Animals on parade l

446 views

Published on

0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
446
On SlideShare
0
From Embeds
0
Number of Embeds
2
Actions
Shares
0
Downloads
3
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Animals on parade l

  1. 1. ECED4080 Creating Materials for Use by Young Children Sample Album of Learning Task Documentation EntryLearning Task: Animals on Parade – OrdinalsDescription:Students work independently creating aparade of animals. Laminated cards withpictures of mammals, birds, insects andspiders, reptiles, and fish are used. One ananimal parade is established, the child placean ordinal numeral above the animals to Student Learning Outcomes:signify their position in the parade. Thenumber of animal cards provided to the child Number Sense and Numeration:can vary depending upon the level of • Uses cardinal and ordinal numbersdifficulty suitable for the child. Themammals, reptiles, and birds all face to the during play activities and dailyright while the insects and spiders and fish routinesface to the left. Thus, parades can bearranged in either direction with the first Patterning:animal at the head of the parade. The • Creates and extends patternsactivity can be used either on a table or onthe floor mat. Sets of animals can be mixed Prerequisite Concepts, Skills, & Values:as long as the sets are facing in the same • follows class routines for selecting,direction. using and returning individual learning tasksLearning task adapted from: • adopts class routines for obtaininghttps://owlkids.com/store/scripts/prodView. teacher support to demonstrateasp?idproduct=65 learning tasks and to obtain assistance • has experienced stories, television, orAge Group: cinema where real and imaginary4.5 to 6.5 years characters are depicted • has experience finding similarities andSubject Area: differences in picturesMathematics • recognizes one to one correspondence and can match similar objects andSubject Strands: picturesNumber Sense and NumerationPatterning Learning Theory & Instructional Strategies:Subject Topic: • the activity is based upon a cognitiveOrdinal Numbers approach where students make links with previous experiencesBackground Information: • a teacher demonstration is how theChildren are often confused between counting learning task commencesnumber (cardinals) and ordering numbers • this activity can be thought of as an(ordinals). Initially small objects such as plastic advanced organizer for the moreanimals or real people can be used to introduce the complex concept of fiction and non-concept of ordering in a line. Picture cards allow fictions literaturethe children to construct longer parades, whichmight include patterns.
  2. 2. ECED4080 Creating Materials for Use by Young ChildrenStudent Characteristics Accommodated: • Accommodating linguistic, logical mathematical, spatial, and naturalistic intelligences was important in the design of this activity as student enjoy arranging animals in parades and naming their relative positions in the parade. • Having the ability to rearrange the cards as they recognize errors allows the children to self-correct their work in a trial and error type of strategy. • Children only engage in this activity when it is developmentally appropriate for them and are not forced to move along with the entire class or through the forced progression inherent to printed workbooksIntroduction of the Learning Task: • Show the child how to remove the activity tray from the shelf noting the placement of each item. • Take the learning task to an open space at a table. • Demonstrate how to take the cards out of the plastic bag and place the animals in a parade. Using Partial Decks of Cards: • Point out that some animals face one • The level of difficulty of this direction while others face the learning task can be adjusted by opposite way. using subsets of the five animal • Place the ordinal number cards above groups. each animal saying “first,” “second,” • Perhaps all of the cards belonging to “third,” etc. the bird, mammal, fish, reptile, or • Allow the child to take over and insects and spiders could be used as place the next couple of animals and a subset. number cards to ensure that they • This could be followed by using a set understand the principle of the of cards showing animals moving in activity. the same direction. • For longer parades, duplicates ofChecklist of Tray Items: animal cards could be introduced. • Tray or box • For more advance students the • Plastic zip-lock bag containing the difficulty could be increase by subset of cards that the student will mixing cards with animals walking use. in different directions and asking the • Card not used at the time should be children to arrange the animals into stored in a safe easily locatable two parades such as is shown above. place.
  3. 3. ECED4080 Creating Materials for Use by Young ChildrenExtension Activities: 1. Students could use the entire set of animal cards rather than a subset. 2. Students make longer parades by combining different types of animals. 3. Students could use duplicates of animals to make longer parades with the total number of animals Evaluation Rubric: exceeding twenty. 1. Does not distinguish between cardinal and ordinal.Enrichment Activities: 2. Arranges and counts 1st, 2nd, 1. Students could use the animal image cards to create a parade with the 3rd…, (ordinal) when in a line; animals arranged in a pattern. may say ‘twentyth’, ‘thirtyth’ 2. Depending upon the pattern chosen instead of ‘twentieth’, by the students this could be an ‘thirtieth’; may say ‘twenty- advanced organizer for skip counting oneth’, ‘thirty-oneth’ instead of by two’s, ten’s, five’s, etc. 21st, 31st; may say ‘twenty- 3. Students could be introduced to the twoth’, ‘thirty-twoth’ instead of concept of ‘last’, ‘in front of’, and 22nd, 32nd; may say ‘twenty- ‘behind’. threeth’, instead of 23rd 3. Arranges and counts 1st, 2nd,Assessment Techniques: 3rd…, (ordinal) when in a line,. • Student compares objects aligned to 4. Correctly uses terms ‘ordinal’ ensure that they have the correct and ‘cardinal’, describes ordinal number above each parade position in line, sequence etc. member. (last, before, after, in the • Instructor observes student while working and provides formative middle). feedback. • Instructor examines and analyzes Vocabulary: finished parade. first, second, third, fourth, fifth, sixth, seventh, eighth, ninth, tenth, parade,Feedback Suggestions: cardinal, ordinal • How can you decide which ordinal References: number should be place above the Images from Clipart.com lion? • Where is the beginning (end) of the Comments, Hints, & Suggestions: parade? • Use a glue stick to anchor the • What comes after (seventh)? pictures on a card before • What comes before (tenth)? laminating the two sides. • Which animal should be in a different parade (is walking in the Key Words: wrong direction)? first, second, third, fourth, fifth, sixth, • Please read the ordinal numbers that seventh, eighth, ninth, tenth, cardinal, you have above the animals one ordinal, animals, parade
  4. 4. ECED4080 Creating Materials for Use by Young Childrenmore time.

×