solving. conducive to effectiveinquiry ,and problem
Specific Objectives ce,;! suggested solutions to asimple problem, the Giver. a set of complete or efficient. can selectthe most relevant, solve problemsand undereteed The child persistsIn his efforts to events despiteearly failures.
Uses motivation to developchildts This may be used atpreschool level AS teaching device onhow to button. desire to buttonthings or as a
Related Activities See Appendix A
SEGMENT 3
play with a livehoney hear and feed Descqp_tior N:11) and a child banana.
Capri on Poney Dear
General Obiective - physical world shouldinclude eeee,e3 The child'sconception of the both near anddistant; about ee-ts'e information aboutnatural phenomena, certaininterdependencies wblet- processes which occurin nature; about and about the waysin which man ,err;,:e relate variousnatural phenomena, and exploits thenatural world. they Specific Objectives - of objects an animalsnithouph The child canclassify a group vary in size,shape and appearance. living things andthat they The child cantell, that: animals are and live. food and ..rater to grow animals with theirhomes. The child c'nassociate certain Uses - ... Useful for preschool, readiness andreading graups as part of a unit on animals or for general interest.
Necessary Pre-teaching, - Introduce the animal, kinkajou, as honeybear.
Related Activities - Explain to an older group that theanimal lives farther away and locate country on a globe.
SEGMENT 4-
Description - See Mini Shaw #3
General Objective - See Mini Shoo tn
Specific Objectives - See Mini Sho #3
Uses - This may he used as an introduction tothe form of letter a and an exercise in speech and speechreading of the alphabet.
Related Activitiea - Duplicate the sequence by having the childrenchange the letter B 1/11 R, P, F and 1.
SEGMENT ;
Description - This is a classification exerciseconcluding with 2 dii,nt classes, each captioned: clothing and animals.
General. Objective - The child can deal with objects and events in termsof certain concepea of order, classification and relationship; he canapply certain basic reavonina skills; and he possesses certain attitudes conducive toeffective inquiry and problem solving.
Specific Objectives - Given at least two objects that define the basisof grouping, thf: child can select an additional object that"goes with them" on the ).in of: -Size: Height, length -Form: Circular, square, triangular -Function: to ride in, to eat, etc. -Class: Animals, vehicles, etc.
-68- 41111
The child car, verbalize the basisfor grouping and sorting.
Child can tell the difference betweenliving and non-living tn.r
Uses Good as reinforcement or review,
Necessary Pre-teaching - A basic concept that there are manykinds of animuls.
Related Activities - Refer to othe- 1. Provide opportunity to define otherclauses. matching sequences as provided inAppendix P. living things. 2. Discuss differences between living and non -- zoos farm, petE. 3. Hold discussions about differentaninals rP.
This Mini Show is the sawe as #18 buy the followingmodifications are included;
Captions - Fingerspelling duplicates captions excepttraffic light, and Honey Bear.
SEGMENT 1
Description - All words except traffic light arefingerspelled.
Necessary Pre - teaching - Introduce or reinforce fingerspelled vocabulary.
SEGMENT 4
Description - Letters are fingerspelled aschanges pccur.
Uses - ...or as an introduction tofingerspelled form of letter.
SEGMENT 5
Description- Captioned andfingerspelled, clothing, etc.
Uses - For either concept or fingerspelling
NOTE: Not all of the participating schools have thisMini. Show included in their package. However, a copy is available at the Research and Development Complex at the State UniversityCollege at Buf&lo, SESAME STREET MINI SHOW #19
Length - 13:10 Number of Ses,ments - 5 problem solving General Description - Thefirst segment is a Buddy and Jim activity concerned with hanging apicture. This is followed by a film and children about birds, a classificationexercise between 2 and N, Susan playing with puppies, and a filmabout a mischievous kitten.
Captions - Great horned owl.
SEGMENT 1
how to hand a Description - Comedy problemsolving situation determining picture on the wall.
General Objective - The child can deal with objectsand events_ in terms of certain he can apply certain concepts of order,classification and relationship; attitudes conducive t.c basic reasoning skills; and he possesses certain effective inquiry and problemsolving.
Specific Objectives - Given a situation the child caninfer probable consequent events.
The child can suggest multiplesolutions to simple problems. the child Given a set of suggestedsolutions to a simple problem, can select the mostrelevant, complete, or effici at. beneficial The child recognizes that incertain situations it is goal. for two or more individuals towork together toward a common
Related Activities - attempt to hammer a nail 1. Similar problem solving situations: backwards into a piece of wood. pins into balloons. 2. Experiment with putting straight 3. Use a hammer and workbench. 4. See Appendix A.
SEGMENT 2
(captioned) precedes Description - A studio shotof a great horned owl a film of manydifferent: zoo birds.
General _Objective - include genera] The child's conception ofthe physical world should about cart: information about natural phenomena,both near and distant :; which processes which occurin nature; about certain interdependencies and about the ways in which man ex- relate various natural phenomena; plores and exploits the naturel wo7id.
-71- Speciiic Objectives - The child can classify a groupof OtrifCI:$ ft:"-lti! they vary ,j).11;
:-Lat The child can tell thatay.1.1s ire livinF need food and water ro prow Live.
The child can 'Isocia1.6 ccrtairanimal with their ::c-es.
Uses - from preschook Useful as part of a socialstudies or science unit through immediate grades.
Necessary Pre-teaching - flamigc, Introduce by talking aboutdifferent kinds of birds (owl, Discuss body parts pigeon, chicken, ostridge,parrots, etc.) beak, feet.
Related Activities - 1. What do birds eat? Discussion. 2. Trips to pet stores and zoo. 3. Teach letter B. 4. Review body parts of birds,
SEGMENT 3
2 and Description - A discriminationexerci5,e is given between number letter "w". A cartoon 1W-Worm"follows.
General Objective - of certain The child can deal withobjects and events in terms he can apply concepts of order,classification, and relationship; attitudes certain basic reasoningskills; and he possesses c( -tain conducive to effective inquiryand problem solving.
Specific Objectives - In common, Given four objects, threeof which have :n attribute basis of: the child can sort out theinappropriate object on the -Size: Height, length. -Form: Circular, square, triangular -Function: To ride in, to eat, etc. -Class: Vehicles, animals sorting. The child can verbalize thebasis for grouping and the Identical letur Given a printed letter,the child can select from a set of printed letters. the verbal label. Given a printed letterthe child can provide with the Given a series of wordspresented orally, all beginning word letter, the child can make upanother word or pick another starting with the ,. :meleLter.
.72- 1111/-
lec of pictures or 4o4L...1 L.A., .1...11%1 objects beginningwith that letter.
Lse exercise or as:! c/assif;- Useful at ruadinessI.-tvels as a matching cation exercise withletters ,in numbers.
Necessary Pre-teachini - Vocabulary:Worm, water, walrus.
Related Activities - visual let ter-: andnumberg (pbt. 1. Differentiate between numbers and lec:ter::, tact_le in clay :ir_dior 2. Sort and match sand. seen' to-matl.on of"w'. 3. Teach speech reading an similai:ity cr diffarenceof words. 4. Use related words, clay, :,and, tactilerlatt-cia1;,, Use letters,numbers, 5. alp.lab:'t booklets of numbers andlettr-vs, counting and
SEGMENT 4
:-. pupPy. DessIipElon - Susanand pet. and feed
General glIcIsLive - should Include gene : The child's conceptionof the physical world phenomena, both near anddistant:; about informationabout natural about certaininterdependencies wbit processes which occurin nature; and about the ways inwhich man e-x- relate various naturalphenomena; plores and exploitsthe natural world.
Specific Objectives - objects as an mai:, aIthourh The child can classify a.group of vary in size,shape, and appt:,:ranc. things, an:i that child caz, tell thatanimals are living need food and wai:er to growand live. with thoir hoas. The child can associatec:,frtaln
To enjoy and to'Iandie wit} cz.re.
Uses - c:,11.dron. n ft; 1 for d f Fun for preschoolerso.rd of care of pets.
Related Activities - anitooliin ejossroom, t. Caring for, pettin )nim:a13 From biomor:,from rc-141 animals, 2. Dr4wing picturos frcin 3. Trip to zoo, ASKA largo photo r:° c16:,3roen, aniTats 4. U-4, toy animals, animals, drawinp;,-, oEanimals. SEGMENT 5
Description - The camera follows q playful kitten through series of household misha
General. Objective - The child's cvnc,4)tion of tht- p.-,,sicai world should cludk: gtnerai information about natural phenomena, both near And di.taur; n processes ,:hich occur in nature; abnut certain lo;.or(;apeocies whirl) relate various natural phenomena; and About the ways i which mar, ex plore-, and exploits the namral world.
Specific Objectives - The child can classify a group of objects as animals although they vary in size, shape, and appearance.
The child can tell char animals are living things, and that they need food and water to crowais live.
The child can associate certain animals with their homes.
Uses - This may he used for tilt! gentle care of aninais.
Related Activities - 1. Expose children to cats, guinea pigs. 2. Dramatize kittne movements. 3. Use picture boards of "pets at home", 4. Construct paper plate cats. 5. Teach sound of cat. 6. Make booklet of animals - which are pets, which are not. 7. Use story books and films about cats, and ocher pets. SrSAIT cTr-.T:F. MIN; gil01.1p7.0
Number of Se,i!ent; - Length - 12:53 show include a film on,P,)Yoi), General Description -The 5 segments In this and Jim problem solvingactivity on buttoning a eo;z7 at play, a Buddy and a nature f classification exercise, afilm on a new born reindeer, of a walk through the;mods.
Captions - a spider, aleaf, a fish, a frog, a.:uccle.
SEGMENT 1
This is follo' - Susandraws a face on the window pane. funny face monkeysfilm.
General Oblective should include gnc,:-al The child's conceptionof the physical world distant; about ce-r!.. information about naturalpheno!'ena. both near and interdependencies whica processes which occurin nature; about certain and about the ways inwhich man expi. relate various naturalphenomena; and exploits thenatural world.
Specific Objectives - animals although they The child can classify agroap of objects a3 vary in size,shape, and appearance. things, and that theyneed Th: child can tellthat animals are 'AvinFt, food and water to growand 11ve. their homes. The child can associatecertain animals with tarts of the body asthe The child can identifyand label sue) knee, lips and tongue.
Uses - features or as partof , Can be used asidentification of facial unit on animals.
Necessary Pre-teaching Introduction to facialfeatures.
Related Activities - the monkeys. 1. Rave chile.ren imitate make funny face. 2. Look in mirrors and 3. Other jigsaw puzzles. Description - Buddy doenut.t know how to button his coat and Jim's instrnrions do not provide him with the correct solution. The viewer has time !,
General Objective - The child can deal with objects aAd events in terms of certain eoncep!t. of order, classification and relationship; he can apply certain basic reasoning skills; and he possesses certain attitudes conducive to effE,c%ve inquiry_and problem solving.
Specific Objectives - Given a set of suggested solutions to a simple problem, the child can select the most relevant, complete or effil:ient.
The child p,.trsists his efforts to solve problems and understands events despite early failures.
Uses Ths3 may be used at preschool level as motivation to develop chits' `s desire to button things or as a teaching device on how to button.
Related Activities -- SEE APPENDIX A
SEGMENT 3
Description - This provides classification of objects by function: 3 Inj4.ct,3 to eat and 1 mitten. Correct response is shown.
General Objective - The child can deal with objects and events in terms of certain concepts of order, classification and relationship; he can apply certain bssic reasoning skills; and he possesses certain attitudes conducive to eff,!..A.,v,.1 inquiry and problem solving.
Specific Objectives - Given four objects, three of whia have an attribute in common, the can sort out the inappropriate object on the basis of: -Size: Height, length -Form: Circular, square, triangular -Function: To ride in, to eat, etc. -Class: Vehicles, animals.
To group by same and different.
Uses - Useful with primary groups as a teaching device or for reinforcereeL and review. Necessarj Pre- teachi jL., .1 t .
Related Aczivitie ov:e-:t3 by function. Provi.ie opportuni Lo i. On 2. De..'clop :;ocklets haAod on
SEGAI:NI 4
;,,,re of a baby Descrintion - Susan talks yolrag ch:1.1 abouL bal-y n ;n4er mothor A film of theearl) of
General Obiei-tive -4,-,r1e. :Mould :ncludc The cuild's ccnc.-xptior.o: the diszant; #hou ce:t information abo:It naturalphononenq. both ::nte_n:ept.mienries proCesses which °ca w.in natt.re, about ce:ta:.n aqd abour the way,i inwItioil man ox'). relate various naturalp.,.noz,:,:tra; and exploits thenatural we rid.
Snecific CL),lectives - of variouzi t, Reproduction. Growth and1.)evelop:,1cnr; ;.,'tin pictures w,:at !.ley will be 4henthey are grow of young, the aild c.cn
_____Uses - in oreer to teach Useful at presc,lool,,brimaryan,.! ;.nterme.f.date leve3'3 caoer and baby. about animal life orteacil concept
Related Activi.tief; in relarior to mother. 1. NoLe sire of baby Level of baby !walkinsmotor 2. Oiscuss developmental baby an;Aals. 3. Use story books, films on 4. Take field trivs.
SEGMENT 5
plants that they 0--, Description - Two childrendIzzcover many ;Inimals and be.tvlifol film. Captions before. This is an exceptionally never seen Clsoc ups of each ofthese a spider, aleaf, a fisn, a pig, aturi.le. are provided.
General ql!As!:tive - of the physica, worldshould include gener.' The child's conception about cerr.,i: information about naturalphenomt,nat near And distant; wh processes which occurin 3!.1tore; about. certain interdependenctc=3 and about the ways inwhich man eNf'l relate various naturalphenomena; and exploits ..he natarai.world. Spec.c.tic uojeccives The child would realize that the earth is made of land. water, that the earth's surface diffcr:; in various. places.
The child can identify mountains and rocks althoughthey differ In size and shape.
The child can identify and give salient facts about objects seenle the sky.
The child can distinguish the environment and naturallife of the ci,:y from those of the country.
The child can classify a group of objects asplants although they differ in size, shape and appearance.
The child can tell that plants are living things, and thatthey require sun and water to grow and live.
The child can name some plants that are grown and eatenby man.
The child can calsslfy a group of objects as animalsalthough they vary in size, shape and appearance.
The child can tell that animals are living things,and thatthey need food and water to grow and live.
The child can associate certain animals with theirhomes.
Given pictures of various kinds of young, the child can tellwhat they will be when they grow up.
The child can identify such seeds as corn, acor ,bean and knows that after one of these has been planted a new plant gill grow.
the child can identify birth, growth, aging,and death as stages 14 the life process of individual plants and animals.
Uses - This film has application to science, socialstudies and language arta from preschool up through middle school.
Necessary Pre - teaching - See related activities. Teach necessary vocabulary for readinglevel but film could be used in some contexts with nopre-teaching. Teacher should preview for her own class. Related Activities - -ark, ;(,, carT. 1. Wart; 14 th.; .cci;,t film strips. 2. Read a book and for enjoyment to youngchildren. 3. Could be shown overhead projectors. 4. Make overlays for Art projects. 5. discusssions remembering sequence,differ=..;: 6. With older children, etc. animals and plants, manic, for a long term projectsin art, science, 7. This could be used rhythm, language, etc. A
Related Activities for Problem Solving
I. Spatial Relationship Problems
a. How to fit given number of objects into a box. b. Transporting different objects, e.g. punchingclown, through obstacle course. c. Given number of possibilities e.g. wagon,push cart, chair, etc. - select best means for carrying blocks across the room. d. Putting pictures into appropriate size picture frames. e. Pack a suitcase. f. Filling given space with number of objects, e.g. How many children can stand in thecircle on the floor? How many crayons will fit in this box? g. How to carry number of objects across roomcomfortably, e.g. one at a time, in your armsin container of appro- priate size.
Problems of Seqlerze (dramatization)
a. Make a peanatbutter and jelly sandwich. b. Make bed. c. Getting dressed. d. Make puddiag i,rc.(In correct and in incorrect order.. e. Tell familiar ..c:ory in incorrect order. f: Washing hands - What comes first, towel or soap? g. Counting out of order - e.g. 1, 2, 4, 3.
III. Problems of Measurement
a. Distribute jaice disproportionately - see it children can correct, e.g., pour all juice into 3 cupsand leave a 4th cup empty. 4th child does not get any juice. How do we correct this. (best to use transparent cups). b. Divide a whole into given number of equal parts. c. How can you empty a large container of juice when there are only a limited number of smallcontainers. d. Weight - Hew can you transport heavy box across theroom? e.g., Divide contents? etc.
IV. Problems Based on Appropriate Use of Tools
a. Which is better to comb hair - toothbrush or comb. b. ,At..w to wash blackboard - paint brush or sponge. c. Select best means of getting object out of narrowly rimmed jar - e.g. tweezer, prongs, thongs, clothespins. d. Put large circle on floor, place object in center. Select best means of removing object without stepping inside circle - e.g. yardstick. e. How to,remove object from bowl of water without getting hands wet - use long spoon, etc. f. Most efficient way to ge.. lost object (button) out of pile of sand or course salt - e.g. use strainer. Below are listed the objectives from Children's Televi. zion Workshop that the teachers in the work7hop might attain through the use of the Sesame segments.
For each objective, appropriate Mini Shows are listed in a grid which indicates the format of that Mini Show segment (i.e., live, animation, etc.)
The live scenes are usually those on the street in the Sesame studio. The tendency is for the actors to be speaking or acting for the benefit of the t.v. viewers.
The film clips, although they may include people, tend to be focused on the environment.
The animation, puppet -nd captioned labels are self explanatory
Note that a single segment might involve several formats.
In the grid, the first number in the parenthesis refers to the Mini Show and the second refers to the segment within that Mini
Show. Example, (5,3) refers to the third segment in the fifth Mini
Show. LIVE 2-10,3 lzslro.; CAPTION JECTIV1% TheSYMBOLIGletters, ch7:1d numbers,can recognize and geometricsuch basic forms, symbols as and can 4,1-4a,1-5,11,1-2,5-3,1 6,4-12,1 4a,3-5,1-6,11,1-2,1-4,3 7,11,1-2,1-5,1 4(1,1-9,4-13,11,1-3,1-4,115,2-15,4-17,5 performsymbols.. rudimentary operations with these 5,4-6,4-8,115,213,1-15,1-12,4-12,5 7,1-8,1-9,415,415,1-15,212,4-13,110,1-11,1 A. LETTERSkNote: numbertraining of willletters. focus only upon a limited For most of the following goals, The entire alphabet will the 1. be involved only in connectionallGivensymbols numbers, a set are of theused symbols, child in reading knows either whetheror all in counting. those with recitation). letters or 1,1 1,1-9,4 1,1 1,1-9,4 2. ofGivenselect printei a printedthe letters. identical letter letterthe child from can a set .040.1.0.0000.a. 1,1-12,4 12,4-19,31,1-9,4 1,1 19,3 3. Given a printedits otherletter case the versionchild can from a set of select 12,4.000.0.0/00.10 9,4-12,4 0 T. 4. printedtheGiven childletters. a verbal can selectlabel forthe certainappropriate letters 0.0.1.1006a01. 7,21,1-3,1-5,4 7,2 1,1-9,4 1,1. 1,1-3,1-9,4 5. Givenletterprovide afrom printed the a verbalset letter of label.printed the child letters. can 1,1-3,1-5,414,1-15,1 1,1-9,4-14,115,1-19,3 1,1 19,31,1-3,1-9,4 6. Givenchildall beginninga canseries.L1.:,thet. make of withup words Another wordthe presen:ed siestarting wor:; lecher, orwithorallys pick thethe same latter. 19,3.11,21,1-3,1-5,4 1,1-4,3-9,4 11 1,1-3,1-9,4 26.N11.1Nri.N POPPET CAPTION OBJEC1 LIVE 1 St 1-3 + t beginning4.:f.veselect a withset ofthat pictures letter. or a snok::1 lecter objects can 111-2,1-5 1,1 3,1-18,4 8. The child can recite the alphabet. 3,118,4-18a,4 -7,3 18a,4 I MO *4 MN B. NUMBERS1. selectGivenfrom aathe printedset. identical numeral printed the child cannumeral 5,1-8,1 -c 1-8 1 2 5,1 2. numeral10Given the achild fromspoken cana setnumeral select of printed betweenthe appropriate numerals.1 and 5,1-8,1 5,1-8,111,1 -17,5 5,1 17,5 r 1 3. 10Givenlabel. the achild printed can numeralprovide betweenthe . verbal 1 and 5,1-3,1 11,1-37,55,1-8,1 5,1 17,5 I I I I 11. 4. cancontainingGivenrequested select two unequal aupby set tothe thatfive setsexaminer. members u MO* 11. contains theof numberobjects each the child 5,1-8,1 5,1-8,111,1-17,5 5,1 1.7,5 5. Given a set of objects the I I 1 1 N. I child can 5,1-8,1 5,1-8,1 5,1 17,5 11,1-17,5 1,11 6. Thedefine child a subsetcan count containing to 20. up to 10. 2,5-8,1-5,1 5,1-811-11,115,4 -17,5 5,1 15,4 M. 7. anychildGiven given acan startiug numbercount fromuppoint to that ton.under number ten, to the 2,1. 2,1 "JECTIV.: numberThe C.-10,Z reached in counting is the total thn, 5,1-8,1LIVE FILM 8,1 17UDP"zT CAPTION PbNMAlwllwll.IMrvw 9. Tonumber use inthe the phrase set. "One less than" appro- 15,2 15,2 15,2 10. Topriately identify to setsdiscriminate of two. rhyming words. 12,1 ... 11. Conservation of Number. The child can 8,1. 8,1 12, matchNumeral/Numborconfiguration. sets of equal Corveiporketo. number regardless Tho -htld of **M.. 10 %VV. 13. uifferingThe child numbers. can perform the appropriateassign the correct numeral to. sets of 6,18,1 C. 7.:OMETRIC FIGURES operations needed to balance an equation. 1. asquareGiven frommatching aaor drawingset. triangledrawing, or theacut-out, cut-out child orcanof a circle, object select 12,5 2. aappropriateorGiven set. "triangle", the verbal drawing, the label, child cut-out "circle", can or object "square" from select the .. 6,4 6,4 10,1 .]CT . ZIV- PROCESSES 1 1-4 2 -4- '1'2 2 ofTheciveskills;relationship; certain child to andeffective canconcepts hedeal hepossesses can withinquiryof applyorder, objects certain andcertain classification problerand attitu'les ',asicevents reasoningin condu-and terms 8,4-9,1-9,23,2-4,2-4a,211,2-11,35,2-6,3-8,31,2-1,3-222 8,4-9,2-10,214,2-16,2 3,3-11,2-14,1 5,2-14,4-18,1-a-18a,1 a- 16,2-16,514,5-16,114,1-14,412,2-13,219,1-19,3-20,1 A. 1.PUZCEPTUAL DISCIaNTNATIO:; Bndy Pereop :s. The child can identify ,Ind 5,5-16,4 knee,Visuallabel lips such Discrimination as:1 carts ,:ongun. of the body a: the eli,ow, 20,1 20.1 a. objectspictureThe child toor can onepictures match(t.' a a w:lichNmr:edgiven object1^ limner o -: of 4 1 - i r, !. b. counterpartGivenin form, a formsize aMbedded theor position.child in n picture find its 14,1-14,5 14,1 c. isticsTo name of forms forms. and to identify character-or drawing. 14,4 )4,4 d. objectLabelling.providetriangle, in athe Givenverbalor shaperectangle, a label drawing,of a for circle,the cut-outthat child squareshape. canor 4,1-4a,1 6,1 4,1-4a,1 Iv. F112.1. - N.-- ',V- I -.-^ 1 h. ' 11, e. appropriateRecognitio-i."rectangle","circle",from a set. "square",drawing, the child cut-out "triangle"can sc:.1t.:et or objector the ,ne v4:rbaL 6,1 E. meaningfulThe child whole. can structure parts into a 8,4-9,2-14,516,1-16,24,2-4a,2 8,4-9,218a,116,2-18,1 6,1 4,2-4a,218,1-18a,1 g. object.Toview match of or an to object relate with ,L particulaLthe ertire 1.0.1.....41001.14,* 1F,,/-18a1 18,1-18a,1 3. a.Auditory Discrirain4.tion associateSoun: Identificat:ten. Rivn sounds Thewith child Eamiliar can 16,1 10,2-1/.;,2 h. objectsaCopying rhythmic or Rhythms.arrincl pattecL. Thu child can copy 16,1 B. RELATIONAL1. CONCEPTS Size Relationships. Big, bigger, biggest 2,4-17,4 2. Positionalonshort, top of,tall; Relationships. below, skinny, above, little, bener..th, etc. etc. Under, over, 8,3-11,3 3. closeDistance to, Relationships.next to, ecc. Near, far away, 17,4 1 JECT L To differentiate between real and 4,4-4a,4 ANIMATION 4,4-4a,4 5. imaginary.Toprinted place anor objectverbal oncommand the "inside" on 11;3 C. CLASSIFICATION1. Givenselectthe basisat anlest additionalof twogrouping, objects object the tf-it childthat deEne ''goescan 16,31,2-13,2 18,5-18a15 16,3-18,5182,5 them"- on the basis of: Girce.slar,Height, length square, triangular -Function' To ridc in, eat, etc. -- 2. Given-Class: four Animals, objects, vehicles, three of (CO. which :lave an 11,2-15,2 5,2-14,4 -Size:attribute-Function:-Formthe i.nappropriateHeigh..., in Tocommon, lengthride, object thein, chileto on eat, thacan etc.basisso-cc of: out Crcular,Circular, square, triangular 20,35,2-11,214,4-15,2 19,3 15,2-19,3 3. -Class:canGiven group 2Vehicles, or the more pairs animals,pairs approximately. of etc.,objects, the chi:Ad 1,2 14011. 4. correspondence.sizes,Given objectsthe child anu can containers make appropriate of different 1,2 NIOMM.11*11.1* 5. The child can verbalize the basis for L ti 5,2-13,2 18,5-18a,5 19,3 5,2-18,5182,5-19,3 6. groupingfo and sorting. "v d-5ffernnt T---- i 20,3 LIVE F VT rr CAPTION -)BJECTI%- S. . . s all D. (J)ERING categories.of 1. objectsGivenobjectschild the canwhich inlargest inserttheir are graduatedandproperthe smallestthree order. inintermediate ofsize, five the 3,2-9,1 E. REASONING1, AND PROBLEM SOLVING Inferences and Causality infer 12,2 11,4 11,4 a.b. GivenprobableGiver. a situation an+.a situation the thechild child can can ,:dent events. inifer 1,3-2,2-3,2 11,4 1,2 c. probabl?To order consequent a series ofevents. pictures so that 3,213,2-19,1 3,2 d. Tothey teach tell sequence. a logical story. 13,1 13,1 13,1 e. GiventhemcausallyOrdering twoin their orOnrelated, morethe appropriate basisevents the ofchild which causality.causal can are placeorder. 12,2 17,4 2. a.Solutions.Generating and Evaluating Explanations andTheto childsimple can problems, suggest multiple solutions 6,3-8,1 12,2-19,1 8,1 flOcr",,,,nemyom,, M,,,,,,, ry ry,,,, JBJECT"..., Lin FILR Aw; SAT ION PUPPET CAYEIW b. Givenefficient.thea simple mosta set problem,relevant, of suggested complete, or the child can,select solution:,-to 1,3-2,2-11,318a,2-19,116,3-18,212,2 -13,2 )6,3 3. Attitudesa. toward Inquiry and effortsPersistence.events todespite solve earlyproblems and The child persists in his failures. Problem Solving understand 6,3-11,318a,2 12,2-18,2 1.11111 b. Reactionsmustreasonableembarrassmentchild ask exhibits questions.to lacklack when noof undueknowledgeheknowledge. must frustration admit or to aor when he The 12,2 c. offthatImpulse where reflection Control.premature andTh'e problem planning child attack may understands will 12,2 d. not.Topartial formulate information hypotheses on 110.11101.1.14.101.11.the basis of 4,2-4a,2 4,2-4a,2 ' e. GeneratingprovideGiven a adequatefamiliar Explanations explanationsproblem, and the and Solutions. child can solu- 11,4 11,4 f. EvaluatingtionsGiven to several that Explanations problem. possible andexplanations Solutions. or 11,4 11,4 selectpresentedandsolutions,toevaluate error) the withthesebestor a in alternativeproblem one solutionshis mind the insolutions reality he(trial can (pretesting).child can When 4 OBJEC' LIVE AN L, riV PUPPET III. Theshould child's include conception general of information the physical about, PHYSICAL ENVIRONMEM world 4a,4-5,31,4-2,5-4,4 5,3-8,2-8,51,4-2,5-5,3 4,4-4a,4 19,218,3-18a,3 whichnature;aboutnatural relatecertain about phenomena, various processescertain bothnatural which near occurand in interdependencies phenomena; 'and distant; and 5,5-8,2-8,520,1-20,418a23-19,416,2-18,39,3-15,3 20,120,417,2-19,215,3-16,212,3-13,39,3-10,3 explo:tsabout1. the the ways natural in which world man explores The Natural Environment 111.10.. a. Land,earth'sisThe made childSky, surfaceof and shouldland Water. differsand realize water, in that variousand thethat earth the 4,4-4a,4 17,1-17,4 4,4-4a24 17,1 places.Thefacts child about can objectsidentify seen and ingive the salient sky. 4,4-4a,4 17,1-17,4 4,a-4a,4 17,1 b. TheCityofand child the andnatural country. Countrycan lifedistinguish of the citythe environmentfrom those 15,3-16,2 17,115,3-16,2 17,1 c. PlantsshapeasThe plants child andand Animals.appearance.althoughcan classify they a group of objects differ in size, 2,3-5,316,2 16,2,47,1 17,1 TheTheliving child child and can can non-living tell tell theCilat differencethings. plants nrv. between living 2,3-5,3 2,3-5,3 18,5-18a,5 17,118,5-18a,5 -- waterthings, co 1.r:row an a;:1 live. that the:, recuire stm and ' I6,Z 16,2-17,1 OBJEC7 are grown and eaten by man. chide (-.1,1 namu some plants that 16,22,3-5,3LYVE 16,2-17,1FILM PUPPET 1;,1 Theobjects inchild size, ascan shape,animals classify and although appearance.a group they of vary 18,3-18a,32,3-5,519,4-20,1 10,4-12,32,3-2,4-5,51916,4-17,1*V.IIM.IMMO..MII.. 2 -20 1 19,21843-16a,310,4-17,1 andlivingThe waterchild things tocan grow andtell andthat that live. they animals need are food 2,316,3-18a,3 19,4-20,1-5,5 2,3-2,4-5,519,2-20,116,4-17,110,4-12,3 10,4-17,119,218,3 -18a,3 withThe childtheir canhomes. associate certain animals 2,3-5,516,3-16a,3 2,3-2,4-5,5,10,4-12,3 .110110M.1.41 18,3-16a,310,4-17,1 To enjoy and to handle animals with 19,4-20,119,4 19,2-20,116,4 -17,1 19,2 e, Naturalcare. Processes and Cycles *. 17,1-:20,4 13,1 13,1-17,1 Given pictures of various kinds of Young, 13,1-20,4 theyacorn,Thethe growchild bean up. can and identifytell knows what such they seeds will asbe corn,when that after one of 17,1 17,1 0. Thegrow.these child has canbeen identify planted birth,a new plantgrowth, will 17,1 17,1 processaging,The child andof individualdeathcan identify as stages plants and in label the lifesuch parts and animals.. 16,5 *611M...a tongue.of the body a . the elLuw, knee, tips and OBJEC" TE LIVE FILM Pip3PET a&HION e. WeathersummeractivitiesThe child andand canSeasonswinter.which describe are associated the weather'and with 13,3 17,1 13,3 13,3 -17,t 2. *The Man-Madea. Environment Machines. used.andThetrucks, childcan tell buses,can whereidentify airplanes, and automobiles,how each andboats, is 9,38,2-8,5 9,3-17,28,2-8,5 asTheeach a childhammer is used.can and identify saw, and such can commontell how tools 9,38,2-8,5 9,3-17,2 stove,suchThe Childas and refrigerator, cancan identifytell hc,. record basic each player,appliancesis us9d. and 9,38,2-8,5 8,2-8,59,3-17,2 b. erentTheBuildings child types andcan of other identifybuildings Structures. some which of servethe diff- 6,4 6,4 ialsTheas familychild used canhomes,in building,identify schools somesuch and of asstores. thebricks, meter-. wood 6,4 6,4 Theandstructures concrete.child can as identify bridges, as dams, man-made streets such and 6,4 6,4 objects.Theroads. chil.d can identify wheels in man-made 1,4 /,4 P. O&M(IV. 1. 1ES SOC3 :L ENVIRONMENT Se MVE ANIMATIoN CAPTION 1.navidualsistics.7.1 in.11e,is terms familiarof tole-defining with forms character- andchild can identify himself and other familiar functions 2,4-10,411,4 10,4-L1,4 ofcojusticesocial view,institutionses to rules,beginsseeand situationsfiar towhichparticularly play.sea hethe, from.may necessity thosemoreencounter. insuring, than one point for certain He A. 1.Social Units Roles. 10.111. 411Y .Givensibilities.childfamily, the can nameneighborhood, enumerate of certain appropriate city roles or fromtown, respon- the the 4 2-4a,2 2,4-10,411,4 10,4-11,44,2-4a12 B. 1.Social Interactions Cooperation. .11148* 'situatilnsmoreThea cournonchild itindividuals'to is raLcgnizesgoal.'beneficial workthat for together intwo certain or toward 11,3-19,1 Toirony.sistentsituations. develop responses, a sense of incorrect tumor in responses,humorous Humor in terms of: incon- 12,2 016. ToTo enjoy. enjoy music.' 16,1 12,3 . APPENDIX C
The demonstration class tape included in thepackage was recorded during a summer school session in 1971 at St.Mary's School for the Deaf in Buffalo. The teacher, Judy Spring, used four of herstudents whose chronological age ranged from 6 to 10 years. The stedents were in a special class for children_ withlearning and behavioral problems; their academic level ranged from preschool to primary(grade 1). Judy used two segments of Sesame Street, a LionFamily film, a-ld a problem solving skitin which Buddy and Jim have difficulty with saving money in a piggy bank, to introduceher class to some new conc(tpts and new vocabulary. (The demonstration class tape is thirteen and e.alf minutes long. This is a result of editing almost two hours of Juc class time that was taped.- Therefore, althoughthere is definite ,...;'.- tinuity within the tape, there was more to theclass(es) than meets eye). Following is a copy of Judy's lesson. plan for this -classand Fo..L several that followed.
OBJECTIVES: At the end of these classe's the child willbe able to: 1, Recognize the labels - .(.ion, mother, father,baby, bank, 2. Associate the label with the appropriate picture; father and 3, Demonstrate that the four words lion, mother, are a part of his vocabulary byproperly using them in conc,x:: 4. Demonstrate his .knowledge of the conceptsof big and little by identifying the appropriate object; 5. Demonstrate his knowledge of the concept of saving; 6. Write the numerals 1, 2 and 3; 7. Recognize 1, 2 and 3 as quantitative values, and; 8. Associate proper color with each animal bycoloring pictures of the animals.
LESSON: A. Necessary Pre-teaching - 1. Words - lion, mother, father, baby, bank. 2. Introduce- quantitatise values of 1, 2 and 3. 3. Visit zoo to point out baby animals, slather, andfather. 4. Introduce concept of saving money. B. Class - 1. View tape of the Lion Family and of Buddy and Jimwith th- Piggy Bank. 2. Point out differences in the mother, father and baby lion. Using library books and sketches, show variouspictures of 3. Relate concept of Lig and little to lions. a. Introduce cards - big and little.. h. Show,various pictures of big and little objects. 4. Using .eal objects taped together, count themand classify under the correct number (emphasize number 3). Examples: groups of 2 pencils, 3 lollipops,3 blocks, I wl 3 pennies, etc, C. Follow-up lessons - I. Color pictures of lions. 2. Write numbers 1, 2 and 3. 3. Construct banks from small boxes (Use paint, crayons, or contact paper to decoratethem). with pennies. 4. Develop some money values 5. Review: the, labels - mother, father,baby a. The child can associate lion with the appropriateanimals. objects, the child can selectthe- b. Given groups of two appropriate term - big, orlittle - to describe the size relationship. D. Evaluation - Evaluation is implicit in.theattainment of the behaviors stated in the objectives.
MATERIALS: baby lion, father lion,mother lion, 1. Cards and pictures of: big, little, 1, 2, and 3. pencils, lollipops, blocks, crayons, 2. Objects such as pennies, be used). etc. (CommonJbjects in the classroom may 3. Piggy bank. 4. Coloring pictures oflions. 5. Materials for constructingbanks. 6. Books - a. My First Counting Book,L. MOore, Golden Press. Sherman, Rand McNally. b. My outaBoolCc, Diane c. The Happy Lion, LouiseFatio, McGraw-Hill. Miriam Schlein, Whitman & Co. d. Big LionLittle Lion, Golden Press. e. Big and Little, Joe Kaufman, Pfloog, Golden Press. f.. The Farm Book, Jan Lenski, OxBDrd University Press. g. The Little Farm, Lois Gottlieb, Golden Press. h. Farmyard Friends, William
While viewing the tape, notethe continuity of Judy'slesson. focus attention, Using the Sesame tape tointroduce the lesson and to natural, logical Judy follows with materialsand activities which are and desired tangents fromthe program. other features in It is interesting tobe alert to at least two the demonstrationtape. of each of the individuals inthe 1. Notice how Judy is aware class and allows them to mentionunique experiences related to the class. look and Near the end of the Buddyand Jim segment, note the 2. the posture of satisfaction onthe students when they solve problem before Buddy does. might be This class gives an examplehow the Sesame Street segments Because of their brevity used to introducematerial and for motivation. their value and of their interestingformat, one can easily recognize culminating_techniquo in using for drill andreinforcement, as well as a to summarize a lesson.