The document describes a teacher's plan to facilitate an inquiry with children about pizza. It includes setting up a provocation where the children explored making pizzas. To further the inquiry, the teacher will engage the children in a discussion by sharing photos from the provocation and creating a KWL chart. The teacher will then provide resources and activities for the children to investigate their questions about pizza. The goal is for the children to practice inquiry skills and learn about topics like yeast and plant growth through exploring pizza.

1. 1
ECE
Field
Placement
–
Inquiry
Planning
Form
Interactive
Observation
and
Analysis
Observation:
Record
your
observation.
Your
observation
MUST
include
a
minimum
of
5
supporting
photos.
Provocation:
Every
Thursday
is
pizza
day
in
the
school.
And
all
the
children
in
my
class
like
pizza
very
much.
So
I
think
it
is
a
good
opportunity
to
help
children
learn
something
about
pizza.
• Materials:
Pizza
poster,
2
books
(The
princess
and
the
pizza,
The
little
red
hen
makes
a
pizza),
2
canvas
easels,
pizza
box,
take,
glue,
construction
paper,
scissors,
crayons,
felt
paper,
topping
tray
with
name
tag,
number
sheets,
pizza
recipe
forms.
• Set
up:
Prepare
all
the
materials.
Cut
out
some
toppings
and
prepare
the
nametags.
Set
up
the
provocation
table.
• Open
ended：
Materials:
Children
are
free
to
use
any
of
the
materials
they
are
interested,
and
there
is
no
outcome
expectation.
They
may
read
a
book,
make
their
own
styled
pizza.
They
may
use
the
toppings
I
prepared
or
they
may
cut
out
toppings
they
like.
Questions:
What
else
do
you
think
we
can
put
on
pizza?
Do
you
know
any
other
word
starts
with
the
letter
‘M’?
Why
do
you
think
people
make
pizza
triangle?
What
happened?
Anecdotal
Record
and
photos
see
the
attached
paper.
Analysis
of
Observation:
What
skills
(program
expectations)
do
you
see
emerging?
(FD-­‐ELK
/
ELECT
Curriculum)
Domain
–
Learning
Area
Specific
Expectations
Mathematics
NS1.3
begin
to
make
use
of
one-­‐to-­‐one
correspondence
in
counting
objects
and
matching
groups
of
objects
Science
and
technology
2.3
select
and
use
materials
to
carry
out
their
own
explorations
Communication,
language
and
literacy
3.7
Enjoying
Literacy:
choosing
to
spend
time
with
books;
discussing
and
making
connections
between
books
and
stories
in
their
play;
showing
pleasure
and
enjoyment
during
activities
with
language,
music
and
print
materials
Cognition
4.13
Determining
Quantity:
counting
to
determine
quantity
;
matching
numbers
to
sets
of
objects
Social
1.4
Helping
Skills:
offering
assistance
1.9
Interacting
with
Adults:
seeing
adults
as
resources
in
exploration
and
problem
solving
What
inquiries
are
the
children
making
through
their
play?
Topic:
How
to
make
a
pizza?

2. 2
Planning:
–
The
‘Intentional’
Teacher
IMPORTANT:
Remember
to
photograph
all
activities
Topic
of
Inquiry:
Pizza
Science
Goals:
Practice
inquiry
skills
by
developing
questions
about
yeast,
noting
about
how
it
make
pizza
dough
rise;
seeds,
planting
them
and
noting
details
about
how
they
change
as
they
grow.
Making
predictions
and
observations
before
and
during
exploration.
Phase
Activities/Ideas
Describe
your
plan
–
Consider:
Materials,
Setting,
Educator
Role,
Observation,
Documentation,
and
Representation
Initial
Engagement
Discussion
with
the
children
about
the
topic
–
KWL
Chart
• Group
time:
share
photos
from
provocation
• Create
a
KWL
chart
(see
attached)
• I
explained
to
the
whole
class
that
we
had
a
pizza
activity
a
few
days
ago
and
began
to
share
the
photos.
• I
brought
a
pizza
box
(Pizza
Hut)
to
introduce
the
topic.
• I
made
a
ppt
to
share
some
of
the
photos
taken
from
provocation
and
explained
what
were
the
child
doing.
• The
way
I
completed
the
KWL
chart
was
asking
questions
about
what
they
have
already
known
about
pizza
and
what
they
want
to
know
while
sharing
the
photos.
It
helped
engage
children’s
participation
in
the
discussion
by
watching
the
photos
and
encouraged
them
to
inquiry.
• I
was
documenting
the
questions
and
answers
from
children,
and
my
cooperating
teacher
helped
me
to
take
photos.
• Questions
I
asked:
Can
you
describe
a
pizza?
What
kind
of
shape
have
you
seen?
What
toppings
do
you
like
on
your
pizza?
How
does
pizza
taste?
Where
can
we
get
a
pizza?

3. 3
Investigation
Providing
resources
and
information
to
help
children
find
answers
to
their
questions-­‐
(books,
videos,
demos,
artifacts,
etc.)
• Activity
One:
Read
aloud
The
Little
Red
Hen
(Makes
a
Pizza)
• Activity
Two:
Video
Pizza
recipe
for
kids,
Telmo
and
Tula
cartoons,
cooking
with
children
https://www.youtube.com/watch?v=Ln5
HaUVb7KM
• The
book
I
read
is
about
a
little
red
hen
decided
to
make
a
pizza,
discovered
that
she
lacks
certain
necessities,
such
as
a
proper
pan,
flour
and
the
other
ingredients.
This
story
helps
children
get
preliminary
introduction
of
what
materials
and
ingredients
we
need
to
make
a
pizza.
And
in
the
story,
the
little
red
hen
also
showed
some
steps
to
make
a
pizza
dough,
like
mix
the
ingredients,
stir
the
dough,
knead
the
dough,
etc.
which
let
children
get
an
understanding
of
how
to
make
a
pizza
dough.
• The
video
is
about
two
animated
character
making
a
Margherita
pizza.
The
video
showed
details
of
the
amount
of
each
ingredient
needed
and
steps
to
make
a
pizza,
which
will
help
to
reinforce
children’s
knowledge
of
making
a
pizza.
And
video
is
a
very
attractive
to
keep
children
concentrated.
• After
the
activities,
I
also
brought
some
real
ingredients
for
children
to
touch
and
smell,
like
flour,
Mozzarella
cheese,
basil
and
yeast.
It
helps
children
develop
and
enhance
memory,
build
connections
between
literacy
and
real
objects,
and
it
also
helps
children
learn
sensory
attributes
(hot,
cold,
sticky,
dry).
• These
two
activities
contain
the
information
for
children’s
questions.
How
to
make
a
pizza?
What
ingredients
we
can
put
on
pizza?
Children
learned
some
knowledge
of
how
yeast
works
and
steps
to
make
pizza
dough.
I
showed
children
how
basil
powder
looks
like
and
how
it
smells
like,
so
they
can
get
some
basic
knowledge
of
basil.
The
activities
laid
a
foundation
for
my
science
goals:
The
effect
of
yeast
and
how
to
make
a
pizza
dough;
how
to
plant.
• Questions
I
asked:
What
kind
of
pan
does
the
red
hen
need
to
make
a
pizza?
What
are
some
of
the
toppings
that
the
little
red
hen
put
on
her
pizza?
What
do
you
think
is
the
main
ingredient
to
make
pizza
dough?
What
do
you
think
makes
pizza
dough
rise?
Why
do
you
think
we
should
put
yeast
into
water
first?
What
would
happen
when
we
put
yeast
into
the
pizza
dough?
What
toppings
we
need
to
make
a
Margherita
pizza?
What
are
the
steps
to
make
a
Margherita
pizza?

4. 4
• During
investigation,
educator’s
role
is
to
provide
varied
and
multiple
opportunities
for
children
to
learn
and
experiment.
Use
a
child’s
own
natural
curiosity
and
questions
to
fuel
science
investigations
Exploration
Play
based
activities
to
respond,
extend
and
challenge
• Activity
One:
Making
a
pizza
dough
• Activity
Two:
Planting
basil
Activity
One:
Making
a
pizza
dough
• Materials:
measuring
cup,
bread
flour,
yeast,
2
mixing
bowl,
flour
stirrer,
rolling
pins,
warm
water,
table
cloth
Activity
Two:
Planting
basil
• Materials:
gardening
gloves,
sweet
bail
seeds,
soil,
plant
pot,
water,
table
cloth
• The
two
exploration
activities
are
play-­‐based
and
hands-­‐on
activities.
Children
will
be
encouraged
to
make
pizza
dough
and
plant
basil
step
by
step.
Through
the
progress,
I
will
scaffold
children’s
learning
by
introducing
each
step
and
asking
open-­‐end
questions.
And
children
will
find
out
answers
to
their
predictions
through
practicing
and
observation.
• The
whole
group
will
have
to
collaborate
and
work
together
with
the
dough
making
and
planting.
And
we
will
come
up
with
solutions
through
discussion.
Children
will
learn
from
each
other
through
expressing
their
thoughts
and
ideas.
• During
play-­‐based
learning,
the
educator’s
role
is
to
observe
and
guide
children’s
learning,
participating
in
the
play
and
intervening
as
appropriate
to
extend
children’s
thinking,
encourage
them
to
make
predictions,
and
enrich
their
communication.
Communication
Making
the
learning
visible
Documentation
Panel
(See
attached)

5. 5
Intentional
Play
Based
Learning
Explain
how
your
activities/experiences/materials
support
play
based
learning.
• The
materials
I
provided
for
provocation
are
open
ended;
children
are
free
to
use
their
own
knowledge
or
imagination
to
create.
There
are
no
expected
outcomes.
Sensory
materials
are
provided
to
enhance
their
senses
of
touch,
sight,
taste,
and
smell
(like
flour,
mozzarella
cheese,
basil,
etc.).
The
use
of
sensory
materials
allows
children
the
opportunity
for
hands-­‐on
and
self-­‐directed
play
to
encourage
fine
motor
skills
development,
cognitive
development.
Children
are
exposed
to
a
wide
variety
of
literacy
materials
which
helps
developing
literacy
skills,
like
poster,
books,
ingredients
name
tags,
recipe
form,
etc.
• Various
resources
are
provided
for
children
to
find
answers
to
their
questions
(book,
video
and
real
objects).
The
two
exploration
activities
are
hands-­‐on
experiences.
Children
are
encouraged
to
make
predication
through
experience,
which
help
children
learn
both
content
and
thinking
strategies.
Divergent
questions
will
be
asked
to
encourage
creative
and
logical
thinking
which
supports
problem-­‐based
approaches
to
learning
by
focusing
on
the
experience
and
process
of
investigating,
proposing
and
creating
solutions.
Scaffolding
and
Open
Ended
Questions:
Activity
One:
Making
a
pizza
dough
• Questions:
What
is
flour
made
of?
What
is
yeast?
Why
do
you
think
we
have
to
put
yeast
into
the
water
first?
Do
you
think
warm
water
or
cold
water
help
dissolve
yeast
better?
Why
should
we
wait
for
30
minutes
after
adding
yeast
into
the
dough?
And
what
would
happen
then?
Why
do
you
think
we
have
to
put
warm
water
into
the
pizza
dough?
Activity
Two:
Planting
basil
• Questions:
What
do
you
think
makes
basil
grow?
How
many
days
do
you
think
it
will
take
for
basil
to
sprout?
Where
do
you
think
we
should
put
the
basil
in
the
classroom?
Why?

6. 6
List
the
program
expectations
that
your
activities
will
support.
Domain
/
Learning
Area
Specific
Expectations
Communication,
language
and
literacy
3.5
Using
Descriptive
Language
to
Explain,
Explore
and
Extend:
spontaneously
using
the
language
of
mathematics,
inquiry
and
reasoning
as
they
play
Cognition
4.9
Reasoning
Logically:
predicting
the
outcomes
of
transformations
Social
1.3
Co-­‐operation:
co-­‐operating
and
sharing
frequently
Mathematics
M2.1
compare
and
order
two
or
more
objects
according
to
an
appropriate
measure
(e.g.,
length,
mass,
area,
temperature,
capacity)
and
use
measurement
terms
(e.g.,
hot/cold
for
temperature,
small/medium/
large
for
capacity,
longer/shorter
or
thicker/thinner
for
length)
Science
and
technology
2.2
make
predictions
and
observations
before
and
during
investigations
Real
life
experiences:
How
do
these
activities
support
children
as
they
connect
what
they
already
know
with
what
they
are
learning?
Vygotsky
–
Constructivist
Approach:
Zone
of
Proximal
Development
By
completing
KWL
chart
and
investigation
activities,
children
already
know
that
yeast
is
one
of
the
ingredients
to
make
pizza
dough;
basil
is
one
of
the
toppings
for
pizza
and
it
smells
like
mint
and
pepper.
Through
planned
specific
activities,
children
actively
make
predictions,
pose
problems,
explore
solutions,
and
develop
understandings
of
real
world
concepts
of
form
and
function.
Support
and
scaffolding
strategies
are
provided
to
teach
children
new
tasks
and
knowledge
(How
to
make
pizza
dough?
What
is
the
effect
of
yeast?
How
to
plant
basil?).
Like
guiding
the
students
in
making
predictions
for
what
they
expect
will
occur
in
experience,
or
other
course
of
action;
breaking
the
task
into
easier,
more
"doable"
steps
to
facilitate
children’s
achievement;
offering
hints
or
partial
solutions
to
problems.
Facilitating
children
engagement
and
participation.

7. 7
Assessment:
The
Reflective
Practitioner
To
be
completed
by
the
student
within
24
hours
of
activity
implementation
and
submitted
to
the
Cooperating
Teacher
Reflect
on
your
activities.
What
went
well?
What
would
you
change?
Think
about
each
Phase
of
your
Inquiry.
Observation:
The
materials
I
provided
for
provocation
seemed
eye
catching
to
children.
They
showed
great
interests
and
had
a
lot
of
fun
making
pizza.
The
part
I
could
improve
is
that
I
would
focus
on
one
child
or
two
children
to
make
deeper
interactions
with
each
single
child.
And
spend
more
time
watching
and
listening
for
children’s
ideas
and
asks
more
questions
to
find
out
their
interests
and
what
they
already
known.
Initial
Engagement:
Children
loved
the
part
watching
and
sharing
photos
from
the
provocation.
It
helped
to
bring
children
to
the
topic.
The
part
I
would
change
is
that
I
would
bring
some
materials
to
help
children
connect
to
the
topic
and
get
them
more
engaged
in
the
discussion.
Investigation:
Although
I
did
not
have
a
chance
to
plan
a
field
work
experience
for
children
to
investigate,
I
brought
some
real
life
materials
for
children
to
sense,
which
engaged
children
in
discussion
and
helped
them
connect
their
learning
with
real
life.
Exploration:
Children
were
excited
about
the
hands-­‐on
activities
and
each
child
had
an
opportunity
to
be
involved
in
the
activities.
Questions
and
scaffolding
strategies
were
made
to
extend
children’s
learning
and
help
them
make
predictions.
Communication:
Children
were
encouraged
to
express
their
ideas
and
knowledge.
Working
in
large
group
helped
encourage
creativity
and
communication
with
peers.
They
were
encouraged
to
collaborate
and
learn
from
each
other.
Questions
posed
provided
children
with
the
opportunities
to
respond
to
specific
aspects.
Assessment:
What
did
you
learn
about
the
children
–
specific
to
the
Program
Expectations
Beffore
planning,
educators
should
have
a
clear
mind
what
goals
and
developmental
areas
are
expected
to
achieve.
And
children
learn
through
play.
Play
is
an
active,
child-­‐initiated
process
that
supports
children’s
learning
throughout
the
domains
of
physical,
social/emotional,
creative,
science,
math,
language,
and
literacy.
In order to focus on specific goals and objectives throughout the domains and to maximize standards-based
learning, educators will be active, engaged participants in play. Educators will have to plan specific activities that extend learning into the specific
domains.

8. 8
Respond,
Extend,
and
Challenge
Next
steps
• Provide
parents
with
some
ways
to
explore
this
theme
at
home.
Help
children
to
write
a
shopping
list.
Children
can
help
parents
bake
bread,
make
pizza,
or
prepare
some
other
food
together
and
they
can
help
measure
and
mix
the
ingredients.
• Continue
encouraging
your
child
to
care
for
their
basil
plant
and
they
may
enjoy
drawing
a
picture
each
day
of
what
his
flowers
look
like
as
the
days
go
on.
Extend
children’s
knowledge
of
plants
through
the
growing
process,
like
the
leaves
are
all
attached
to
the
stem,
which
is
a
strong
part
of
the
plant
that
sticks
up
from
the
ground
in
the
roots.
The
roots
are
what
secure
the
plant
into
the
ground,
too.

9. 9
Documentation
Panel