Field Experience

Observation Notes:
Title/Name of activity: Living or Non-Living
Age of Child: 3 years 4 months
Childs Initials: RP
Location: The Learning Station
Beginning/ending times: 5:30-6:15PM
Notes:

As I entered the classroom the teacher approached me, and I explained

the activity that I needed to do with one of his students.
RP immediately showed interest in doing an activity so we went and had
a seat on the other side of the classroom.
I introduced myself, began pulling things out of my bag, and RP began to
ask me questions about what we would be doing.
I explained the activity to her, got the cards and grid out, and we began
to play.
She began with the picture of a plant. I showed her the picture, and
asked if it was living or non-living.
She replied with, Its dead.
I could tell immediately that she somewhat grasps the concept, but not
fully.
Next I showed her a picture of a boat and asked if it was living or non-
living.
She was unable to give me an answer.
She continued to place the card over one column, and then move it to
the other unsure of an answer.
She ended up keeping it under the non-living column, but it was by luck
that she got it correct.
Next I showed her a picture of a dog. I asked her if the puppy was living or
non-living.
She said that she was not sure.
I then asked her if puppies needed food and water to live and survive.
She answered me with a yes.
Then I said, What makes you think that the puppy is alive?
 She said, Because it eats and drinks like us.
After all the cards were finished we put it away, I told her bye and left the
center.
I asked RP if she would like to keep the activity to take home and play
with family, and she said that she did.

Observation Photos:

Above: This is a photo of RP placing a card onto the side to which she feels it
belongs. As you can see, she has place the radio in the correct place (non-
living), and the plant into the incorrect place (also non-living).

Above: This photo shows that RP placed the flower, and the radio in the correct
places, but she did not place the boat, and the plant in the correct places.
Analysis:
1. I do not feel that the activity used was age appropriate. The reason I feel
that this activity was not age appropriate is because RP had a very hard
time differentiating living from non-living and what it truly meant. She
happened to get a few correct, but I am almost positive its because she
just happened to guess correctly.

2. Yes! The activity seemed to keep RP engaged for the most part. She
showed determination when trying to figure out which picture went under
which column. She tried for a long time before beginning to become
discouraged and ready for a new activity. As soon as I assisted her with
helping to understand what made something living or non-living, she was
ready to try again.

3. I believe what I did well while working with RP is to step in and show her
that there is no need to get discouraged when things become difficult or
confusing. I feel that I proved to her that if a tough obstacle gets in the
way it is no big deal to defeat it and continue on. If I were to do this
activity again for this age group I would only use only items that were
obviously living or non-living to the child.

4. This activity seemed to spark the attention of RP immediately. This shows

me that she has a great deal of interest in science. She knew the
difference in objects that were dead or alive, but had a hard time with
living or non-living. This shows me that RP is on the way to knowing
concepts in science, but is not quite there yet.

5. While working with RP I could relate to our class discussions because

several things happened that we have gone over in class. The first thing
that reminded me of something we have gone over in class is when he
needed my assistance and how I should go about handling it. We have
been taught that the intentional teacher does not interfere unless
needed. I felt that I was needed, and I assisted properly.

Next Steps
 1. Learning Outcomes:

The child will use his sense of sight to sort out the different cards basing
whether the items are living or non-living.

The child will be able to understand what organisms need to keep them
alive. (ELS: K-2.1)
The child will be able to identify which things are living or non-living based
upon photos on the cards. (ELS: K-2.2)
The child will point out certain features that let them know if the item is
living or non-living. (Standard #2 from the State of Missouri standards.)

2. Early Learning Standards:

ELS: K-2.1 Recognize what organisms need to stay alive. (Including air, water, food, and
shelter)

ELS: K-2.2 Identify examples of organisms and non-living things.

ELS: Life Science Domain, Develop an awareness of living things.

1. With guidance and support, observe, explore, and describe a variety of

living things and where they live.

2. With guidance and support, describe individual characteristics of self,

other living things, and people.