Sea Shells and Loose Parts

Eddie Zheng
Mind Map by Eddie Zheng, updated more than 1 year ago
Eddie Zheng
Created by Eddie Zheng over 5 years ago
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Sea Shells and Loose Parts
1 Science and technology
1.1 Big Idea: Children are curious and connect prior knowledge to new contexts in order to understand the world around them
1.1.1 Key Concept: Physical Science
1.1.1.1 Properties of objects and materials
1.1.1.1.1 Properties of solids
1.1.1.1.1.1 Step 2: Inquiry: Exploration
1.1.1.1.1.1.1 How would you describe the shape of this shell?
1.1.1.1.1.1.2 Do you think all of these shells are the same shape?
1.1.1.1.1.1.3 Do you see any patterns on this shell?
1.1.1.1.1.1.4 How is this shell different from the others?
1.1.1.1.1.1.5 How do you think this shell would feel if you touched it?
1.1.1.1.1.1.6 What colors do you see on these shells
1.1.1.1.1.2 Step 3: Inquiry: Investigation
1.1.1.1.1.2.1 Invitation to play
1.1.1.1.1.2.1.1 Set up an invitation to play with glass rocks, wooden sticks, marbles, shells
1.1.1.1.1.2.1.1.1 Overall Expectations
1.1.1.1.1.2.1.1.1.1 Demonstrate an awareness of the natural and built environment through hands-on investigations, observations, questions, and representations of their findings
1.1.1.1.1.2.1.1.1.1.1 1.1 ask questions about and describe some natural occurances, using their own observations and representations
1.1.1.1.1.2.1.1.1.2 Conduct simple investigations through free exploration, focused exploration, and guided activity, using inquiry skills (questioning, planning, predicting, observing, communicating)
1.1.1.1.1.2.1.1.1.2.1 2.2 make predictions and observations before and during investigation
1.1.1.1.1.3 Step 1: Inquiry Initial engagement
1.1.1.1.1.3.1 Observe and listen
1.1.1.1.1.4 Step 4: Inquiry: Communication
1.1.1.1.1.4.1 Use labels that feature pictures or symbols as well as written word on dividers, so that children can easily see where to put and catagorize different sea shells and loose parts to help children make connection between prior knowledge and new discoveries
2 The Arts
2.1 Big idea: Young children have an innate openness to artistic activities
2.1.1 Key concepts: Color
2.1.1.1 Primary color and secondary color
2.1.1.1.1 Properties of color
2.1.1.1.1.1
2.1.1.1.1.2
2.1.1.1.1.3 Step 3: Inquiry: Investigation
2.1.1.1.1.3.1 Invitation to create
2.1.1.1.1.3.1.1 Set up invitation to create with paint, paint brush, sand, sea shell, paper, and clay
2.1.1.1.1.3.1.1.1 Overall Expectations
2.1.1.1.1.3.1.1.1.1 Demonstrate an awareness of themselves as artists through engaging in activities in visual arts
2.1.1.1.1.3.1.1.1.1.1 V 2.1 explore a variety of tools, materials and processes of their own choice to create visual art forms in familair and new ways
2.1.1.1.1.3.1.1.1.2 Express response to a variety of visual art forms, including those from other cultures
2.1.1.1.1.3.1.1.1.2.1 V 4.2 express their responses to visual art forms by making connections to their own expereinces or by talking about the form
2.1.1.1.1.4 Step 4: Inquiry: Communication
2.1.1.1.1.4.1 make scrapbooks using children's drawings, photographs or pictures and write descriptions or captions under children's drawings or paintings using the children's own words using the children's own words and read it with the children
3 Mathamatics
3.1 Big idea: Young children have a conceptual understanding of mathematical and of mathematical thinking and reasoning
3.1.1 Key concept: Geometry
3.1.1.1 Shape
3.1.1.1.1
3.1.1.1.2
3.1.1.1.3
3.1.2 Key Concepts: Numerics
3.1.2.1 Numbers
3.1.2.1.1
3.1.2.1.2
3.1.2.1.3
3.1.2.1.4
3.1.3 Key Concepts: Patterns
3.1.3.1 Arrangement
3.1.3.1.1
3.1.3.1.2
3.1.3.1.3 Step 3: Inquiry: Investiggation
3.1.3.1.3.1 Invitation to explore
3.1.3.1.3.1.1 set up a tray with different kinds of shells, magnifying glasses, and Sea Shell book
3.1.3.1.3.1.1.1 Overall Expectations
3.1.3.1.3.1.1.1.1 Deomonstrate an understanding of numbers, using concrete materials to explore and investigate counting, quantity, and number relationship
3.1.3.1.3.1.1.1.1.1 NS 1.2 Investigate some concepts of quantity through identifying and comparing sets with more, fewer, or the same number of objects
3.1.3.1.3.1.1.1.2 Describe, sort, classify, and compare two dimentional shapes and three dimentional figures, and describe the location and movement of object through investigations
3.1.3.1.3.1.1.1.2.1 G 3.1 Explore, sort, and compare traditional, and non traditional two- dimentional shapes
3.1.3.1.3.1.1.1.2.2 Further activity idea
3.1.3.1.3.1.1.1.2.2.1 http://www.pinterest.com/pin/416090453042758948/
3.1.3.1.3.1.1.1.3 Explore, recognize, describe, and create patterns,using a variety of materials in different context
3.1.3.1.3.1.1.1.3.1 P 4.1 Identify, create, reproduce, and extend repeating patterns through investigation using a variety of materials
3.1.3.1.4
3.1.3.1.5 Step 4: Inquiry: Communication
3.1.3.1.5.1 going on weekly walks and gathering natural materials in the community or scavenger hunting will allow children the opportunity to count over the amount of items collected. Allowing children to share unique objects during sharing time can open doors to various open ended questions regrading shape, patterning and numbers etc...
4 The Ministry of Education. (2010). The Full-Day Early Learning- Kindergarten Program. Ontario: Queen's Printer for Ontario
4.1 Gullo. D.F. (2006). K Today: Teaching and learning in the Kindergarten year. Washington: National Association for the education
5 Reference
6 Science Curriculum Digital Resource
6.1 Name: Zi Cong Zheng
6.1.1 Course: EAD 508AA
6.1.1.1
6.1.1.2 Professor:Louise Jupp
6.1.1.2.1 Date: October, 14, 2014
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