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Demonstration and Research Center for Early Education (DARM) for Plants, (3) Autumn, VO Home and Family, (5) ;Linter, (5) Forest

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Demonstration and Research Center for Early Education (DARM) for Plants, (3) Autumn, VO Home and Family, (5) ;Linter, (5) Forest DOC D1ENT ED 128 082 008 760 AUTHOR Lewis, Ann; And Others TITLE Farm Animals: Unit Manual Eight. Curriculum Guide. INSTITUTION George Peabody Coll. for Teachers, Nashville, Tenn, Demonstration and Research Center for Early Education. SP -S AGENCY National Institutes of Bealth (DHEW), Bethesda, Md. Bureau of Health Profe$sions Education and Manpower Training.; Office of Economic Opportun_ty, Washington, D.C.; Office of Education (DI1Fr), Washington, D.C. PUB DATE 72 CONTRACT NETCE-70-006 GRANT 0E0-CG-9995 NOTE 106p.; Fox other manuals in ttis series, see PS 008 758-63 AVAiLABLE FROM CEMREI, 3120 59th Street, StLouis, -issouri 6 139 (Paper, $2.50) ErEs PRICE MB-$0.83 HC-$8.01 Plus Po ta DESCRIPTORS *Basic Skills; *Cognitive Development; Concept Teaching; *Curriculum Guides; *Ear)4 Childhood Education; *Instructional Materials; Learning Activities; *Livestock; Perceptual Motor Learning; Resource Guides; Skill Development; Social Studies Units; Teaching Techniques; Thought Processes IDENTIFIERS *DARCBE ABSTBACT This is nuaber eight in a series of resource manuals consisting of 11 sequenced curriculum guides developed by the Demonstration and Research Center for Early Education (DARM) for use in early childhood education programs. Emphasis is placed on tbie development of sensory, abstracting and aediating andresponse skills. The projected order of the units is:(1) All About Me, (2) Plants, (3) Autumn, VO Home and Family,(5) ;linter,(5) Forest Animals,(7) Neighborhood and Community,(3) Farm Animals, (9) Spring, (10) Transportation, :11) Farm Crops. Each unit is intended to build upon skills developed in preceding ones. The eighth unit, "Earn Animals's" is primarily a social studies unit covering animals frequently found on farms. The major content objective is to develop the childos understanding of farm animals, how they live, and how they are used by people. The sUggested tine for the unit is three weeks. Instructional activities are presented side by side with basic skills to be developed, and space is provided for teachers tooutline additional activities and skills. A list of instructional materials and their sources is given. The appendix includes patterns for teacher-made materials. (MS) Documents acquired by ERIC include many informal unpublished materialsnot available from other sources. EEtIC makes every effort to obtain the best copy available. Nevertheless, items of marginal reproducibilityare often encountered and this affects the quality of the microfiche and hardcopy reproductions ERIC makes available vla the ERICDocument Reproduction Service (EDRS). EDRS is not responsible for the quality of the original document. Reproduntions suppliedby EDRS are the best that can be made from the orighal. ip- U S EC .A441711 7 ' Fr "4, F 741E, ALIT h E 91280 EA lUICC,LAOE DUCAL L INL L. 711074II1lJi E,LREr E IF OUCT7i1 H 5 EP DP' SON4KACTLY51. ENTIR 04,SGHos NI 1' '5 114.2' 4744 E CL1 'ET. 4 L '44,NON U F. ED 0k 74'If:74 GIRDA,P '4f UNIT MANUAL EIGHT: 14,14AA 7' 11P441 7 D11T DO PDT NO .4* 7 71!NILE OF VIECESSAR14 vo' Coll+. DP 1 7, r 0 FSENT DU C1471. OE T110FIENAL N POSH N441I ON 11 OP. ON L LTI r D 44447 cURRICULUM GUIDE on:JohnDemonstration Elduation E. KennedyEarly and and. Education.for CenterMuman Research, Development for Research Center - NATIONAL COOZONATION MN= 44' "1'41V'4 rti:44P444 1'47"":..44.741aSS474;14174i4 11'4_14, P,Ff. 4-7 . '44 FARM.Unit ANIMALS 8 by MaryLenoreAnn.Janet Anne.. Lewis GabelCamp Downey. john F. The.Kennedy. Demonstration. CenterGeorge for and.FtabodyResearchResearch 1972Colle2e Oil Center Education for for.Teacherg Early.andHumanEducation Development A manual such as this requires the cooperationAcknowledgements of rany people. We. are grateful to the teachers, children and parentsTheSpecial work with thanks represented whom go we. to, worked_ inCynthia. this manual C. Williams was funded for art in work,part byand Office to Martha of EconomicLisle for Opportunity proofreading, Grant and CIS typing. 9995 sponsorshipandPoints Office of view ofare Education orencouraged opinions Contract tostated express No. do NPECE-70-006.not,freely therefore, their professional Contractorsrepresent the judgmentundertaking official of thepolicysuch conduct piojects of either of underthe office. product. government Professions,TheS015 work RR0308746 Education.represented from and thein Manpowerthis,general publication supportTraining, grant, was,National additionallyDivision institute. of Reg.4.-!Archfunded. of Health. by. Blo-MedicalResoures, Buroau Sciences. of Health. Support Grant FOREWORD, The series ofresource: unit manualsThe Use consists of DARCEEof 11Resource curriculum Unitguides. Manuals units, moving. the child to higherlevels of developmentand understanding. Each unit buildsupOn preceding sequence of units is, as follows: 2)1) AllPlants About. Me The projected order ofthe 6)5)4)3) ForestWinterHomeAutumn and Animals Family 10)9)8)7) TransportationSpringFarmNeighborhood Animals. and Community Unitrestated 10Although would that eachit is unit notbuildssuggested upon that Skills the11)developedunitsFarm. Crops,be individuallyin preceding.followed.ones. Thus,"recipe beginning hooks," with itshould be creativeandtheskills teacher.give presented, inher designinga Thepresentnumber infirstpreceding, herofproblems; five IllustratiOns units, units- for arethe AnotherwrittenOfchildren Skill reasonin, development.if a.they greatfor have"beginning dealactivities-had of no detail opportunitiesat the Asto beginninehshe verybetomesto supportive developismore the confidentdevelopmentand activitiesof refinethe teacher and thein.of tionsareUnits planned list.6, 7, asandThey "skeletal" 8 will leavepresentguidesowna activitieslotmore indicating to opportunities the anddiscretion, skillsmaterials, forand imagination,theconcepts,the, teacher's text abecomes andfeworiginal abilitiessuggestedless; ideas. descriptive activitiesof theThe: individual and.finalanddetailed. threea publica-teacher. units basismostinterpreted.number valuableEach:of of geographic weeks unitas: to "law."begins foreach location,covering, teacherwithThe: anmost the,andintroduction appropriate materialher particular isstating,way suggested. forgroup thea teacher ofspecific Thesestudents. to are goalsuse suggestions, theAdjustments and unitsobjectives, is however, mayin the: needof Chatandway shouldthatunit. willA.not certainbe he some:cover the,units desired better material.than others;Thethe teacher range ofmay the decidechildren's,to substitute experiences some andoi herthe own.amount activities. of timeto berequired made on to the. making these adjus prefer some sectionsOVer others. She should feel free She may like. and comfortable in. iii Should the teacher decide to follow the units rather closelyat first, she should, do, so bearing in mindiv motivationalofsame:that any thereason. one subject unit, level. allmatter day,It theywould everyday, cover als wasbecould advisablemeant be ato disaster beto onlyskip aasa day partfar of as,ol unit amaintaining, full related day's. acttvity interest,activity. oca'sionallyattentiveness,Three solid for weeks,and the . The basic layout oi the resource units,2)1) ConceptsIntrndu..7.tinnruns approximately and. Understandings accordingto, the following pattern: 4)6)5)3) AppendixListSequenced.Skills of. Stggested Instructional Materials Guide I. SENSORY SKILLS--"Input" II. DARCEEABSTRACTING Curriculum- AIMMEDIATING -An.Info SKILLS--mation Processing. ModelI. RESPONSE SKILLS--"Output" AttentionalOrienting.Receiving andinformation iasic'Organization'COIOTConcept length.Development Organizinginformation A.Expressing information Tactile-Auditory.Visual sizeshape volume,.(aud) flavorspeedtaste Synta.:..cArticulation. DiscriminatoryTaste-OlfactoryKinesthetic pitchvolwnepositionnumber motionweighttemperaturetexture. affectagetime .odors sounds,objects7identificationSingle-word concepts actions, level-- of Tactile-AuditoryVisual Association.1- Objects withobjectsfunctionally, b.C. PhraseCompletesimple ..level sentence level Taste-OlfactoryKinesthetic 3-2. Labels,Labelsactions,spatially, with concepts temporallylabels,objects,sounds, negatives"and"interrogatives statementsdeclaratives. RelationalAuditoryVisual Classification!2.1. InductiveDeductive classification "I."if-thee"or'"statements, don't statements know"statements SequentialAuditoryVisual SeluencingI. Motorsequencing . complexadverbial. sentences clauses, 2- ofactions,Verbalsequencing concepts, directions,events,seriesa. eventsseries, of B. MotorSmall-Motor(eye-handpasting coordination) Coordinationlaoing Critical2-1. Making,Drawing Thinking, inferencesrelationships stringingcoloringpaintingmodelang . solvingtracingweaving, mazes 7.6.5.4.3- Analyzing,Making..SynthesizingEvaluatingHypothesizing predictions problem. ideassituations Orientationcuttingdrawing printingfollowingdots. 9.S. DrawingAnalyzing analogies, absurdities front-to-backtop-to-bottomleft-to-right progression.progression. Basic. Skill Development v developedThe Information through the Processing, activities Modelof each provides unit understanding. a framework for an emphasis on basic skills to be extended and. motivateRESPONSEyoungdevelopment children, andSKILLS--those ofencourage basicthereby skills- childrenskills providing necessary Instructionalto, children use basicto receivewith activitiesskills. many information, opportunities Masteryutilize of Thematerialsto unit organize.primaryfor. content, developingand purpose information,experiences then, ofSENSORY, isthe secondary ofandunit interestABSTRACTING,
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