人類發展與健康學院嬰幼兒保育系 國際蒙特梭利碩士專班
International Montessori Master Degree Program Department of Infant and Child Care
College of Human Development and Health
National Taipei University of Nursing and Health Sciences
碩士技術報告
Technical Report 指導教授：張孝筠
Adviser：Hsiao Yun Chang, Ed. D.
蒙特梭利學前教材的設計與運用-以青蛙的生命歷程為例 Montessori Materials Design and Implementation for
Three to Six Years old Children- The Life Cycle of a Frog 研究生：張馨文 撰
Name: Chang, Hsin Wen
February 6, 2021
Abstract
The goal of the project is that preschool children can recognize the life cycle of a frog by using Montessori method ana materials. The activities in Montessori classroom are to increase the children’s motivation on a frog and help the children to build the ability to initiative learning. In this project, there were 11 children who willed and joined these activities. The researcher used a single sample of pre-test and post-test for the research. For the results of the project, the children had individual one-to-one interview in the Pre-test and the Post-test. After 2 months, the post-test
showed that the project was successful. 100% of the children (11 of 11) knew the cycle life of a frog and 100% of the children has learned all the names from the activities. 11 children knew the names of egg, a tadpole, a tadpole with 2 legs, a tadpole with 4 legs and a frog.They also knew the life cycle of a frog.
Key words: Montessori education, the life cycle of a frog, preschool children
摘要
本課程實驗的目標是學齡前兒童可以使用蒙特梭利教學和教材來認識
青蛙的生命週期。蒙特梭利課程的活動可增加孩子們對青蛙成長的興趣，並可 以培養主動學習之能力。在這個實驗中，有11
名兒童參加這些活動。研究人 員使用單一的前後測試樣本進行研究。對於項目的結果，孩子們在前測和後測 試中進行了一對一的對話，經由2
個月後，後測表示這實驗是成功的。100%的 兒童（11個）認識且了解青蛙的成長過程，11 位孩子從課程活動中認識且學 會了青蛙成長中每一階段。11個孩子知道卵、蝌蚪，兩隻腳到四隻腳的蝌蚪、青蛙。他們也從中了解青蛙的生命週期。
關鍵字：蒙特梭利教學、青蛙生命週期、學齡前兒童
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Contents
Chapter I Introduction...1
1.1 Introduction...1
1.2 Purpose of the study...1
Chapter Ⅱ Literature review...3
2.1 Montessori and her Method...3
2.1.1 A brief introduction on Maria Montessori ...3
2.1.2 Characteristic of Montessori Education...4
2.1.3 Montessori Curriculum.....5
2.1.4 The benefits of Montessori Education...6
2.2 Zoology for young children...7
2.3 the cycle life of a frog...7
Chapter Ⅲ Methods...9
3.1 participants...9
3.2 Measures...9
3.3 Procedures...10
3.4 Data Analysis...12
3.5 Limitations...12
II
Chapter Ⅳ Results and discussion…...14
4.1 Results...14
4.2 Discussion...18
Chapter Ⅴ Conclusion and Recommendation...20
5.1 Conclusion...20
5.2 Recommendation...21
References...22
Appendix Ⅰ...23
Appendix Ⅱ...24
Appendix Ⅲ...46
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Chapter Ⅰ Introduction
1.1 introduction
The researcher came up with this project by the interest of some children in her intern school. The teachers introduced the subject of “Spring” and put some materials and books of insects, flowers and plants in the culture area. There are two reasons that the researcher selected the frog’s cycle life as the theme of the project. One reason is that the researcher found out some children love to read Encyclopedia books. The children are curious to the frog of Encyclopedia books.
The other reason is that the children are interested in the cycle life of a frog. The children know the sequence of human life for example the infant comes from the mother and the infant comes before the child. At the same time, the children were learning the cycle life of a butterfly when the teacher introduced the topic “Spring”. They also have some experiences to observe some animals such as fish, rabbits, birds, turtle in the school. Therefore, the researcher wanted the children can observe tadpoles and let the children know the cycle life of a frog.
1.2 Purpose of the study
The concept of the circle life of a frog is a part of the Montessori Cultural curriculum of different frogs and picture sequence story cards. The purposes of the study are helping children to understand the life cycle of a frog. The objectives of the study are:
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1. To name the life cycle of a frog.
2. To refine the fine motor skills.
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Chapter Ⅱ Literature review
2.1 Montessori and her Method
Montessori Method focuses on supporting the children’s all-round development. It emphasizes that children get experiences and abilities from the environment. So, preparing good environment can stimulate children to learn and develop abilities.
2.1.1 A brief introduction on Maria Montessori
Montessori believed that preparing environment is important. In the prepared environment, children can be comfortable to select their work freely. There are six elements in the prepared Environment including freedom, structure and order, reality and nature, beauty and atmosphere, materials, development of community life. It also means the relationship of the children, the teacher, and physical environment of Montessori educational materials. For adaptive development, a child is free to choose each material to work in the Montessori classroom.
First, freedom is that children are encouraged to coordinate actions and give opportunities to work. Second, order means that children have possibility to complete cycle of activity and assist children in becoming decision makers. Third, beauty and atmosphere mean that there are designed and quality materials. Fourth, reality and nature mean that there are child-size furniture and out spaces. The materials are corresponded to individual child’s need. Last, development of community life means the children are mixed age group. They can help the development of the children a lot.
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Montessori also recognized different sensitive periods in different age. Thus, Montessori classroom can bring children different learning and develop their potential abilities (Freedom within limits in Montessori Education, 2017).
2.1.2 Characteristic of Montessori Education
In Montessori education, prepared a good environment is the main concept that children can work freely and develop their potential abilities. Montessori Classroom is like a small society that integrates children of mixed ages that are grouped in periods of 3 years. This promotes socialization and concordance among them naturally. The features of the materials are from simple to complex and from concrete to abstract. The children are interested in different materials.
In the practices of the materials, children can complete and correct the task without the teacher’s help. It is called control of error. At the same time, the materials focus only on one concept at a time and help children see it difficulty clearly. It is called isolation of difficulty. When children work in Montessori Classroom, orientation and independence of the tendencies appear in this process. The Montessori’s materials were scientifically designed and provide children the keys to know our world and develop basic cognitive abilities. They also like to observe and explore the world through the sensory the world and their surroundings.
And then, the teacher’s role is an important part of Montessori Classroom. The teacher can help and encourage the children to act by themselves and to develop confidence and inner rule. So, in Montessori Classroom, the teacher’s role is to prepare the classroom, observe and guide their
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children in their learning. In a consequent, children develop at their own pace according to their own abilities (Irinyi, 2007).
2.1.3 Montessori Curriculum
Montessori Curriculum are including five learning areas, Practical Life, Sensorial, Math, Language and Culture. The activities of practical life area are related to care of himself and care of the environment. These materials could bring the child the functional independence. These activities could help children take care of themselves and the environment and reach mental independence.
The materials in Sensorial area were designed that children can refine the sensory and help the children become confidence and independence during the child’s sensitive period between birth and 6 years old. Sensory impressions can also help the children recognize the abstract concept such as big, small…etc.
The materials in Math area help the children build exact order. The materials and practices can help children build internal order in the classroom. Children can get for being comfortable and competent in the world of numbers. Language materials are designed to increase vocabulary and find out both written and spoken language. They help children to learn sound analysis of spoken words, and children are able to analysis the segment of the words. It is important for adults to allow children to have time to experience, and to revise themselves.
In five areas, cultural area is important that children can discover our world and know our culture. The cultural curriculums are including geography, Zoology, botany, earth science, and
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history. In Montessori classroom, children can read some books and see some pictures to know the concept of living and no living. At the same time, the teacher and children can discuss the group of living things including trees, flowers, animals, vertebrates and invertebrates. The teacher also can feed the animals, amphibian, or insects…etc. From these experiences, children can learn knowledge in Zoology and learn to care for living things (Cultural Learning in Montessori Classrooms, 2019).
2.1.4 The benefits of Montessori Education
Montessori’s point is that every teacher should "follow the child". The teacher in Montessori classroom identifies children’s developmental needs and characteristics of each age, and prepares a favorable environment. Children can learn to develop much knowledge and skills by interest-based experiences. By watching the teacher’s presentations, children can complete all the activities on their own. The materials and experiences can guide children how to problem solve, work together, and correct their own work.
There are several important qualities of materials in Montessori classroom. First, the materials are control of error. The children can exercise the materials by themselves and solve the problems by themselves. They can learn to grow independence. Then, the materials are from easy to harder and from concrete to abstract. The children can get confident and concentration in exercise.
Third, the materials are to bring the children fine motor skill that help children prepare the activities of writing and reading. Fourth, the materials are logically pathway of foundation learning. It can help children learn coordination and order. Furthermore, they can help children in the social and
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emotional development. So, the activities of Montessori Education are important to children’s development (The Montessori Method, 2018).
2.2 Zoology for young children
Montessori thought that nature can motivate children and children are interested in nature.
Thus, Montessori teachers emphasize the culture area and take children out into nature. It makes children observe living things of Zoology and develop a connection the world. Shana Abelman (2020) did the project that Montessori teachers can expand the zoology and combine it with geography. It can give children an opportunity to learn science in Montessori classroom. It is also designed to address how animals affect humans and human productivity in different areas of the continent. In the activities of zoology, children can bring their thought and opinions to understand the world. And then they are curious and have motivations to learn. They can realize that it is important to take care of our environment and living things in the world. At the same time, they can understand to treasure the resource of the environment. It is also important part in learning Zoology (Abelman,2020).
2.3 the cycle life of a frog
The cycle life of a frog consists of four stages. There are including Egg, Tadpole, Froglet and Adult Frog. The first stage is Egg. Frogs lay their eggs in masses and eggs usually live in calm
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waters. The second stage is Tadpole. Tadpoles are from the eggs and they develop gills and tail. the tadpoles start to swim. Between weeks 6-9, they begin to develop their legs. The third stage is Froglet. The froglet’s tail is shorter and it develop two front legs. It looks like a smaller frog. The fourth stage is Adult Frog. Between week 12-16, Adult Frog has no tail and live on the land. It has
grown to an adult frog. When they start to look for a mate, the cycle continues (what is life cycle of a frog, 2021). Experiences of learning the life cycle of a frog can stimulate children's own
enthusiasm about their world. During the process, children can ask questions and explore the life cycle of a frog. And then, children can discover what they want to know and have fun. Furthermore, these processes will give children abilities and learn respect in the environment (Janis R.
Bullock,1994).
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Chapter Ⅲ Methods
3.1 participants
In this project, 11 children were selected that they have high enthusiasm to observe the frog’s picture and discussed different frogs in her intern site of Montessori classroom. They worked at Montessori classroom from every Monday to Friday with 4 working hours. They were 4 to 6 years old. 5 of them are from 4-5 years old, and 6 of them are from 5-6 years old. After the works were presented in the classroom and the project finished, parental consents were collected.
Although there were 15 children joined in the project, the researcher only got 11 signed consents back because 4 children had already graduated or their parents didn’t sign parental consents.
3.2 Measures
For the Pre-test, the researcher had egg, a tadpole, a tadpole with 2 legs, a tadpole with 4 legs, a frog in the life cycle of a frog. The researcher had shown each child each stage and arranged the life cycle of a frog. The children were curious to each stage. They want to touch the stage and ask “what it is?” The researcher pointed to each stage from birth to adult and asked each child
"What is the name of this?" The children didn’t know all the names of the life cycle of a frog, but some children know egg, a tadpole, and a frog. Based on their answers to the questions, the researcher created a pre-test chart. If the child knew the name of the stage, the researcher was pointing and place an “X” next to the child’s name in that stage column. After the project, the researcher asked children the same questions using the same stages. The researcher made the post-
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test data charts to record the children's responses for the questions. Then, the charts are with the children’s names in a column and the names of the life cycle of a frog in columns across the top.
3.3 Procedures
The researcher spent 2 months (March – April 2020) and 11 children participated in the study. The researcher designed materials that helped children to know the names of each stage and understand the characteristic of each stage. First, the researcher introduced storybooks or
Encyclopedia books about a frog and tadpole at two times of each week to get familiar with children. Then, the researcher introduced the materials to children and focused on the practices of one by one. The children can practice the materials to refine the fine motor skills.
Moreover, the researcher sometimes guided small group activities to make children understand the different stages of a frog. So, the materials and small group activities can make children understand the cycle life of a frog.
A. Project making
The researcher’s project belongs a part of culture area in the Montessori classroom. The materials that the researcher designed primarily focused on practical life, math, language, and sensorial areas. First, the researcher showed the pictures and storybooks about the stages of egg and tadpole. Then, the pictures and the puzzle of the cycle life were introduced. Two times per week the researcher led the cycle times tell the story or show Encyclopedia books about a frog and a tadpole
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then introduced the material. When the researcher talked about a frog, she introduced the activity
“three-parts cards of a frog”. After the children understood the frog, the activity “exchange game”
was introduced. Finally, many group activities can help the children remember the names and understand the different life cycle of a frog. All activities were interactive and can be found in the Appendix.
B. Project Implementation
Before presenting the project, the children learned the cycle life of a butterfly when the teacher introduced this topic “spring”. In math area, the researcher introduced the counters game.
The children can count the numbers and refine the fine motor skills. The researcher also showed the children the three-part cards of a butterfly and a fish in language area. In culture area, the researcher showed the puzzles of a butterfly and a fish. The researcher used Chinese to introduce all activities.
The researcher can work with the children one by one. When they learn the materials of a butterfly and a fish, they are curious to a frog. and then, when they knew the cycle life of a butterfly, they started to be interested in the cycle life of a frog. The project implementation is from the pre-test data collection, the process of the activities, and the post-test data collection. The pre-test data collection was done at 2, March 2020. The researcher spent 2 months doing this project for March – April 2020. The researcher collected the post-test data at 4, May 2020. Both pre- and post-tests were collected during the classroom Montessori working hours 08:30 – 11:30 am. Participants were interviewed individually.
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3.4 Data Analysis
The researcher used the Microsoft Excel software package to get the analysis and the graphs. The descriptive statistics was used to analyze data.
3.5 Limitations
The classroom is so big that inside is a lot of children. All children have some lessons every day. However, the researcher only chooses 15 children to join the project. Although there were 15 children joined in the project, the researcher only got 11 signed consents back because 4 children had already graduated or their parents didn’t sign parental consents. So, parental consent was also limited. If there were more children in the classroom to work with, the researcher could have done more data to prove the project were successful.
There were three limitations for this study:
The parental consent letters were sent after all the activities had been conducted, some of the children were graduated the researcher couldn’t contact these parents to get consent letters back.
Otherwise, there should be more participants for this study.
Children have a lot of activities to choose in the classroom as well as extracurricular activities to participated, the researcher got limited time to work on life cycle of a frog with participants.
The researcher tried to raise live frog from tadpole, so children could experience real life cycle of a frog by taking care of them. Unfortunately, in the process of taking care of tadpoles, they died. After several attempts, in order not to upset children, the researcher decided to use 3D models of life
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cycle of the frog.
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Chapter Ⅳ
Results and discussion
4.1 Results
4.1.1 Pre-test results
During the pre-test, all children need to answer the same question” What are the names of the life cycle of a frog?”. The pre-test result shown, 2 children (6 years old) of 11 children (18%) named
“egg” while other 9 children (82%) could not name “egg”. 1 child (6 years old) of 11 children (9%) named “tadpole” while other 10 children (91%) could not name “tadpole”. 5 children (6 years old) of 11 children (45%) named “frog” while other 6 children (55%) could not name “frog”. None of the children (100% ) could name tadpole with 2 legs and tadpole with 4 legs.
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Table 4.1.1 Pre-test
Reorganization of names child Initial &
age
egg tadpole
tadpole with 2 legs
tadpole with 4 legs
frog
C6
x x
L6
x
S6
x x
W6
x
H6
x x
Li6 C5 Ch5
W5 H4 L4
4.1.2 Post-test results
During the post-test, all 11 children had been asked the same question as pre-test” What are the names of the life cycle of a frog?”. The result shown all 11 children (4-6 years old) could name
“egg”, “tadpole”, “tadpole with 2 legs”, “tadpole with 4 legs” and “frog”.
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Table 4.1.2 Post-test Results
Reorganization of names child Initial &
age
egg tadpole
tadpole with 2 legs
tadpole with 4 legs
frog
C6
x x x x x
L6
x x x x x
S6
x x x x x
W6
x x x x x
H6
x x x x x
Li6
x x x x x
C5
x x x x x
Ch5
x x x x x
W5
x x x x x
H4
x x x x x
L4
x x x x x
4.1.3 The Comparison of Pre- and post-tests results
100% of the children (11 of 11) knew the cycle life of a frog. 11 children knew the names of egg, a tadpole, a tadpole with 2 legs, a tadpole with 4 legs and a frog.
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Graphs 4.1.3 Pre-test and Post-test Comparison
4.1.4 Descriptive comparison of Pre-test and Post-test
100% of the children (11 of 11) knew the cycle life of a frog and 100% of the children has learned all the names from the activities. 100% children knew the names of egg, a tadpole, a tadpole with 2 legs, a tadpole with 4 legs and a frog.They also knew the life cycle of a frog.
0 2 4 6 8 10 12
egg tadpole tadpole with 2 legs tadpole with 4 legs frog
the cycle life of a frog
pre-test post-test
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Table 4.1.4 Pre-test and Post-test Comparison table
Knowledge Item Pre-test Post-test
Increasing Numbers
Increasing Percentage %
Total Percentage of the Knowlede % Reorganization
of names
egg 2 11 9 81.8% 100%
tadpole 1 11 10 90.9% 100%
tadpole with 2 legs
0 11 11 100% 100%
tadpole with 4 legs
0 11 11 100% 100%
frog 5 11 6 54.5% 100%
4.2 Discussion
The results of the project showed that it was successful. In the beginning, the researcher selected this project because the children had some experiences in the culture area of the Montessori classroom. They know human life from birth to adult and they can observe other animals in the school. And then, the researcher raised some tadpoles in the school and let the children observe the tadpoles to record. The children enjoyed observing and recording the tadpoles. However, it is a pity that tadpoles died after three weeks. The children asked the researcher some questions such as why they died? and they felt little sad. For answering these questions, the researcher and the children
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discussed the life of the tadpoles and the meaning of the living.
At the same time, the researcher introduced other pictures that are about a cycle life of different and kinds of frogs. The books and the pictures were interesting to the children. Moreover, the researcher also told the story of a frog and tadpoles before introducing the material and
sometimes the researcher brought some art activities of a frog. The children had fun and enjoyed the activities. Additionally, the children had a lot of experiences in math, sensorial, and language areas of the Montessori classroom. The materials that the researcher introduced aren’t difficult to them.
For 4-5 years old children, they need to practice some materials several times such as “exchange game” and they can work well. The children love to practice the materials. The materials could bring them to understand the names of the cycle life and refine the fine motor skills.
So, the pre-test data showed that almost children didn’t name the life cycle of a frog. For all questions, there were 11 children joined the pre-test and post-test. In the pre-test, it indicated that two children knew the name of egg, and five children knew the name of a frog. And then, only one child knew the name of a tadpole. Also, the children could recognize the stage of adult frog is "the frog"', but they could not know the stage neither is baby nor adult.
After 2 months, the post-test data showed that the project was successful. 100% of the children (11 of 11) knew the cycle life of a frog and 100% of the children has learned all the names from the activities. 11 children name the stage of egg, a tadpole, a tadpole with 2 legs, a tadpole with 4 legs and a frog. They also knew the life cycle of a frog.
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Chapter Ⅴ
Conclusion and Recommendation
5.1 Conclusion
The researcher believes her project was successful.
The pre-test shown that 2 children (6 years old) of 11 children (18%) named “egg” while other 9 children (82%) could not name “egg”. 1 child (6 years old) of 11 children (9%) named “tadpole”
while other 10 children (91%) could not name “tadpole”. 5 children (6 years old) of 11 children (45%) named “frog” while other 6 children (55%) could not name “frog”. None of the children (100%) could name tadpole with 2 legs and tadpole with 4 legs. After two months delivered
activities regarding life cycle of the frog. All children could name eggs, tadpole，tadpole with legs and frog. Children also comprehend the cycle of life of a frog.
This study met a need in the classroom by the children a chance to learn something from their interest in Encyclopedia books. The children who involved in this project are able to tell the
researcher the names of the life cycle of a frog. At the same time, the children worked the materials with their peers well and strengthened their fine motor skills. From the performances of the
children, the teacher in the school also gave the researcher some feedback. The children expected each activity that the researcher introduced. So, the children who involved in this project impressed her so much!
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5.2 Recommendation
During the process of the project, the researcher thought that she didn’t design appropriately one of the materials. In the three-parts cards of different frogs, it could be little difficult to younger children. Thus, the materials are appropriate for children of different ages. If this project would be practiced again, it is better to spend more time surveying how to raise a tadpole.
Moreover, If Montessori teachers want to do the same project, different materials could be designed in practical life area, sensorial and math areas, language and cultural areas. The teachers can design the activities of music and art in this project. The activities are interesting and make the children fun. If non-Montessori teachers want to do the same project, they can’t use the materials that the researcher designed. They could create a system of activities to introduce the project.
Furthermore, this project could also extend into different program. Children may discuss what a frog eat, where/how it live, and other animals as the same as a frog. These programs would be interesting to the children.
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References
Cultural Learning in Montessori Classrooms (2019). Retrieved from
https://medium.com/@KingsleyMontessori/cultural-learning-in-montessori-classrooms- 4b328491cfac
Freedom within limits in Montessori Education (2017). Retrieved from https://mo ntessoriacademy.com.au/montessori-freedom-within-limits/
Janis R. Bullock(1994) Helping Children Value and Appreciate Nature Retrieved from
https://www.ea.gr/ep/organic/academic%20biblio/for%20teachers_why%20gardening/Helping%20 Children%20Value%20and%20Appreciate%20Nature.pdf
Montessori M. (1995) The Absorbent Mind New York: Holt Paperbacks
Michelle Irinyi (2007) The Montessori Teacher and Her Role: Learning More About The Method Retrieved from https://montessoritraining.blogspot.com/2007/09/montessori-teacher-and-her- role.html
Shana Abelman (2020) Montessori Primary Extension Zoology Unit. Retrieved from https://search.proquest.com/openview/512cbf61827827c7ba47543bc001aa0f/1?pq- origsite=gscholar&cbl=18750&diss=y
The Montessori Method (2018). Retrieved from https://www.fundacionmontessori.org/the- montessori-method.htm
What is life cycle of a frog (2021)? Retrieved from https://smartclass4kids.com/life-cycle-of-a-frog/
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Appendix Ⅰ
The Life Cycle Of A Frog
The Life Cycle Of A Frog -the pictures
The Life Cycle Of A Frog - different stages
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Appendix Ⅱ
Three Exercises
◼ Matching the name cards with the pictures of the life cycle of a frog
◼ Exchange game with frogs
◼ Three-parts cards of a frog
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◼ Matching the name cards with the pictures
Materials: A tray, name cards, a confrontation chart, the pictures Subjects: Children 3.5 years and older
Prerequisite: Matching experience (geometric cabinet with cards, knobbed cylinders) Presentation:
1. Take the tray out from the shelf.
2. Place the tray on a rug.
3. Take out the pictures and name cards from the tray.
4. Introduce to the child "'These are the pictures of a frog's life cycle."
5. Point to the confrontation chart and say "'This is Bee's life cycle."
6. Pick up the picture of "egg" and say this is egg of a frog."
7. Pick up the picture of "tadpole" and say its name.
8. Pick up the picture of " tadpole with 2 legs " and say its name.
9. Pick up the picture of " tadpole with 4 legs " and say its name.
10. Pick up the picture of " frog " and say its name.
11. Give the three period lessons.
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12. Invite the child to do the matching of the pictures and the confrontation chart.
13. Take the name cards out.
14. Pick up the first name card and name it. Continue to name all the name cards.
15. Invite the child to match the name cards with the confrontation chart.
16. Place all the materials back to their own place.
17. Place the materials back to the shelf.
Controls of errors: Seeing the pictures and words do not match with the confrontation chart.
Points of interest: The pictures.
Goals:
1. Understand there are different stages of a frog.
2. Recognize the faces of a frog in different stages.
Variations:
1. Take away the confrontation chart.
2. For older child - replace the name cards by Chinese alphabet, encoding the name by the child oneself.
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Photos of doing the activity
The children discuss the life cycle of a Frog. The boy places missing pieces where they belong.
They are discussing and writing down the life cycle of a Frog.
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◼ Exchange game with frogs
Materials: A tray, ten pink frogs, ten blue frogs, ten yellow frogs, one big frog, one dice, three charts.
Subjects: Children 4 years and older Prerequisite: The counters game Presentation:
1. Take the tray out from the shelf.
2. Place the tray on a rug.
3. Take out the materials from the tray.
4. The first player rolls the die and takes that number of yellow frogs to put on the chart.
5. The second player rolls the die and takes that number of yellow frogs to put on the other chart.
6.When a child has more than 4 yellow frogs, ask them to count 4 yellow frogs and exchange them for a blue frog.
7. When a child has more than 4 blue frogs, ask them to count 4 blue frogs and exchange them for a pink frog.
8. When a child has more than 4 pink frogs, ask them to count 4 pink frogs and exchange them for a
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big frog. Children can play until one player has a big frog. The player that has a big frog is the winner.
9. Place all the materials back to their own place.
10. Place the materials back to the shelf.
Control of errors: The quantity of the materials Points of interest: The frogs, the die, exchanging.
Goals: To increase understanding of exchanging
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Photos of doing the activity
Two children are working exchange game with frogs
The girl and the teacher are working exchange game with frogs.
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◼ Three-parts cards of a frog
The boy is working Three-parts cards of a frog.
Materials: A tray, three-parts cards of a frog Subjects: Children 3.5 years and older
Prerequisite: Matching experience (geometric cabinet with cards, knobbed cylinders) Presentation:
1. Take the tray out from the shelf.
2. Place the tray on a rug.
3. Take out the cards which are containing the words and the pictures and lay on the rug.
4. Point to the card and say "This is the frog' s body."
5. Invite the child follows after you.
6. Point to the card and say "'This is the frog' s legs."
7. Invite the child follows after you.
8. Point to the card and say "This is the frog' s web."
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9. Invite the child follows after you.
10. Give the three period lessons.
11. Invite the child to match the name cards with the picture cards.
12. Encourage the child repeats the name of each card after you said a name.
13. Place the material back to the shelf.
Control of errors: Seeing that the pictures and words match.
Points of interest: Different parts of the frog.
Goals: Learn the parts of the frog.
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Photos of doing the activity
The girl is working Three-parts cards of a frog.
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Four Extensions:
Mystery bags of the life cycle of a frog
Puzzles of a frog’s body
Three-parts cards of different frogs’ names and characteristics
Picture sequence story cards
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Mystery bags of the life cycle of a frog
Materials: A tray, two mystery bags, the life cycle of a frog Subjects: 3 years and older
Prerequisite: None Presentation:
1.Take the tray out from the shelf.
2.Place the tray on a rug on the floor.
3.Introduce to the child “these are the stages of Frog’s life cycle.
4. Pick up the first object and ask the child to feel the object, saying the name again or letting the children repeat the name. Then put the object in the mystery bag. Continue naming and feeling the objects and place them all in the bag.
5.Invite the child to place them all in the other bag.
6.Pick up the first object in the bag to say the name again and invite the child to do the matching of the object in the other bag. Continue picking up all objects and place them on the tray.
7. Place the material back to the shelf.
Control of errors: Seeing that the same objects match.
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Points of interest: The objects Goals:
1.Understand there are different stages of a frog.
2.Recognize the faces of a frog in different stages.
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Puzzles of a frog’s body
Materials: a tray, puzzles pieces.
Subjects: Children 3 years and older Prerequisite: None
Presentation:
1. Take the tray out from the shelf.
2. Place the tray on a rug.
3. Introduce the puzzle, "This is the frog's body.'
4. Pick up the puzzles pieces and say "I am going to match back these puzzles."
5. Pick one piece of puzzle and match it.
6. Keep matching the pieces until all puzzles are matched.
7. Place the material back to the shelf.
Control of errors: Seeing that the same piece of the puzzles match.
Points of interest: Different parts of the frog.
Goals: Learn the parts of the frog.
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Three-parts cards of different frogs’ names and characteristics
The girl is working Three-parts cards of different frogs’ names and characteristics.
Materials: A tray, three-parts cards of different frogs’ names and characteristics Subjects: Children 3.5 years and older
Prerequisite: Matching experience Presentation:
1.Take the tray out from the shelf.
2.Place the tray on a rug.
3.Take out the cards which are containing the words and the pictures and lay on the rug.
4. Point to the card and say "This is Microhyla ornata."
5. Invite the child follows after you.
6. Point to the card and say "'This is Buergeria robusta."
7. Invite the child follows after you.
8. Point to the card and say "This is Zhangixalus moltrechti."
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9. Invite the child follows after you.
10. Point to the card and say "This is Hylarana latouchii."
11. Invite the child follows after you.
12. Give the three period lessons.
13. Invite the child to match the name cards with the picture cards.
14. Say out the names of those frogs.
15. Place all the materials back to their own place.
16. Place the material back to the shelf.
Control of errors: Seeing the matching do not match with the card which contains the word and the picture.
Points of interest: Different kinds of frogs.
Goals: Recognize the common frogs in Taiwan.
Variation: Shorting game - increase the picture of those three kinds of frogs.
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Picture sequence story cards
The boy is working Picture sequence story cards.
Materials:
1.A set of six cards that depicts the sequence or happenings in a familiar or common event 2.A tray to hold the materials
subject: 4 years and older Prerequisites: None Presentation:
1.Invite a child to do this activity. Bring the materials to a rug. Sit next to the child.
2.Lay out the pictures and discuss what is happening in each picture.
3.Select the card that starts the sequence. Use the pictures to tell a brief story.
4.Place the pictures in order of events or happenings.
5.Place the pictures in the tray and return materials to the shelf.
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Control of Error: Seeing that the pictures are in a logical order Points of interest: the story of the tadpoles and the frogs
Goals: Need to learn sequential order of spoken and written language. Understanding that written and spoken languages have a sequential order, and that there is a sequence of ideas in both written and spoken language.
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Photos of doing the extensions
Two boys are working Mystery bags of the life cycle of a frog.
The girl is working Mystery bags of the life cycle of a frog.
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The girl is working puzzles of a frog in art.
The girl is working Three-parts cards of different frogs’ names and characteristics.
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The boy completed puzzles of a frog in art.
The girl is working Picture sequence story cards.
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The boy is working Three-parts cards of different frogs’ names and characteristics.
The boy is working Picture sequence story cards.
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Appendix Ⅲ 家長同意書
親愛的家長／監護人，您好：
基於幼兒教育品質的精進，本園常評估幼兒學習興趣，嘗試不同的教學內容及方 法，以求幼兒教學改善能有具體可行的效益。本園實習教師張馨文的教學課程，
以青蛙的成長過程為教學主軸，在該課程活動中，依據幼兒的好奇與探究興趣，
設計相關教具以滿足幼兒對天際的想像與討論科學知識。
為了將課程進行與實施成效轉為課程技術報告，以提供未來教學卓越之參考，特 別設計此家長同意書，期盼您能同意孩子與我們共同進行教學研究及教育改善。
技術報告中，您的子女將以匿名與不顯示肖像的方式出現在報告中，以善盡保護 幼兒的責任。
為尊重孩子及您的選擇權，請您依據您是否同意子女的學習成果列入課程技術報 告的意願，在下方□內，勾選同意或不同意。無論您同意或不同意，我們都非常 高興能與您的孩子共同學習，並締造美好的探索回憶。感謝您對本課程的支持與 配合，日後，我們將會鼓勵孩子與您分享本次的學習成果。
敬祝
闔家安康
____________ 園長 敬啟
___ 年 ___ 月 ___ 日--- ---
茲□同意□不同意本人的子女參與太陽星系課程教學，教學活動及資訊呈現於 實習教師的課程技術報告。
幼生姓名：____________
家長／監護人簽名：__________
___ 年 ___ 月 ___ 日
