Discrepant events
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A discrepant event is an event that puzzles students and challenges them to explain what happened. For example, placing a bottle with a penny inside in hot water causes the penny to dance around. This puzzles students until they realize that as the air inside the bottle is heated, it expands and pushes its way out through the moist opening, causing the bottle to rock. The teacher helps students understand the event and overcome possible misconceptions through questioning.
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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.
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with others and / or materials
Persisting with difficulty
Setting and choosing difficult tasks. Using a
range of strategies to solve problems when
‘stuck’
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In a range of ways eg. Oral language,
gesture, music, art, writing etc.
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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
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Further, we can use leaves to understand
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INTEGRATED CURRICULUM
PLANNER
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Part 1: Learning Story
Video Title: Counting flowers
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Observer: Anurag Tiwari
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shirt)
Focus A Learning Story
Taking an interest
Finding an interest here – a topic, an
activity a role. Recognising the familiar,
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Jas is playing outdoors under the tank
where she is picking up flowers one by one
from the lawn. Jas then answers the 1st
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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
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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
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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
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communication and problem solving using
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plants breathe and will explain to them that
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In World Expo 2010 Shanghai – the most visited Expo in the World History
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Discrepant events
- 2. What is a Discrepant Event? A discrepant event is an event that is puzzling. It makes you wonder what exactly happened and why. In teaching science this can be done by demonstrating something that is surprising and then challenging the students to explain it. The teacher helps the student to come to an understanding of the discrepant event.
- 5. Moisture Seals the Bottle Air is Heated Air Pushes Inside the Bottle its Way Penny out of the Bottle Dances Air Expands
- 6. Possible Misconceptions Water gets inside the bottle The table must be moving The moisture on the opening of the bottle is not necessary
- 7. Questions for the Students What was in the bottle before hand? What kind of water was in the bin? How could this have affected the air inside the bottle once it was submerged? Do you think the same thing would have happened if the water was cold? So what happens to air as it is heated up? What did the moisture on the opening of the bottle do?
- 8. Safety Concerns Use plastic bottles instead of glass. If the bottle breaks and it is glass the students may get hurt. Have the teacher heat up the water so that the students do not get burned. Inform students that the water is hot and ask them not to touch it.