This document outlines the topics, language skills, and experiments covered in the 2nd term of a Natural Science class. It includes experiments on transparent and opaque objects, flowering plants, invisible ink, and electricity using batteries. The experiments involve students working in pairs and using objects to decide if they are transparent or opaque, what plants need to grow, reading secret messages written with invisible ink, and determining if items require electricity or batteries to work.
Attività sulle caratteristiche delle luce svolte in verticale fra la scuola primaria e secondaria di primo grado per il meeting a Sibiu in Romania del progetto Comenius
TCHE2560 – TASK 2 –
INTEGRATED CURRICULUM
PLANNER
Anurag Tiwari – s3803386
Part 1: Learning Story
Video Title: Counting flowers
Date:20/05/2020
Observer: Anurag Tiwari
Children’s Name: Jas (girl with hat); Pam (girl wearing white t-shirt); Nas (boy with orange t-
shirt)
Focus A Learning Story
Taking an interest
Finding an interest here – a topic, an
activity a role. Recognising the familiar,
enjoying the unfamiliar, coping with change
Jas is playing outdoors under the tank
where she is picking up flowers one by one
from the lawn. Jas then answers the 1st
educator’s question, ‘Where is the vase?’
by replying, ‘It is inside’. Then she goes
inside the classroom to wash the flowers
and starts counting them simultaneously
while putting the flowers in the vase. She
ends the count at 34 and showed the
awareness that petals are important to call
it a flower and refused to put the leftover
stem in her flower vase. She then along
with the 2nd educator finds a suitable spot
to fit her vase of flowers. Jas, Pam and Nas
then became curious when the 2nd
educator gave the idea of putting the
number 34 in front of the vase. They
understood quickly that they need to use 4
but Jas was unable to figure out what
number needs to be put besides 4. Upon a
small suggestion from the 2nd educator
when she hinted what number starts from
the sound ‘th-e’ and upon revising the
count together Jas discovered that three
starts with ‘th-e’ and three is needed to
complete the number ‘34’ which represents
the number of flowers in the vase.
Being involved
Paying attention for a sustained period,
feeling safe, trusting others. Being playful
with others and / or materials
Persisting with difficulty
Setting and choosing difficult tasks. Using a
range of strategies to solve problems when
‘stuck’
Expressing an idea or a feeling
In a range of ways eg. Oral language,
gesture, music, art, writing etc.
Taking responsibility
Responding to others, to stories, and
imagined events, ensuring that things are
fair, self-evaluating, helping others,
contributing to program
Short term Review
What learning do I think went on here?
(Main learning in story)
What next?
How might we encourage this learning
(interest / ability/ strategy / disposition) to
be:
In order to count set of items and things it
is necessary to develop practice of counting
and through numerical development during
early years (Hannula, et al., 2007). The
above learning story involves mathematical
concepts such as counting, total number of
flowers, also developing effective
communication and problem solving using
Intentional teaching strategies was a part of
the learning.
Further, we can use leaves to understand
photosynthesis which will explain how
plants breathe and will explain to them that
plants and trees are living beings as well.
This can further be linked to Steiner’s
theory that prov.
Attività sulle caratteristiche delle luce svolte in verticale fra la scuola primaria e secondaria di primo grado per il meeting a Sibiu in Romania del progetto Comenius
TCHE2560 – TASK 2 –
INTEGRATED CURRICULUM
PLANNER
Anurag Tiwari – s3803386
Part 1: Learning Story
Video Title: Counting flowers
Date:20/05/2020
Observer: Anurag Tiwari
Children’s Name: Jas (girl with hat); Pam (girl wearing white t-shirt); Nas (boy with orange t-
shirt)
Focus A Learning Story
Taking an interest
Finding an interest here – a topic, an
activity a role. Recognising the familiar,
enjoying the unfamiliar, coping with change
Jas is playing outdoors under the tank
where she is picking up flowers one by one
from the lawn. Jas then answers the 1st
educator’s question, ‘Where is the vase?’
by replying, ‘It is inside’. Then she goes
inside the classroom to wash the flowers
and starts counting them simultaneously
while putting the flowers in the vase. She
ends the count at 34 and showed the
awareness that petals are important to call
it a flower and refused to put the leftover
stem in her flower vase. She then along
with the 2nd educator finds a suitable spot
to fit her vase of flowers. Jas, Pam and Nas
then became curious when the 2nd
educator gave the idea of putting the
number 34 in front of the vase. They
understood quickly that they need to use 4
but Jas was unable to figure out what
number needs to be put besides 4. Upon a
small suggestion from the 2nd educator
when she hinted what number starts from
the sound ‘th-e’ and upon revising the
count together Jas discovered that three
starts with ‘th-e’ and three is needed to
complete the number ‘34’ which represents
the number of flowers in the vase.
Being involved
Paying attention for a sustained period,
feeling safe, trusting others. Being playful
with others and / or materials
Persisting with difficulty
Setting and choosing difficult tasks. Using a
range of strategies to solve problems when
‘stuck’
Expressing an idea or a feeling
In a range of ways eg. Oral language,
gesture, music, art, writing etc.
Taking responsibility
Responding to others, to stories, and
imagined events, ensuring that things are
fair, self-evaluating, helping others,
contributing to program
Short term Review
What learning do I think went on here?
(Main learning in story)
What next?
How might we encourage this learning
(interest / ability/ strategy / disposition) to
be:
In order to count set of items and things it
is necessary to develop practice of counting
and through numerical development during
early years (Hannula, et al., 2007). The
above learning story involves mathematical
concepts such as counting, total number of
flowers, also developing effective
communication and problem solving using
Intentional teaching strategies was a part of
the learning.
Further, we can use leaves to understand
photosynthesis which will explain how
plants breathe and will explain to them that
plants and trees are living beings as well.
This can further be linked to Steiner’s
theory that prov.
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Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
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• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
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1.
NATURAL
SCIENCE
2nd
TERM
Unit 5
WHAT IS
IT MADE
OF?
(Unit ??
English)
TOPIC LANGUAGE
SKILLS
LANGUAGE
STRUCTURE
T: TEACHER
S: STUDENT
METHODOLOGY
Transparent
and opaque
experiment
S 1: Is it
transparent or
opaque?
S 2: I think it’s …
because we can /
can’t see through
COOPERATION
-Working in pairs.
They use different
objects to decide if
they are transparent
or opaque. They use
the real objects that
appear in their
Science books
(sheet of paper, t-
shirt, a glass, a
table, a plastic box.)
They also make a
light catcher and
decide which colour
is transparent,
translucent or
opaque.
Flouting
flowers
experiment
What a plant
needs (review)
S 1 & 2:
I think it needs
water.
I agree / I don’t
agree / I don’t
think so. It
needs…
COOPERATION
-Talking in pairs
Invisible Ink
experiment.
S 1: Can you see
it (the secret
message)?
S 2: Yes, I can /
No I can’t
S 1: Read it,
please.
They draw or write
a secret message
with lemon juice.
They ask their
partners if they can
see it.
2.
NATURAL SCIENCE
Unit 6
How does
it work?
(Unit ??
English)
TOPIC LANGUAGE
SKILLS
LANGUAGE
STRUCTURE
T: TEACHER
S: STUDENTS
METHODOLOGY
Electricity
Experiment:
batteries
S: I think it needs
electricity /
batteries
- I think it doesn’t
need electricity /
batteries
COOPERATION
-They have several objects and
batteries to decide if they need
electricity / batteries or not.