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The Project Approach: The Chicken Project
Resource #9270  | | URL: http://www.cds-sf.org/cproject/ |
| | Resource Type: Research and Reference | | Typical Ages: 3-5 | Topics: General — Project Approach to Learning
| | Keywords: chickens, chicken eggs, example of project work |
| | Commentary | The chicken project began after one boy successfully caught one of the school's chickens and shared his enthusiasm about this new skill with his father's preschool class. he would catch and carry the chicken to the room on a daily basis so the young children could observe and draw the chicken. At the beginning of the project, all the three year old children knew that chickens lay eggs, but by the end of the project the children knew about various breeds of chickens, and their habits and needs, about eggs, incubators, and more! What an amazing adventure! (author/nmb) |
| Ohio's Early Learning Content Standards| | | Life Science for Early Childhood | | | Characteristics and Structure of Life | | | 1. | Identify common needs (e.g., food, air, water) of familiar living things. | | | 2. | Begin to differentiate between real and pretend through stories, illustrations, play and other media (e.g., talking flowers or animals). | | | Diversity and Interdependence of Life | | | 3. | Observe and begin to recognize the ways that environments support life by meeting the unique needs of each organism (e.g., plant/soil, birds/air, fish/water). | | | Heredity | | | 4. | Match familiar adult family members, plants and animals with their young (e.g., horse/colt, cow/calf). | | | 4. | Recognize physical differences among the same class of people, plants or animals (e.g., dogs come in many sizes and colors). | | | | Scientific Inquiry for Early Childhood | | | Doing Scientific Inquiry | | | 1. | Ask questions about objects, organisms and events in their environment during shared stories, conversations and play (e.g., ask about how worms eat). | | | 2. | Show interest in investigating unfamiliar objects, organisms and phenomena during shared stories, conversations and play (e.g., "Where does hail come from?"). | | | 3. | Predict what will happen next based on previous experiences (e.g., when a glass falls off the table and hits the tile floor, it most likely will break). | | | 6. | Explore objects, organisms and events using simple equipment (e.g., magnets and magnifiers, standard and non-standard measuring tools). | | | 7. | Begin to make comparisons between objects or organisms based on their characteristics (e.g., animals with four legs, smooth and rough rocks). | | | 8. | Record or represent and communicate observations and findings through a variety of methods (e.g., pictures, words, graphs, dramatizations) with assistance. | | | | Scientific Ways of Knowing for Early Childhood |
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| | Publisher: Project Approach in Early Childhood & Elementary Education | Record originally cataloged on 12/13/2006 by web@ohiorc.org
Last updated on 3/17/2009 by nbrannon |
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