The document provides information about an educational webquest on Australian animals for young students. It outlines the process of researching Australian animals, documenting the information in a journal, designing enclosures for the animals, and building the enclosures. It discusses catering to diverse learner needs, evaluating student development in art, and connecting the activity to the Early Years Learning Framework. The goal is for students to find and return Australian animals to the zoo by learning about their habitats and needs.
Let Nature Feed Your Senses: A Teachers’ Guide To Using Audio Stories From Fa...KlausGroenholm
The document is a teacher's guide providing activities to accompany 20 audio stories about farming and nature. The stories were created by interviewing farmers and naturalists about plants, animals, farming tools, and what they are passionate about. The guide explains that the 1-7 minute audio clips can be used to introduce or reinforce topics in lessons and engage students' senses. Suggested activities link the stories to subjects like science, geography, art and design.
O portal TED faz a seguinte menção: “O que fazer ciência e brincar têm em comum? O neurocientista Beau Lotto acha que todas as pessoas (inclusive as crianças) deveriam participar da ciência e, através do processo de descoberta, mudar suas percepções. Ele está acompanhado por Amy O'Toole, de 12 anos, que, com 25 de seus colegas de sala, publicou o primeiro artigo científico escrito por crianças e revisado por cientistas, sobre o Projeto Abelhas de Blackawton, que começa assim: ‘Era uma vez ...’".
Steve Jenkins is an author and illustrator who lives in Boulder, Colorado. He has a degree in graphic design and became interested in writing children's science books after having kids. His books use scientific facts, illustrations, narratives, rhymes and playful writing to teach children about animals, plants, outer space, and human beings. Some of his published works include Bones, How Many Ways Can You Catch a Fly?, and Down, Down, Down.
The student is assigned a project to construct animals out of multiples of objects using techniques like hot glue or wire. They are to brainstorm ideas by sketching thumbnails of animals that can be made from multiples of items like Chinese food containers, matches, or plastic cups. The constructions should be big enough but not too big to bring to school. An example project from a previous student, a spoon vase, is provided.
This document provides information about a lesson on classifying animals. It begins by introducing the topic of classifying animals as vertebrates or invertebrates. It then outlines several activities for students, which include sorting flashcards of different animals into the correct columns, reading a text to learn about vertebrates and invertebrates, matching animals to their classifications by listening to descriptions and cutting/pasting images, and answering questions to review what was learned. The document also provides information on the five types of vertebrates - mammals, reptiles, fish, amphibians, and birds - and includes descriptions and images about the characteristics of each group.
The document provides details for thematic units on various topics for 1st-3rd grade students, including ants, the moon, sharks, frogs, bats, tornadoes, spiders, alligators, fire safety, volcanoes, butterflies, dinosaurs, the human body, teeth, whales, boats, the ocean, seasons, and pets. Each unit includes suggested children's literature, videos, and hands-on activities and discussions to engage students in learning.
This document provides details for three craft activities for young children focused on insects. Activity 1 involves creating "Egg Carton Caterpillars" using egg cartons, paint, pipe cleaners and googly eyes. Activity 2 is making "Coffee Filter Butterflies" with coffee filters, watercolors, pipe cleaners and googly eyes. The third activity has children make "Paper Plate Lady Bugs" by painting paper plates red and black and adding pipe cleaners and googly eyes. The activities aim to help children develop creativity, fine motor skills, learn about insect diversity, and spark curiosity about different cultures. Children are encouraged to customize their insects using different materials and colors.
Let Nature Feed Your Senses: A Teachers’ Guide To Using Audio Stories From Fa...KlausGroenholm
The document is a teacher's guide providing activities to accompany 20 audio stories about farming and nature. The stories were created by interviewing farmers and naturalists about plants, animals, farming tools, and what they are passionate about. The guide explains that the 1-7 minute audio clips can be used to introduce or reinforce topics in lessons and engage students' senses. Suggested activities link the stories to subjects like science, geography, art and design.
O portal TED faz a seguinte menção: “O que fazer ciência e brincar têm em comum? O neurocientista Beau Lotto acha que todas as pessoas (inclusive as crianças) deveriam participar da ciência e, através do processo de descoberta, mudar suas percepções. Ele está acompanhado por Amy O'Toole, de 12 anos, que, com 25 de seus colegas de sala, publicou o primeiro artigo científico escrito por crianças e revisado por cientistas, sobre o Projeto Abelhas de Blackawton, que começa assim: ‘Era uma vez ...’".
Steve Jenkins is an author and illustrator who lives in Boulder, Colorado. He has a degree in graphic design and became interested in writing children's science books after having kids. His books use scientific facts, illustrations, narratives, rhymes and playful writing to teach children about animals, plants, outer space, and human beings. Some of his published works include Bones, How Many Ways Can You Catch a Fly?, and Down, Down, Down.
The student is assigned a project to construct animals out of multiples of objects using techniques like hot glue or wire. They are to brainstorm ideas by sketching thumbnails of animals that can be made from multiples of items like Chinese food containers, matches, or plastic cups. The constructions should be big enough but not too big to bring to school. An example project from a previous student, a spoon vase, is provided.
This document provides information about a lesson on classifying animals. It begins by introducing the topic of classifying animals as vertebrates or invertebrates. It then outlines several activities for students, which include sorting flashcards of different animals into the correct columns, reading a text to learn about vertebrates and invertebrates, matching animals to their classifications by listening to descriptions and cutting/pasting images, and answering questions to review what was learned. The document also provides information on the five types of vertebrates - mammals, reptiles, fish, amphibians, and birds - and includes descriptions and images about the characteristics of each group.
The document provides details for thematic units on various topics for 1st-3rd grade students, including ants, the moon, sharks, frogs, bats, tornadoes, spiders, alligators, fire safety, volcanoes, butterflies, dinosaurs, the human body, teeth, whales, boats, the ocean, seasons, and pets. Each unit includes suggested children's literature, videos, and hands-on activities and discussions to engage students in learning.
This document provides details for three craft activities for young children focused on insects. Activity 1 involves creating "Egg Carton Caterpillars" using egg cartons, paint, pipe cleaners and googly eyes. Activity 2 is making "Coffee Filter Butterflies" with coffee filters, watercolors, pipe cleaners and googly eyes. The third activity has children make "Paper Plate Lady Bugs" by painting paper plates red and black and adding pipe cleaners and googly eyes. The activities aim to help children develop creativity, fine motor skills, learn about insect diversity, and spark curiosity about different cultures. Children are encouraged to customize their insects using different materials and colors.
This document provides instructions for creating animal art projects focused on different animals. It includes 20 projects organized by season, with materials lists and step-by-step instructions for each. It also provides writing prompts and literature links to accompany each project. The goal is to use art to teach children about various animals and connect art to their science lessons. Teachers are encouraged to adapt the projects as needed and have fun with the creative process.
The document provides instructions for students to become certified snake safety investigators. They will investigate snake facts, design models of snakes and their habitats, produce the models, create an informational poster, and evaluate their work. The goal is for students to learn about snake safety so they are prepared for encounters with snakes over the summer.
Crayfish have identifiable structures that serve different functions. They have eyes, antennae, a carapace, pincers, swimmerets, and a tail. Male and female crayfish can be differentiated by the size of their pincers and shape of their swimmerets. Crayfish need a habitat with food, water, shelter, space, and opportunities to hide. They will claim territories and defend their shelters from other crayfish.
This document outlines a proposed children's history project called the SquirreLee Field School for Stratford Hall. It has three main goals: 1) Have families enjoy historical research at Stratford Hall, 2) Create a memorable storyline for Stratford Hall to use for outreach, and 3) Introduce kid-friendly historical research tools. It describes welcoming research interns to do historical research in the house as part of the SquirreLee Field School program. Interns will be given a research kit and assignments to document artifacts found in rats' nests around the property to help with the school's research goals. Outreach recommendations include marketing it as a field research program rather than tasks for kids, and using "Squ
The document describes a preschool educator's exploration of children's interest in animals. It includes:
- Observations of children playing with animal toys and imitating animal sounds and movements.
- A circle time reading of the book "Animal Boogie" which involved children moving to music about different animals.
- Evaluation that children remained interested in animals and the topic would support inquiry-based learning activities exploring properties of different animals.
- Plans for future activities involving matching animals, observing sinking and floating, painting animal patterns, counting, and more.
This document outlines a science and art project for 3rd and 4th grade students focused on water and animal life cycles. The project aims to help students understand science concepts through art while developing environmental awareness by using recycled materials. Over several sessions, students will sketch ideas, make papier mache creatures related to water animals, paint their figures, and present their creations to classmates. Links to online resources on water habitats and animals are also provided.
This presentation will be the introduction of the unit of work "Save our Animals".
This presentation will be presented during the implementaion of Lesson 2 week 1.
This document provides instructions and guidance for a third grade assignment on researching and presenting information about a rainforest animal. Students are tasked with choosing a rainforest animal to research, answering questions about how it lives, and creating a written report and visual presentation. They are given a rubric for evaluation and directed to library and online resources to aid their research. The goal is for students to learn about rainforest animals and ecosystems, and why they need protection from deforestation.
Open science and 21st century naturalist skillsjdanielian
This document outlines a curriculum for developing 21st century naturalist skills in students. The curriculum aims to awaken students' interest in the natural world by focusing on field work methodologies like observation, documentation, classification and inquiry-based problem solving of local natural issues. It provides guiding questions for student inquiries on topics like natural history, observations, species classification and connections in nature. It also outlines basic principles, general skills, methodological skills and habits of mind needed for naturalist work. Finally, it discusses using content standards and providing tools to support students' naturalist studies. The overall goal is to allow students to pursue interests in nature through hands-on field investigations.
The document provides an overview of Charles Darwin's theory of evolution and the role that fossil records played in supporting his ideas. It discusses how fossil records document evolution over time and allow paleontologists to trace lineages and transitional forms between species. Specifically, it notes that fossil records helped Darwin show that species gradually change over long periods of time, as seen in transitional fossils that display traits of both ancestral and descendant groups.
- The author went scuba diving and observed octopuses in their natural habitat, which fascinated them and prompted an assignment on the morality of consuming octopuses.
- Through their observations, the author realized octopuses have highly intelligent and complex capabilities, contrary to common misconceptions that view them as unintelligent or harmless.
- The author has shifted their view to supporting octopuses due to their intelligence and sentience, rather than viewing them as mere food.
This document is a webquest for 3rd grade geography students that involves traveling to 5 continents to research animals for a new zoo. Students are tasked with learning about the animals' natural habitats, environments, behaviors, diets, and space needs. They will then use the information collected to design their own zoo that safely accommodates all the animals. The process involves visiting websites to gather facts on specific animals, like jaguars, lions, koalas, penguins, and red pandas. Students will be evaluated on collecting sources, originality, meeting requirements, attractiveness, content, and oral presentation.
Grade 1 School Garden Lesson Plan - Leaf Lesson: Leaf Sorting ~ Massachusetts
|=> In this activity students will look closely at leaves to see the many variations in shape, size, margins, venation3
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double your School Garden Food Production with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases School Garden Food Production by 250 Percent
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
Delaware County Historical Society Artifact Cart Grade 3Cindy Kerr
This presentation from the Delaware County Historical Society is intended to help students develop critical thinking skills through analyzing artifacts from the past. It provides examples of artifacts like a washboard, stereoscope, coffee grinder, and butter mold. Students are guided through describing, analyzing the purpose, source, and materials of each artifact. The presentation concludes with activities for comparing "Then and Now" items and supporting the Historical Society.
This WebQuest lesson guides 3rd grade students on a virtual trip around the world to research animals for a new zoo. Students will visit websites to gather information on a jaguar, lion, koala, emperor penguin, and red panda. They will learn about each animal's habitat, behaviors, diet, and space needs. Using the research, students will then design their own zoo that safely houses all the animals. The teacher page provides standards, process details, evaluation criteria, and resources to support lesson implementation.
WebQuest for 7th grade science students studying evolution:
As a scientist, you are worried about the mass extinction going on. You decide that you need to do something about it. You develop a plan. First, you will pick one endangered animal species that you will study in detail. You will fill out “Field Notes,” then research the evolution of your species and create a “branching diagram”. You will write a 300-word essay about your species and create a visual displaying all of the information that you learned about your species (a poster, brochure, model, etc.). To communicate your findings to your colleagues, you will make a short presentation explaining everything you learned about your endangered animal species.
The Kindergarten class will take a field trip to the Aquarium of the Pacific to learn about different ocean animals like sharks, fish, seals and sea lions. Students will participate in hands-on activities that teach science concepts and align with the Kindergarten curriculum standards for life science, earth science, and visual and performing arts. The field trip will include shows, exhibits, and interactive programs about coral reefs, sharks, and ocean habitats.
This document outlines a 1.5 week lesson plan for a 1st grade class on ocean life. The plan includes 7 days of activities to teach students about ocean ecosystems and the living and non-living things within them. Each day focuses on a different aspect of ocean life through reading, research, art, and outdoor activities. Students will research an ocean creature, create a class book, and participate in a recycling project. The teacher will assess learning through class discussions, a KWL chart, and student presentations of their creature research.
I share eleven different citizen science websites or apps that are easy to participate in and only require simple equipment like a computer/smartphone and Internet connection. Not just for kids, there are a lot of great citizen science projects here that adults can get involved in--I just curated this list to emphasize projects that are developmentally and cognitively doable for kids over the age of 8.
I created this for a webinar for the Pasadena Public Library, on May 8, 2020.
The document provides an overview of the meaning and significance of history as a subject. It defines what history is as the study of the past, particularly how it relates to humans. It also discusses history as both a discipline and narrative. Additionally, it outlines some key concepts in historiography like primary and secondary sources as well as internal and external criticism. The document emphasizes that history provides an understanding of human existence and plays an important role in developing collective identity.
The document discusses the importance of art in early childhood education. It states that art allows children to express themselves through non-verbal communication before they can use words. It also encourages hands-on learning through drawing, painting, music, dance and other art forms. Art experiences help reinforce other areas of learning and develop skills like problem solving and visualizing. The document recommends exposing children to a variety of art materials, media and tools to foster creativity and allow different ways of expressing ideas and thoughts.
The song describes an interview with an old man emu who explains that while he cannot fly like other birds, he can run faster than a kangaroo. Though he was the inspiration for the Australian 50 cent coin, the designer failed to capture that he can outrun kangaroos. The emu also says he is a better runner than cockatoos and budgerigars. The song ends with the emu chasing a female emu, who is also a better runner than kangaroos.
More Related Content
Similar to Assessment 2 creative arts & design by robyn scott
This document provides instructions for creating animal art projects focused on different animals. It includes 20 projects organized by season, with materials lists and step-by-step instructions for each. It also provides writing prompts and literature links to accompany each project. The goal is to use art to teach children about various animals and connect art to their science lessons. Teachers are encouraged to adapt the projects as needed and have fun with the creative process.
The document provides instructions for students to become certified snake safety investigators. They will investigate snake facts, design models of snakes and their habitats, produce the models, create an informational poster, and evaluate their work. The goal is for students to learn about snake safety so they are prepared for encounters with snakes over the summer.
Crayfish have identifiable structures that serve different functions. They have eyes, antennae, a carapace, pincers, swimmerets, and a tail. Male and female crayfish can be differentiated by the size of their pincers and shape of their swimmerets. Crayfish need a habitat with food, water, shelter, space, and opportunities to hide. They will claim territories and defend their shelters from other crayfish.
This document outlines a proposed children's history project called the SquirreLee Field School for Stratford Hall. It has three main goals: 1) Have families enjoy historical research at Stratford Hall, 2) Create a memorable storyline for Stratford Hall to use for outreach, and 3) Introduce kid-friendly historical research tools. It describes welcoming research interns to do historical research in the house as part of the SquirreLee Field School program. Interns will be given a research kit and assignments to document artifacts found in rats' nests around the property to help with the school's research goals. Outreach recommendations include marketing it as a field research program rather than tasks for kids, and using "Squ
The document describes a preschool educator's exploration of children's interest in animals. It includes:
- Observations of children playing with animal toys and imitating animal sounds and movements.
- A circle time reading of the book "Animal Boogie" which involved children moving to music about different animals.
- Evaluation that children remained interested in animals and the topic would support inquiry-based learning activities exploring properties of different animals.
- Plans for future activities involving matching animals, observing sinking and floating, painting animal patterns, counting, and more.
This document outlines a science and art project for 3rd and 4th grade students focused on water and animal life cycles. The project aims to help students understand science concepts through art while developing environmental awareness by using recycled materials. Over several sessions, students will sketch ideas, make papier mache creatures related to water animals, paint their figures, and present their creations to classmates. Links to online resources on water habitats and animals are also provided.
This presentation will be the introduction of the unit of work "Save our Animals".
This presentation will be presented during the implementaion of Lesson 2 week 1.
This document provides instructions and guidance for a third grade assignment on researching and presenting information about a rainforest animal. Students are tasked with choosing a rainforest animal to research, answering questions about how it lives, and creating a written report and visual presentation. They are given a rubric for evaluation and directed to library and online resources to aid their research. The goal is for students to learn about rainforest animals and ecosystems, and why they need protection from deforestation.
Open science and 21st century naturalist skillsjdanielian
This document outlines a curriculum for developing 21st century naturalist skills in students. The curriculum aims to awaken students' interest in the natural world by focusing on field work methodologies like observation, documentation, classification and inquiry-based problem solving of local natural issues. It provides guiding questions for student inquiries on topics like natural history, observations, species classification and connections in nature. It also outlines basic principles, general skills, methodological skills and habits of mind needed for naturalist work. Finally, it discusses using content standards and providing tools to support students' naturalist studies. The overall goal is to allow students to pursue interests in nature through hands-on field investigations.
The document provides an overview of Charles Darwin's theory of evolution and the role that fossil records played in supporting his ideas. It discusses how fossil records document evolution over time and allow paleontologists to trace lineages and transitional forms between species. Specifically, it notes that fossil records helped Darwin show that species gradually change over long periods of time, as seen in transitional fossils that display traits of both ancestral and descendant groups.
- The author went scuba diving and observed octopuses in their natural habitat, which fascinated them and prompted an assignment on the morality of consuming octopuses.
- Through their observations, the author realized octopuses have highly intelligent and complex capabilities, contrary to common misconceptions that view them as unintelligent or harmless.
- The author has shifted their view to supporting octopuses due to their intelligence and sentience, rather than viewing them as mere food.
This document is a webquest for 3rd grade geography students that involves traveling to 5 continents to research animals for a new zoo. Students are tasked with learning about the animals' natural habitats, environments, behaviors, diets, and space needs. They will then use the information collected to design their own zoo that safely accommodates all the animals. The process involves visiting websites to gather facts on specific animals, like jaguars, lions, koalas, penguins, and red pandas. Students will be evaluated on collecting sources, originality, meeting requirements, attractiveness, content, and oral presentation.
Grade 1 School Garden Lesson Plan - Leaf Lesson: Leaf Sorting ~ Massachusetts
|=> In this activity students will look closely at leaves to see the many variations in shape, size, margins, venation3
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double your School Garden Food Production with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases School Garden Food Production by 250 Percent
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
Delaware County Historical Society Artifact Cart Grade 3Cindy Kerr
This presentation from the Delaware County Historical Society is intended to help students develop critical thinking skills through analyzing artifacts from the past. It provides examples of artifacts like a washboard, stereoscope, coffee grinder, and butter mold. Students are guided through describing, analyzing the purpose, source, and materials of each artifact. The presentation concludes with activities for comparing "Then and Now" items and supporting the Historical Society.
This WebQuest lesson guides 3rd grade students on a virtual trip around the world to research animals for a new zoo. Students will visit websites to gather information on a jaguar, lion, koala, emperor penguin, and red panda. They will learn about each animal's habitat, behaviors, diet, and space needs. Using the research, students will then design their own zoo that safely houses all the animals. The teacher page provides standards, process details, evaluation criteria, and resources to support lesson implementation.
WebQuest for 7th grade science students studying evolution:
As a scientist, you are worried about the mass extinction going on. You decide that you need to do something about it. You develop a plan. First, you will pick one endangered animal species that you will study in detail. You will fill out “Field Notes,” then research the evolution of your species and create a “branching diagram”. You will write a 300-word essay about your species and create a visual displaying all of the information that you learned about your species (a poster, brochure, model, etc.). To communicate your findings to your colleagues, you will make a short presentation explaining everything you learned about your endangered animal species.
The Kindergarten class will take a field trip to the Aquarium of the Pacific to learn about different ocean animals like sharks, fish, seals and sea lions. Students will participate in hands-on activities that teach science concepts and align with the Kindergarten curriculum standards for life science, earth science, and visual and performing arts. The field trip will include shows, exhibits, and interactive programs about coral reefs, sharks, and ocean habitats.
This document outlines a 1.5 week lesson plan for a 1st grade class on ocean life. The plan includes 7 days of activities to teach students about ocean ecosystems and the living and non-living things within them. Each day focuses on a different aspect of ocean life through reading, research, art, and outdoor activities. Students will research an ocean creature, create a class book, and participate in a recycling project. The teacher will assess learning through class discussions, a KWL chart, and student presentations of their creature research.
I share eleven different citizen science websites or apps that are easy to participate in and only require simple equipment like a computer/smartphone and Internet connection. Not just for kids, there are a lot of great citizen science projects here that adults can get involved in--I just curated this list to emphasize projects that are developmentally and cognitively doable for kids over the age of 8.
I created this for a webinar for the Pasadena Public Library, on May 8, 2020.
The document provides an overview of the meaning and significance of history as a subject. It defines what history is as the study of the past, particularly how it relates to humans. It also discusses history as both a discipline and narrative. Additionally, it outlines some key concepts in historiography like primary and secondary sources as well as internal and external criticism. The document emphasizes that history provides an understanding of human existence and plays an important role in developing collective identity.
Similar to Assessment 2 creative arts & design by robyn scott (20)
The document discusses the importance of art in early childhood education. It states that art allows children to express themselves through non-verbal communication before they can use words. It also encourages hands-on learning through drawing, painting, music, dance and other art forms. Art experiences help reinforce other areas of learning and develop skills like problem solving and visualizing. The document recommends exposing children to a variety of art materials, media and tools to foster creativity and allow different ways of expressing ideas and thoughts.
The song describes an interview with an old man emu who explains that while he cannot fly like other birds, he can run faster than a kangaroo. Though he was the inspiration for the Australian 50 cent coin, the designer failed to capture that he can outrun kangaroos. The emu also says he is a better runner than cockatoos and budgerigars. The song ends with the emu chasing a female emu, who is also a better runner than kangaroos.
The song describes an interview with an old man emu who explains that while he cannot fly like other birds, he can run faster than a kangaroo. Though he was the inspiration for the Australian 50 cent coin, the designer failed to capture that he can outrun kangaroos. The emu also says he is a better runner than cockatoos and budgerigars. The song ends with the emu chasing a female emu, saying she too can run faster than a kangaroo.
The video discusses the history and importance of the Magna Carta. It explains that the Magna Carta established for the first time that neither monarch nor government was above the law. The document limited the power of English kings and protected basic rights for residents of England.
The document outlines learning outcomes and evaluation criteria for an art-making task. It states that through engaging in the task, children should be able to observe details, use imagination and be inspired by other artists. They should also learn to use tools effectively, understand digital media, experiment with different materials, and develop ideas. The evaluation section says the educator will assess children's participation, enjoyment, disposition, abilities, and development of ideas. It lists ways for children to evaluate and record their own artworks.
Kookaburra sits in the old gum tree embed linkRobyn Scott
The document contains an embedded YouTube video showing how to make homemade pizza dough in three simple steps: mixing the ingredients, kneading the dough, and letting it rise before baking. The video is approximately 3 minutes long and provides visual instructions for making pizza dough from scratch.
The document contains an embedded YouTube video of a kookaburra sitting in an old gum tree. The video URL is provided along with parameters and tags to embed the video on a webpage.
The document contains an embedded YouTube video of a kookaburra sitting in an old gum tree. The video URL is provided along with parameters and tags to embed the video on a webpage.
The song expresses a preference for living in rural Australia surrounded by gumtrees and wildlife rather than in cities. It describes wanting a simple home with a verandah, clothesline, and rocking chair where one can cook meals, watch possums at night, and hear kookaburras call while enjoying the natural bush setting over supermarkets and mansions.
Give me a home amongst the gum trees by john williamsonRobyn Scott
This song expresses a man's longing to return to the Australian bush and live amongst the gum trees. It describes the natural beauty of the bush with its gum trees, peace and quiet. The singer expresses his wish to build a small home in the bush country and escape from the worries of city life.
This evaluation document asks the student to provide feedback on an activity by ticking boxes to indicate if they agree or disagree with 5 statements: that they liked the animal choices, were able to draw an animal, helped find answers about animal habitats, worked together to make a journal, and had fun.
This one sentence document appears to be an identifier or reference number for a "Webquest Planning Tool". It does not contain enough contextual information to generate a meaningful 3 sentence summary.
HCL Notes and Domino License Cost Reduction in the World of DLAUpanagenda
Webinar Recording: https://www.panagenda.com/webinars/hcl-notes-and-domino-license-cost-reduction-in-the-world-of-dlau/
The introduction of DLAU and the CCB & CCX licensing model caused quite a stir in the HCL community. As a Notes and Domino customer, you may have faced challenges with unexpected user counts and license costs. You probably have questions on how this new licensing approach works and how to benefit from it. Most importantly, you likely have budget constraints and want to save money where possible. Don’t worry, we can help with all of this!
We’ll show you how to fix common misconfigurations that cause higher-than-expected user counts, and how to identify accounts which you can deactivate to save money. There are also frequent patterns that can cause unnecessary cost, like using a person document instead of a mail-in for shared mailboxes. We’ll provide examples and solutions for those as well. And naturally we’ll explain the new licensing model.
Join HCL Ambassador Marc Thomas in this webinar with a special guest appearance from Franz Walder. It will give you the tools and know-how to stay on top of what is going on with Domino licensing. You will be able lower your cost through an optimized configuration and keep it low going forward.
These topics will be covered
- Reducing license cost by finding and fixing misconfigurations and superfluous accounts
- How do CCB and CCX licenses really work?
- Understanding the DLAU tool and how to best utilize it
- Tips for common problem areas, like team mailboxes, functional/test users, etc
- Practical examples and best practices to implement right away
Generating privacy-protected synthetic data using Secludy and MilvusZilliz
During this demo, the founders of Secludy will demonstrate how their system utilizes Milvus to store and manipulate embeddings for generating privacy-protected synthetic data. Their approach not only maintains the confidentiality of the original data but also enhances the utility and scalability of LLMs under privacy constraints. Attendees, including machine learning engineers, data scientists, and data managers, will witness first-hand how Secludy's integration with Milvus empowers organizations to harness the power of LLMs securely and efficiently.
Best 20 SEO Techniques To Improve Website Visibility In SERPPixlogix Infotech
Boost your website's visibility with proven SEO techniques! Our latest blog dives into essential strategies to enhance your online presence, increase traffic, and rank higher on search engines. From keyword optimization to quality content creation, learn how to make your site stand out in the crowded digital landscape. Discover actionable tips and expert insights to elevate your SEO game.
Monitoring and Managing Anomaly Detection on OpenShift.pdfTosin Akinosho
Monitoring and Managing Anomaly Detection on OpenShift
Overview
Dive into the world of anomaly detection on edge devices with our comprehensive hands-on tutorial. This SlideShare presentation will guide you through the entire process, from data collection and model training to edge deployment and real-time monitoring. Perfect for those looking to implement robust anomaly detection systems on resource-constrained IoT/edge devices.
Key Topics Covered
1. Introduction to Anomaly Detection
- Understand the fundamentals of anomaly detection and its importance in identifying unusual behavior or failures in systems.
2. Understanding Edge (IoT)
- Learn about edge computing and IoT, and how they enable real-time data processing and decision-making at the source.
3. What is ArgoCD?
- Discover ArgoCD, a declarative, GitOps continuous delivery tool for Kubernetes, and its role in deploying applications on edge devices.
4. Deployment Using ArgoCD for Edge Devices
- Step-by-step guide on deploying anomaly detection models on edge devices using ArgoCD.
5. Introduction to Apache Kafka and S3
- Explore Apache Kafka for real-time data streaming and Amazon S3 for scalable storage solutions.
6. Viewing Kafka Messages in the Data Lake
- Learn how to view and analyze Kafka messages stored in a data lake for better insights.
7. What is Prometheus?
- Get to know Prometheus, an open-source monitoring and alerting toolkit, and its application in monitoring edge devices.
8. Monitoring Application Metrics with Prometheus
- Detailed instructions on setting up Prometheus to monitor the performance and health of your anomaly detection system.
9. What is Camel K?
- Introduction to Camel K, a lightweight integration framework built on Apache Camel, designed for Kubernetes.
10. Configuring Camel K Integrations for Data Pipelines
- Learn how to configure Camel K for seamless data pipeline integrations in your anomaly detection workflow.
11. What is a Jupyter Notebook?
- Overview of Jupyter Notebooks, an open-source web application for creating and sharing documents with live code, equations, visualizations, and narrative text.
12. Jupyter Notebooks with Code Examples
- Hands-on examples and code snippets in Jupyter Notebooks to help you implement and test anomaly detection models.
GraphRAG for Life Science to increase LLM accuracyTomaz Bratanic
GraphRAG for life science domain, where you retriever information from biomedical knowledge graphs using LLMs to increase the accuracy and performance of generated answers
Building Production Ready Search Pipelines with Spark and MilvusZilliz
Spark is the widely used ETL tool for processing, indexing and ingesting data to serving stack for search. Milvus is the production-ready open-source vector database. In this talk we will show how to use Spark to process unstructured data to extract vector representations, and push the vectors to Milvus vector database for search serving.
In his public lecture, Christian Timmerer provides insights into the fascinating history of video streaming, starting from its humble beginnings before YouTube to the groundbreaking technologies that now dominate platforms like Netflix and ORF ON. Timmerer also presents provocative contributions of his own that have significantly influenced the industry. He concludes by looking at future challenges and invites the audience to join in a discussion.
Full-RAG: A modern architecture for hyper-personalizationZilliz
Mike Del Balso, CEO & Co-Founder at Tecton, presents "Full RAG," a novel approach to AI recommendation systems, aiming to push beyond the limitations of traditional models through a deep integration of contextual insights and real-time data, leveraging the Retrieval-Augmented Generation architecture. This talk will outline Full RAG's potential to significantly enhance personalization, address engineering challenges such as data management and model training, and introduce data enrichment with reranking as a key solution. Attendees will gain crucial insights into the importance of hyperpersonalization in AI, the capabilities of Full RAG for advanced personalization, and strategies for managing complex data integrations for deploying cutting-edge AI solutions.
Fueling AI with Great Data with Airbyte WebinarZilliz
This talk will focus on how to collect data from a variety of sources, leveraging this data for RAG and other GenAI use cases, and finally charting your course to productionalization.
OpenID AuthZEN Interop Read Out - AuthorizationDavid Brossard
During Identiverse 2024 and EIC 2024, members of the OpenID AuthZEN WG got together and demoed their authorization endpoints conforming to the AuthZEN API
“An Outlook of the Ongoing and Future Relationship between Blockchain Technologies and Process-aware Information Systems.” Invited talk at the joint workshop on Blockchain for Information Systems (BC4IS) and Blockchain for Trusted Data Sharing (B4TDS), co-located with with the 36th International Conference on Advanced Information Systems Engineering (CAiSE), 3 June 2024, Limassol, Cyprus.
AI-Powered Food Delivery Transforming App Development in Saudi Arabia.pdfTechgropse Pvt.Ltd.
In this blog post, we'll delve into the intersection of AI and app development in Saudi Arabia, focusing on the food delivery sector. We'll explore how AI is revolutionizing the way Saudi consumers order food, how restaurants manage their operations, and how delivery partners navigate the bustling streets of cities like Riyadh, Jeddah, and Dammam. Through real-world case studies, we'll showcase how leading Saudi food delivery apps are leveraging AI to redefine convenience, personalization, and efficiency.
Cosa hanno in comune un mattoncino Lego e la backdoor XZ?Speck&Tech
ABSTRACT: A prima vista, un mattoncino Lego e la backdoor XZ potrebbero avere in comune il fatto di essere entrambi blocchi di costruzione, o dipendenze di progetti creativi e software. La realtà è che un mattoncino Lego e il caso della backdoor XZ hanno molto di più di tutto ciò in comune.
Partecipate alla presentazione per immergervi in una storia di interoperabilità, standard e formati aperti, per poi discutere del ruolo importante che i contributori hanno in una comunità open source sostenibile.
BIO: Sostenitrice del software libero e dei formati standard e aperti. È stata un membro attivo dei progetti Fedora e openSUSE e ha co-fondato l'Associazione LibreItalia dove è stata coinvolta in diversi eventi, migrazioni e formazione relativi a LibreOffice. In precedenza ha lavorato a migrazioni e corsi di formazione su LibreOffice per diverse amministrazioni pubbliche e privati. Da gennaio 2020 lavora in SUSE come Software Release Engineer per Uyuni e SUSE Manager e quando non segue la sua passione per i computer e per Geeko coltiva la sua curiosità per l'astronomia (da cui deriva il suo nickname deneb_alpha).
Taking AI to the Next Level in Manufacturing.pdfssuserfac0301
Read Taking AI to the Next Level in Manufacturing to gain insights on AI adoption in the manufacturing industry, such as:
1. How quickly AI is being implemented in manufacturing.
2. Which barriers stand in the way of AI adoption.
3. How data quality and governance form the backbone of AI.
4. Organizational processes and structures that may inhibit effective AI adoption.
6. Ideas and approaches to help build your organization's AI strategy.
Unlocking Productivity: Leveraging the Potential of Copilot in Microsoft 365, a presentation by Christoforos Vlachos, Senior Solutions Manager – Modern Workplace, Uni Systems
Ivanti’s Patch Tuesday breakdown goes beyond patching your applications and brings you the intelligence and guidance needed to prioritize where to focus your attention first. Catch early analysis on our Ivanti blog, then join industry expert Chris Goettl for the Patch Tuesday Webinar Event. There we’ll do a deep dive into each of the bulletins and give guidance on the risks associated with the newly-identified vulnerabilities.
UiPath Test Automation using UiPath Test Suite series, part 6DianaGray10
Welcome to UiPath Test Automation using UiPath Test Suite series part 6. In this session, we will cover Test Automation with generative AI and Open AI.
UiPath Test Automation with generative AI and Open AI webinar offers an in-depth exploration of leveraging cutting-edge technologies for test automation within the UiPath platform. Attendees will delve into the integration of generative AI, a test automation solution, with Open AI advanced natural language processing capabilities.
Throughout the session, participants will discover how this synergy empowers testers to automate repetitive tasks, enhance testing accuracy, and expedite the software testing life cycle. Topics covered include the seamless integration process, practical use cases, and the benefits of harnessing AI-driven automation for UiPath testing initiatives. By attending this webinar, testers, and automation professionals can gain valuable insights into harnessing the power of AI to optimize their test automation workflows within the UiPath ecosystem, ultimately driving efficiency and quality in software development processes.
What will you get from this session?
1. Insights into integrating generative AI.
2. Understanding how this integration enhances test automation within the UiPath platform
3. Practical demonstrations
4. Exploration of real-world use cases illustrating the benefits of AI-driven test automation for UiPath
Topics covered:
What is generative AI
Test Automation with generative AI and Open AI.
UiPath integration with generative AI
Speaker:
Deepak Rai, Automation Practice Lead, Boundaryless Group and UiPath MVP
Driving Business Innovation: Latest Generative AI Advancements & Success StorySafe Software
Are you ready to revolutionize how you handle data? Join us for a webinar where we’ll bring you up to speed with the latest advancements in Generative AI technology and discover how leveraging FME with tools from giants like Google Gemini, Amazon, and Microsoft OpenAI can supercharge your workflow efficiency.
During the hour, we’ll take you through:
Guest Speaker Segment with Hannah Barrington: Dive into the world of dynamic real estate marketing with Hannah, the Marketing Manager at Workspace Group. Hear firsthand how their team generates engaging descriptions for thousands of office units by integrating diverse data sources—from PDF floorplans to web pages—using FME transformers, like OpenAIVisionConnector and AnthropicVisionConnector. This use case will show you how GenAI can streamline content creation for marketing across the board.
Ollama Use Case: Learn how Scenario Specialist Dmitri Bagh has utilized Ollama within FME to input data, create custom models, and enhance security protocols. This segment will include demos to illustrate the full capabilities of FME in AI-driven processes.
Custom AI Models: Discover how to leverage FME to build personalized AI models using your data. Whether it’s populating a model with local data for added security or integrating public AI tools, find out how FME facilitates a versatile and secure approach to AI.
We’ll wrap up with a live Q&A session where you can engage with our experts on your specific use cases, and learn more about optimizing your data workflows with AI.
This webinar is ideal for professionals seeking to harness the power of AI within their data management systems while ensuring high levels of customization and security. Whether you're a novice or an expert, gain actionable insights and strategies to elevate your data processes. Join us to see how FME and AI can revolutionize how you work with data!
3. Navigation
You will need to read this so you don‟t get lost on your journey
Click on the pointer to go
Back OR Forward
to the First Slide
Beginning OR End
Resources Slide
Navigation Slide
3
4. Introduction
The animals have escaped from the Zoo.
You and your team of Zoologists have been given
the job of finding the animals, and building new
enclosures at the zoo to keep them safe.
You and your team have found, the zebras, the
elephants, the tigers, and the lions, but you are
having difficulty finding the Australian animals.
Together, you and your team embark on a journey to find, and
return the Australian animals to the zoo.
But wait, where do the Australian
animals live ?
4
5. Task
YOUR GOAL IS TO….…
Find the Australian animals, and build new enclosures at the zoo to keep them
safe.
To find them you will need to research, and document Australian animals, and
their habitat.
Where do they live? What do they eat?
Use the documents to make a journal about Australian animals.
You will need to refer to
your journal to investigate
the construction of the new
animal enclosures.
5
6. Process: Researcher
STEP 1: It‟s time to find the Australian animals, and return them to the zoo. To find
them you will need to research and document information, including their habitat,
and what they look like.
You and your team of Zoologists will need to work in
Groups of Three.
Click on the Resources Tab to research information.
STEP 2: To help find the Australian animals make a journal using the information
you have gathered.
Include pictures and photographs.
STEP 3: Now the animals have been found it‟s time to research the
building of the new enclosures to keep them safe.
Look at your journal of Australian animals to find out what the animal
enclosures should look like, and what could be used to build them.
8. Process : Designer
STEP 4: Working co-operatively with your fellow Zoologists draw plans for
building the new enclosures.
Incorporate all elements of a safe animal enclosure in your design.
Click on the Kangaroo to get a copy of a planning
tool to help you and your team document the
journey, and remain focused.
Click on the
resources tab to
research facts and
information.
STEP 5: Brainstorm ideas, and thoughts as a
whole group, to determine the design and the
resources needed to build the new enclosures.
8
9. Process: Builder
STEP 6: Now it‟s time to build the new animal
enclosures.
You will need to use your plans to help you.
9
10. Resources
Drop sheets, protective clothing, cleaning cloths, and A variety of pencils, crayons, textas,
containers of water placed nearby for rinsing, and paper, scissors, cardboard, tape, staplers,
cleaning brushes, and other painting, and art tools. glue… for journal / book making.
Black fine tip markers, and butcher‟s paper for designing
Observational, resource drawing journals
and drawing building blueprints / plans.
used as a resource to investigate the
building of the new animal enclosures.
A variety of painting media, brushes, and tools, clay, Australian children‟s songs, and music,
plaster of Paris, play dough, wire, pipe cleaners, and storybooks, maps of Australia, posters
tools for creating 3 D media spatulas, scrapers, sponges reference books… depicting Australian
to wet down clay, rolling pins, and cutters. animals, and their habitat.
Guest speakers such as Parks Ranger/
Internet Hyperlinks Wildlife Warrior to visit and discuss
Australian animals, and their habitat.
http://www.environment.nsw.gov.au/animals/KangaroosAndWallabies.htm
http://australian-animals.net/bilby.htm Visit to the library to obtain Australian
http://www.environment.nsw.gov.au/animals/Wombats.htm
animal related resources.
http://www.environment.nsw.gov.au/animals/Echidnas.htm
http://www.environment.nsw.gov.au/animals/TheEmu.htm
http://www.environment.nsw.gov.au/animals/ThePlatypus.htm Visit to the zoo to research Australian
http://www.proserpineecotours.com.au/crocs.htm animals.
http://www.environment.nsw.gov.au/animals/TheKoala.htm
http://www.environment.nsw.gov.au/animals/TheDingo.htm
http://www.environment.nsw.gov.au/animals/TheWedgetailedEagle.htm Pictures of Australian animals.
http://www.environment.nsw.gov.au/animals/GlossyBlackCockatoos.htm
http://www.environment.nsw.gov.au/animals/TheLaughingKookaburra.htm Cameras
http://www.environment.nsw.gov.au/animals/Lyrebirds.htm
11. Conclusion
You and your fellow Zoologists have succeeded on your journey, and all of the
animals are now safe in their new enclosures at the zoo. Be sure to share your
animal journal and experiences with your peers.
Congratulations on a job well done!
Hang on a minute!!!!!
How many kangaroos returned to the zoo?
What happened to the giraffe? 11
12. Evaluation
Upon completion of this task, children will be able to:
Produce artwork that communicates ideas.
Understand that digital media and software programs can be used as tools in art making.
Talk about what they are required to do and how they will carry out the task.
Demonstrate the ability to use research to support tasks, and to describe this process.
Be critically reflective by talking about how they made their artwork, their choices and reasons.
Discuss anxieties and difficulties faced with the topic and activities.
Use the selected technology and tools effectively to create artwork and 3 D media.
Develop their ideas using creative art processes, such as improvising, designing and constructing.
Use collaborative, group and individual problem solving processes.
Engage in preparatory work demonstrating the development of the idea
Show confidence in their ability to use the techniques and skills they have learned
Understand the process involved in the activity
Explore modelling materials using hands, or simple tools to shape,
cut roll, join and imprint the media.
Recognise the different art forms in the visual arts.
Understand how visual art is present in our lives, and is created for
many different reasons. (GWACC, 1998)
Displaying children's artwork including 3 D creations, validates the
effort and creativity of the children. Talk to children about the artwork
on display, discuss the elements of art and how the artist has used
these in their artwork. (Kohl & Solga, 1997)
12
13. Commencing
The Creative Art and Design Web quest project is anchored in Creative Arts and Design, and Technology and
Enterprise. It has been designed for children from Prep – 1st Grade, with the assistance of a Narrator. It is
envisaged it will be accomplished over a 3-4 week period.
The Web quest will be introduced during group reading / discussion time. An Australian storybook, such as
“Koala Lou” will be read to the children, accompanied by a koala puppet. The children will be introduced to the
concept of native animals and begin to identify native animals familiar to them.
The Web quest project, will be linked to creative movement where the children will have the opportunity to
express themselves and experiment with creative movement. Popular Australian children‟s songs, such as
„Kookaburra sits on the Old Gum Tree‟, and „Give Me a Home Amongst the Gum Trees‟ will be sung and
accompanied with creative movement. This music will be related to the topic and will provide opportunity for
self expression, defining body awareness and enjoyment.
14. The Creative Classroom
The creative classroom offers a wide range of art materials, painting, clay, play dough, and tools to manipulate, and
explore, which develops children‟s imaginations, and helps children discover new ways to process information. (Reyner,
2011)
The variety of art materials, and recycled objects that children can use in art provide new and different experiences for
children, as they introduce new problems to solve, and new challenges to creative thinking. Art tools provide children
with pre-writing experiences, as they grasp tools that later help them hold a pencil for writing. (Reyner, 2011)
Children can experiment with wood, paper, cardboard, plastic, wire, metal, plaster, clay, and textiles to create objects
such as sculptures, textured collages, puppets, masks, and models. (Russell-Bowie, 2009)
Children can learn to model, carve, and construct three dimensional sculptures in response to a story poem, piece of
music or a picture, or they can be inspired by their own imagination to create a fantastic spaceship or alien, plant or
vehicle. (Pelo, 2007)
To support creativity in an inclusive classroom educators:
Provide a variety of tools for creative expression and demonstrate how to use them.
Ask what if? questions, and provide open ended activities, and experiences in solving problems.
Pair together children with different strengths and interests.
14
15. Catering for Diverse Needs
Children have different learning styles. Effective educators discuss concepts, write information, draw
illustrations, and allow children to manipulate materials to ensure all kinds of learners are catered for. (Prince,
2008) Children who are commencing reading, will benefit by turning the Web quest narrator on while children
who able to read could benefit form turning the Web quest narrator off. Children who are computer literate can
be paired with children who are not as confident using computers to support and scaffold learning throughout
the web quest.
Children with visual impairments should be seated in the best possible position for viewing the educators visual
aids and demonstrations. Educators need to provide opportunities and experiences for children with visual
impairments to gain understanding through auditory, tactile, and kinaesthetic interpretation.
For optimum learning children with challenging behaviours should be seated close to the educator to avoid
disruptions. Reinforce and question, to help with children‟s understanding, and to ensure children with
challenging behaviours are engaged. Plan experiences that cater to children's interests. Invite children with
challenging behaviours to become involved by allowing them to assist with demonstrating, set up, and packing
away. Show genuine interest through questions, suggestions and ideas, such as, have you thought of.........,
have you tried..…. relating to the experience.
Drawing and writing support expression and communication for children with hearing impairments. Picture books can be
utilised to encourage children with hearing impairments to become involved in creative experiences. Children who have
difficulty with manual dexterity should be provided with thick stubby painting implements and tools, and stubby crayons and
pencils for drawing.
Children with visual disability may have difficulty using crayons to draw a picture that is pleasing to the eye, but can create a
textured collage that is pleasant to touch. Teach basic makaton signs to the group to facilitate communication with children
with hearing impairments. (Prince, 2008)
15
16. Documentation
The Inquiry Cycle
Documenting children’s experiences as well as current projects children and educators may be exploring, involves
educators listening, observing, taking notes and photographs, audio tapes, video tapes, as well as collecting samples
of children’s work which enables critical reflection by educators.
Documentation provides opportunities for educators to revisit children's learning experiences.(Millikan, 2003)
Observe
Children’s Play
and
Interactions
The cycle repeats again as
The children participate in the
planned experiences
Inquiry
Cycle
Plan
Experiences to
Investigate
Extend
Children’s
Children’s
Thinking
Interests and
Explorations
(Pelo, 2007) 16
17. Planning Template
Step1: Observe… Step 2: Investigate… Step 3: Plan…
children’s play and children’s thinking to interpret experiences to extend and
interactions the meaning of their play. maintain children’s interests
When investigating children's and curiosities
When planning experiences to
Document details…….
thoughts………… extend children's interests think
• Who was involved ? • What was the motivation in becoming about…….
• Name of the experience - sand play, play involved? • The aesthetics of the environment, both
dough, collage, drama, block area • What are you eager to know about in the indoor and outdoor, lighting, visual aids,
children‟s play ? posters, tactile resources and materials,
• Materials , resources used ? what does the setting say to you? Is it
• Setting – indoors, outdoors, home corner, art • What are the children curious / interested inviting,? supportive of children?
area in ?
• Relate interests to stories, children's
• Document children’s conversations • Did the children use their imaginations experiences, and knowledge, incorporate
and creativity ? children‟s interests into group discussions.,
• Listen to children talking
• Did the children become involved in and experiences.
• Tape record children’s conversations experimentation, risk taking, and flexibility • Ask the children their opinion, enquire about
• Document / tape record children’s ? thoughts, Ask open ended questions, show
interactions, sharing, turn taking, discussions • Did the children express their artistic ideas genuine interest,
Collect evidence of children’s work curiosities, and discoveries ? • Props, challenging games, resources, and
• Make copies of children’s work for display, • What knowledge do the children have ? materials, to inspire children‟s imagination
portfolios, to share with family….. • Did the children demonstrate independent and creativity.
• Take photos of children's creations, drawing decision making ? • Cameras, and audio equipment for children
or writing. Set up a display. • How are the children building and to record interests, experiences, projects that
extending on each other‟s ideas and challenge……….
• Ensure pen and paper are easily accessible for
documenting - Carry sticky notes in a pocket, perspectives ? • Join the children in the
wear a pen on a cord around the neck • Is there a lack of consistency in the experience………Discuss visual
children‟s thinking ? Are there loosely elements…colour, line, details…Invite the
• Ensure staff work together in compiling children to use art media to develop and
documentation, taking notes…….Others may formed ideas that need to be further
developed ? extend their thinking, facilitate through
observe something you have missed. discussions, open ended questions,
• What do you want to learn more about, resources such as books, photos, pictures…
after watching and listening to the children
? • Show children you value their work by
framing it and hanging it on the wall. Post a
(Pelo, 2007)
17
notice in the studio area informing parent's of
children‟s interests…..
18. Evaluating Development in Art
Effective evaluation of children's learning in art incorporates a range of strategies collected over time, and in various
situations, and locations. Educators use these strategies to analyse children‟s understanding, the knowledge, and
experience gained by children from planned explorations in the area of art and design, and links to other curriculum
areas.
Strategies include copies of children‟s portfolios, photos, recordings, observations, documentation of discussions and
interactions with children, and amongst children, children‟s quotes, and samples / copies of artwork, and explorations
such as collage.
Evaluation of children's learning in art includes analysing:
Links to other curriculum areas.
Children‟s understanding of the elements of art and design.
Children‟s confidence in the use and abilities of different art media.
The use of the language of art in responding to art experiences and when making evaluations of artwork.
The use of number and space in art such as when planning and building a box construction.
The correct use of tools for specific art forms.
Knowledge in relation to different lighting effects, and storage of art materials
Ability to incorporate cultural perspectives into designs and creations.
Evaluation provides useful information to educators, and parents about the teaching program, and children‟s
understanding of planned experiences, and areas of learning. Evaluation is used to plan experiences that challenge,
and extend children‟s knowledge, and provide optimal learning outcomes for children.
18
19. Connections to the Early Years Learning Framework
Outcome 1: Children have a strong sense of identity
Demonstrated when:
• Children display confidence, and independence in exploring technology, and art media.
• Children and educators use collaborative approaches to learning about technology, art and design.
• Peer, and educators interactions scaffold learning.
• Art work depicts children‟s emotional state.
Outcome 2: Children are connected with and contribute to their world
Demonstrated when:
• Children actively participate in creative experiences.
• Children explore books, art, and cultural tools.
• Children discuss Australian animals and their habitat.
• Children understand how visual art is present in our lives, and is created for many different reasons.
• Children develop their ideas using creative art processes, such as improvising, designing and constructing.
Outcome 4: Children are involved and confident learners
Demonstrated when:
• Children use art media to experiment, create, problem solve, enquire, and investigate.
• Children use art media to connect with maths, science, and literacy.
• Children use technology such as computers to connect with creativity, art and design.
• Children resource their own learning through the use of technologies, natural, and processed materials.
• Children resource using computers and books… and use this information to create a journal of animals
recognition of the different art forms in the visual arts.
• Children use the selected technology and tools effectively to create using the chosen media.
Outcome 5: Children are effective communicators
Demonstrated when:
• Children discuss the various uses of technology, art media, and tools.
• Children depict symbols, and patterns in the design of the construction plans, animal journals and artwork.
• Children express their ideas through art media.
• Children interact verbally and non-verbally in groups of three to complete tasks.
• Children use collaborative, group and individual problem solving processes. . (DEEWR,2009)
20. Preparation
Before commencing, plan how the resources and materials will be set up and cleared away. Encourage the
children to assist with the setting up and packing away, washing of tools, cleaning of tables…..
Ensure resources are accessible to children.
Surfaces need to be covered to avoid stains when using clay.
Children need to rinse their hands in a bucket of water before washing hands thoroughly in the sink, after using
clay.
Be aware of the skills children have developed, and what skills need to be developed further.
Demonstrate to children how to use spatulas, scrapers, sponges to wet down the clay, rolling pins, and cutters
to ensure children understand safety issues.
Demonstrate and model techniques, such as how to put paint on a brush, how to mix paints, how to knead clay,
the correct way to use a stapler…
Ensure the artwork has the child‟s name before commencing, and an area where the artwork can be left set up
so that children can return to them. (Russell-Bowie 2009)
Reflective Practice
Reflective practice enables educators to decide what worked, and didn‟t, and supports decision making when planning
experiences for children.
Questions which support reflective practice include:
• What could be changed to ensure the environment is inclusive to all children?
• What could be added to the environment to stimulate children's curiosity and exploration?
• Did the questions I use stimulate children's thinking?
• Did the children have enough time to complete artwork?
• Were there too many instructions?
• What could have been done better?
21. Teacher‟s Resources
Storybooks, maps of Australia, posters, reference books…depicting Australian animals, and
their habitat.
Koala lou.
Edward the emu.
Wombat goes walkabout.
Australian children‟s songs, and music.
Home amongst the gum tree lyrics
Home amongst the gum tree video
Kookaburra sits in the old gum tree lyrics
Kookaburra sits in the old gum tree video
Old man Emu lyrics Teacher to click on and read the hyperlinked resources
Old man Emu video below:
Children‟s resource – planning tool Modelling clay animals
How to model clay animals
Assessment 2: Web Quest Planner.
Inquiry Cycle.
Planning Template.
Learning Outcomes - Evaluation Checklist.
Children‟s evaluation tool.
21
22. Student and Teacher Evaluation Tools
Student Evaluation Tools Teacher Evaluation Tools
Australian animal journal Photographs.
3 D models. Anecdotal notes.
Group discussions Audio footage.
Artwork displays Classroom display.
Photographs Observations of children participating in the
Building plans expereinces.
Use of the selected technology and tools. Samples of artwork.
effectively to create artwork and 3 D media. Children‟s 3 D models.
The creation of artwork, including 3 D media that Observations of children exploring modelling
communicates ideas. materials using hands, and tools to shape, cut
Recognition of Australian animals, what they eat, roll, join and imprint the media.
and their habitat. Assessing children’s understanding of how:
Evaluation document. Visual art is present in our lives, and is created
for many different reasons.
Digital media and software programs can be
used as tools in art making.
Assessing and observing how children demonstrate
the ability to use research to support tasks, and
the ability to describe this process.
Discussion relating to knowledge of Australian
animals, what they look like, what they eat, and
their habitat. 22
23. References
Australian Government Department of Education, employment and Workplace Relations (2009).
Belonging, Being and Becoming: the early years learning framework for Australia. Canberra:
Commonwealth of Australia.
Big Rod. (2007) Give me a home amongst the gum trees. Retrieved 21/7/2011 from
http://www.youtube.com/watch?v=h85hqvskiCw.
Curriculum Council of Western Australia (1998). Curriculum Framework. Osborne Park:
Curriculum Council of Western Australia.
Fox, M. (2010) Koala lou. Australia: Penguin Aust.
Knowles, S. (1990) Edward the emu. Australia: Harper Collins.
Kolbe, U. (2005). It's not a bird yet: the drama of drawing. Byron Bay, NSW: Peppinot Press.
Kohl, M & Solga, K. (1997). Discovering Great Artists: hands-on art for children in the styles of
the great masters. Bellingham WA: Bright Ring Publishing.
Videopro10.( 2006) Kookaburra sits in the old gum tree.(Video file). Retrieved14/7/2011 from
http://www.youtube.com/watch?v=iygkpxzbVt.8
23
24. References Continued
Morpurgo, M. (1999) Wombat goes walkabout. Australia: Harper Collins.
OzPix (2010). Old man emu John Williamson. Retrieved 16/7/2011
http://youtu.be/dgBv4mDr6AY
Reyner, A. (2011). Art and Creativity In Early Childhood Education: How art impacts learning.
Retrieved: 24-6-2011, from http://artandcreativity.blogspot.com/.
Rose, L (nd) How do you make an animal out of clay? Retrieved 25/7/2011 from
http://wiki.answers.com/Q/How_do_you_make_a_animal_out_of_clay#ixzz1VTLykAQo
Russell-Bowie, D. (2009). MMADD about the arts : An introduction to primary arts education.
(2nd ed.). Frenchs Forest, NSW: Pearson Education.
Pelo, A. (2007). The Language of Art: Inquiry based studio practices in early childhood settings.
St. Paul: Redleaf Press.
Prince, E. (2008). Art is Fundamental: Teaching the elements and principles of art in elementary
school. Chicago Illinois: Zephyr Press.