Curriculum yasuka 33


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Curriculum yasuka 33

  1. 1. Experiences Number sense and ArithmeticThis picture shows how everything was placed on the panel with pictures whichdescribed the children activity based on their interest. The first and most important stagein this experience was children`s collaboration demonstrated understanding ofmathematical concepts. For instance, the children lead the activity by choosing onlyspiders from large collection and demonstrated their knowledge of mathematical conceptof classification.During learning process I let the children figure out what they werethinking to do with those materials, then spontaneously one of them said let count howmany small spiders we have on the carpet. The other said let us count the biggest one.Then I said great job! I like the way you are taking initiative to count. The children wereencouraged to count, then add more and recount. After a couple of time I asked them ifthree spiders hide behind a rock, and one walks away, how many are left? They laughed,and said two. Meanwhile the activity children were interesting in compared size ofspiders and sorted large or small. Also they were invited to identify numbers and placedon cards to match actual number. Suddenly, one of the children subdivided a set of 9spiders into three equal sets when they were told to share these items among three toyspiders and placed in actual card number, and I asked her how many spiders are in a cardnumber she saidthree, then other child came over and looked at me and said “how many
  2. 2. hours leftbefore lunch time? I said two hours exactly then I took her close to the watchpointed my finger to the numbers and explained how long it will take clockwise to get tothe lunch time.By providing a variety of materials and arranging an environment that is rich in materialsand choices the children were interesting, participating, and leading the activity.However, the experience was developmentally appropriate practice for the children. As aresult, the children weresetting; manipulating materials were typically well organized tolet them lead this experience.
  3. 3. This picture shows how collaboration was part of this experience because the childrenwere sharing ideas and enrich time together.The children were checked by matching upthe members of each set in one-to-one correspondence. Then they said miss nothing leftover, another one said is the same. Then Leon said how many left? By this moment Ihelped him to count when he have done. Then I encouraged them to arrange sets ofspiders in order of relative size.In this picture, Mackenzie and Charlie are counting spiders, and placed on spider`s web.
  4. 4. By sharing these experience, I was able to observe children`s thinking and mind at work.The children get to practice specific mathematical tasks. The most important of all wasthat children get a life lesson about motivation and learning. I was showing them that welearn about numbers through play and exploration, and that mathematical thinking is partof everyday life. The children learned a lot about math concept which help them to makemore sense of their physical and social world. At the same time children lead the activityto the language area by asking me how to say spider in French, so I was able to teachthem how to say spider in French which is araignée, and I used this opportunity to teachthem how to count numbers in French as well as how to say sizes. Also children wereable to identify different colours of spiders. I find that the children can learn about matheverywhere they look, inside and outside of play, mathematical literacy is essential forsucceeding in a competitive word, and it also support language literacy, reasoning, andcommunicating. As a teacher I made this experience easy and fun for them, I knew eachchild learns and develops at their own pace.Some children werecatching the skill quickly,while others need repeated practice.So the repetition was important, they were exposed toconcepts over and over have a more concrete understanding because theyve had time todig deeper into the skill.
  5. 5. Creative ArtsThis picture shows how I placed children`s documentation on the panel. Meanwhile thisactivity, I created an environment which stimulates creativity by providing enoughmaterials for children to use. I displayed art project at children`s level. The children wereinteresting in painting spiders with their hands.The environment was stimulating the creativity for the children to be involved in paintingwith their hands. I encouragedthe children to feel free to touch paint by helping them too.
  6. 6. When they finished to paint I wrote down children`s name on their work and I praisedthe creativity and methods used during the execution of a task, as opposed only thecompleted project. Also children were exposed with letters of the world spiders whichwere placed on the table to allow their imagination to use them to write spider world byusing them with paint as well.This the display of another creative art I did with children based on their interest becausethis project gave opportunities for investigation in various curriculum areas.
  7. 7. This picture shows how children were interesting painting Styrofoam balls to build laterspider in their own imagination, this activity helped children developed fine and grossmotors skills.Here Alyssa was assembling the objects to make the spider, and Aisha was concentredfixing spider legs. The children were experimenting the concrete learning by touching,smelling, seeing, hearing, and feeling what they were doing at the moment together withtheir peers.
  8. 8. Laura was using glue to stick her spider eye by copying what other children did.This is how children build spiders from their own imagination and I helped them whenthey were asking for help. Also preschoolers learn best by doing, so I choose art activitythat emphasizes hands on experiences to develop on children social, cognitive, emotion,and physical skills as well. The children were collaborating between them.
  9. 9. This is one of the examples of children creativity.This is how the children ending with this activity in creative area.
  10. 10. Science and DiscoveryThis is how I displayed the activity on the panel. During this experience the children wereinvestigating to found a real spider based on their interest. After researching around theschool by chance we discover a real spider in his web, and we captured it and kept it inthe cup.This picture shows how the children were observing a real spider crawling into a cup.
  11. 11. The children were interesting in science activities which permitted them to explore ontheir own without making them conscious of the science method. I`m convinced thatthese activity was extremely valuable because the children enjoyed more structuredactivities that explicitly teach by introducing them to observe, predict, and check.The children were asking question about spiders by observing it closely. Also they gotturns to watch spider.
  12. 12. Also the children asked to observe spider out of the cup, so I took this opportunity to givethem magnifying then they were able to observe a real spider crawling on the table, andthe children were naturally curious to make sense of their experiences and constructingtheir own understanding of the world. After a couple of time I took the book I brought forthem to see. Then I placed the book on the table to respond about the question which was“AS THE SPIDERS HAVE SKELETON?” through the book I was able to show themspider skeleton how it looks like, and I got this opportunity to teach them that spiders arebuilt in a completely different ways, their skeleton are joints and are outside of theirbodies, like a portable case. The case is made of curved plates and tubes, and it supportsthe spider`s body from outside. It known as an exoskeleton.(e. guides Pg. 14). Thenchildren were asking to draw spider skeleton as it was seeing in the book.
  13. 13. Field experienceWhile this field experience I took small group of children in the neighbourhood to searchof spiders, but the children asked to return in school so we went back. Then we restartsearching spider in the hall of the school and we found many spiders web without spidersin it. By chance we went close to the window we found a real spider making his web.Then we captured this spider and took it inside of the class for the children to have theopportunity to look at the spider. The children were excited to found a real spider afterspent time of looking around for it. Also I look this opportunity to asked open and endedquestion such as what do you see in the spiders web? The responses were different fromchildren some of them said “I see a bee in this web” and asked me why this bee is there? Isaid most of spidertrap small insects and other spiders in their webs and eat them, thatwhy you can see this dead bee in this web. And I extended the knowledge by explained tothem that spiders a few large species of spiders prey on small birds and lizards. Onespecies is vegetarian, feeding on acacia trees. Some baby spiders eat plant nectar. Incaptivity, spiders have been known to eat egg yolk, bananas, marmalade, milk andsausages.Most spiders live on their own. A few species of spiders build webs togetherand live in communities. Another child asked me why we cannot found spiders in thisweb now? I told her that because of the weather, sometimes when it`s getting cold theydead. However, some spiders like to come in with us in our nice warm home because ofthe winter time. Others will leave their eggs sacs well protected to hatch out the nextspring.
  14. 14. This picture shows Isabella pointed her finger to show other a dead bee inside of thespider`s web.This is when I was showing the children spider`s web up to the window. I explained tothem why we couldn`t found spiders there in this moment because of the weather.
  15. 15. After the children finished observing spider in class they decided totake it back where wefound it, and I helped Charlie to let it go.After the children let the spider go, they waved and said “Bye, bye spider”
  16. 16. Documentation PanelThis picture shows how I displayed the documentation panel in the field with variety ofthe Hundred Language of children.