Student Id No: 20090482 Report: Adventure Of Planes. 1. Purpose:
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Student ID No: 20090482
Rolinda D’Souza
Report: Adventure of planes. 1. Purpose: The main purpose was to extend and enhance learning about planes and to implement various strategies to reach the goal. This purpose was formed to build Zane and other children’s interest for planes by: 1. Enriching and widening the learning spectrum. 2. Increasing knowledge on importance, functions and parts of the plane.(MoE,2007) 3. Exploring more about planes through activities i.e. learning by doing.(MoE,1996) 2. Emergent interests: The record of the interest in planes includes layers of noticing, recognising and responding by the teacher, Zane and later by others in the centre. (MoE,2004,p.7). The interest emerged when Zane chose a book on planes, since he had never been in a plane. He further expressed interest in reading more books. Others showed curiosity in listening.
Later, the teacher noticed Zane and Bridget’s expressiveness in drawing and developing their ideas on the paper.
“This is my army plane. It’s very big.” said Zane.
1
Student ID No: 20090482
Rolinda D’Souza
“Mine is a space plane.” added Bridget.
The teacher showed respect and interest by writing on their works. (Brownlee,2007). Their interest created a spark in the centre and later many got involved in sharing their experiences about planes. “Once I saw a red plane.” added someone. Children enjoyed communal finger-painting and new tactile activity to explore their fingers in creating patterns.(Brownlee,2007). Rhyan took interest in symmetrical patterns.(MoE,2009), while Jack tried a unique way of making planes.
3. Content Knowledge and learning areas: While reading books, the teacher highlighted on the parts, shapes and colours of planes. Zane showed awareness in passenger and fighter planes. Drawing attention to its functioning, the teacher explained how each part of the plane operated. Jack showed knowledge about the cockpit, wings and body of the plane. This project focused on planes showing a deeper involvement in safety, art, science, mathematics and technological literacy. Learning in science and mathematics began right from the start. In science, we talked about the air pressure which affects the movement of the planes.
2
Student ID No: 20090482
Rolinda D’Souza
Mathematical skills were developed in terms of comparison of sizes, shapes and classification of planes. They learnt about algebraic patterns.(Lee,2007).
Safety and hygienic conditions were observed while handling scissors, paper-cutter, serrated edge of sellotapes and washing hands after gluing.
Picture visuals showed rich interior environment of the planes, thus developing curiosity, imagination and forming a continuous process of learning.(MoE,1996)
Through arts, children explored their unique, aesthetic expressions while using their fingerprints. They developed imagination of patterns and sense for touching and feeling, thus enhancing personal well-being and making learning relevant, in-depth and meaningful.(MoE,1996,2007).
In social science, the teacher used social inquiry approach. As active participants, children learnt about the impact of planes on societies and environment. They shared their experiences and ideas here.(MoE,2007) Knowledge on technology was based on mechanical power and power engine which kept the planes moving. It runs on fuel and has gears underneath the planes for landing. Children developed a broad technological knowledge on
3
Student ID No: 20090482
Rolinda D’Souza
how to evaluate structural design, understanding of material properties, how planes functions and, why and how the different parts operate in the air. Qualities:Usefulness, eco-friendly, transportation, functions, movement and speed were reflected upon. Technological values were inculcated here. (Mawson,2005).
4. Learning Objectives: The learning objectives were: •
Initially, to gather, acquire, organize, and summarize information on planes and then involve in model-building.
•
Developing a basic knowledge of planes
•
Connecting with science and technology to gain better understanding.(MoE,2007)
Zane showed satisfaction for his knowledge on planes, while others showed enthusiasm and wonderment. We met our learning objectives through this project.
5. Teaching strategies and techniques: The main strategy was to explore more about planes and then construct a model by using different techniques and strategies. Zane expressed his desire to read a book on planes. Using the Te Whāriki lens of ‘exploration’, the teacher encouraged him to give reasons for his choice. (MoE,1996,p.89). Reading books with open-ended questions enhanced
4
Student ID No: 20090482
Rolinda D’Souza
literacy and intellectual skills thereby creating an interest around us. (MacNaughton & Williams,2009) Many enjoyed participating in art activity since it featured funny plane sketches. Fingers served as tools to create patterns. Some used pointing fingers, while others used their thumbs. Malaya was seen using both hands while Jett and his friend showed good social skills. Later, an on-going project was planned by us. As the teacher placed the dried cut-outs of planes on the chart-paper, Zane and few others commented, “Where is the sun.?” “There should be a sun in the sky.” added Bridgette. They planned and decided to create a sun cut-out keeping in mind the colour, design and features of the sun.
We moved to our next stage: model-building of planes. Children were given the opportunity for choosing the box they liked. They discussed on how to start the project. Fingers were used for shredding strips of paper, thus developing fine motor skills. They listened and started constructing their planes.(MoE,1996)
5
Student ID No: 20090482
Rolinda D’Souza
The teacher examined the design pattern and documented their co-constructing knowledge on planes. A strong sense of belonging, co-operative learning, discussion and sharing were encouraged in the group. Children met challenges during: collage work, cutting foil-trays and cardboards and making wide gaps around the boxes. Here, the teacher provided time, space, encouragement and helping hand to tackle problems.
Rhyan was seen scaffolding, by showing Canyon how to draw the wheels.
After completing his plane-model, Jack collected some materials from the table and created his own work saying, “This is my plane. I have made it so fast”. Documenting this project was done by writing children’s voices and photographing their works. Many open-ended and pro-active questioning was based on the airplanes. (MacNaughton & Williams,2009).
6. Resources: We experienced varieties of resources in this project. Children had a choice of colours to mix-match, squish
6
Student ID No: 20090482
Rolinda D’Souza
and touch paints, thus showing their knowledge on the properties of paints. (MoE,2009). Sketches of planes were provided. For making plane models we used: •
A4 size coloured papers.
•
PVA glue, sellotape.
•
Ice-cream sticks: to apply glue.
•
Sketch pens
•
Cardboard sheets and boxes: for body, rudder, wheels.
•
Foil-trays: for wings.
•
Scissors, paper-cutter.
•
Wool- for hanging models.
These recycled materials linked children with technology and ‘exploration’ strand, thus making them explorers and inventors. (Buckingham,2006)
7. Assessment Strategies: This project was started with, on Zane’s interest and later got many involved. Children’s interest was kept continuous through their ideas, displayed art works and picture visuals of planes. Brainstorming ideas, discussions, facilitating others, problem-solving and questioning were used.(MacNaughton & Williams,2009).
7
Student ID No: 20090482
Rolinda D’Souza
Parents participated by providing us many pictures of planes thus exemplifying the principle of Te Whāriki: Family and Community. (MoE,1996) Four aspects of creativity were seen in this project•
Experience through books
•
Focus in their work
•
Creative process
•
Art product
(Brownlee,2007,p.8) This project showed holistic development through: •
Exploration-Developing working theories and spatial understanding of three-dimensional objects.(p.90-91)
•
Communication–Creative and expressiveness in using their senses in reading “pictures” for meaning. (p.75 )
•
Belonging– Assisting others and expressing ideas.
•
Well-being-Self-care skills.(p.53)
•
Contribution –Working co-operatively as affirmed individuals.
(MoE,1996)
8. Review: what next? Zane showed ongoing enthusiasm during this project, where he expressed his feelings though books and art. His mum made connection to the past, thus enriching Zane’s learning progress. It was exciting to see others exploring
8
Student ID No: 20090482
Rolinda D’Souza
same interest and working on the project with harmony and respect for each other. Children experienced motor skills and mixed emotions: from frustration while cutting thick cardboard sheets, sticky glue, finding the start-point of sellotapes to happiness in achieving their goal. Children were overjoyed seeing their hand-made planes hung around the centre. Knowledge of literacy grew at every stage in this project.
Even after the completion of project, the children are still seen playing with paper-planes, drawing sketches, solving puzzles and constructing planes from mobilos, thus keeping the spirit of planes alive around the centre. I wonder later, if children develop an interest in spaceships: rockets, it could be our next exciting adventurous project.
9
Student ID No: 20090482
Rolinda D’Souza
Reference list:
Blaiklock, K. (2008). A critique of the use of learning stories to assess the Learning dispositions of young children. NZ Research in Early Childhood Education, 11, 77-86.
Brownlee, P. (2007). Magic places: The adults’ guide to young children’s creative art work. (Revised Edition). Waitakere City, New Zealand: Playcentre Publications.
Buckingham, A. (2006, Autumn/Winter). What’s out the window? Early Education, 39.
Elliott, S. & Davis, J. (2004). Mud pies and daisy chains: Connecting y oung children and nature. In Every Child, 10(4), retrieved 29th October, 2009 from www.earlychildhoodaustralia.org.au/pdf/every_child/ec0404_mudpies. pdf
10
Student ID No: 20090482
Rolinda D’Souza
Lee, S. (2007). I think you are a hundred; Mathematics in early childhood. paper presented at the Early Childhood Convention 2007, Rotorua, New Zealand (CD-ROM.).
MacNaughton & Williams (2009). Techniques for teaching young children: Choices in theory and practice (3rd ed.). Frenchs Forest, NSW: Pearson Education.
Mawson, B. (2005). Where do I start? Technology in early childhood. ACE papers, 16, 104-116. Retrieved October 29th, 2009 from www.education.auckland.ac.nz/uoa/ace-issue16
Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mō nga mokopuna o Aotearoa/Early childhood curriculum. Wellington: Learning Media
Ministry of Education (2004). Kei Tu o te Pae: Assessment for learning: Early Childhood Exemplars. Book 1, Wellington, New Zealand: Learning Media.
Ministry of Education. (2007). The New Zealand curriculum for Englishmedium teaching and learning in years 1-13. Wellington: Learning Media.
11
Student ID No: 20090482
Rolinda D’Souza
Ministry of Education. (2009). Kei Tu o te Pae: Assessment for learning: Early Childhood Exemplars. Books: 18, 19. Wellington, New Zealand: Learning Media.
Smorti, S. (2007). Co-constructing the curriculum: Teachers’ noticing, recognising and responding to childrens’ learning in science. Paper presented at Early Childhood Convention 2007. Rotorua, New Zealand (CD-ROM).
12
Rolinda D’Souza
Report: Adventure of planes. 1. Purpose: The main purpose was to extend and enhance learning about planes and to implement various strategies to reach the goal. This purpose was formed to build Zane and other children’s interest for planes by: 1. Enriching and widening the learning spectrum. 2. Increasing knowledge on importance, functions and parts of the plane.(MoE,2007) 3. Exploring more about planes through activities i.e. learning by doing.(MoE,1996) 2. Emergent interests: The record of the interest in planes includes layers of noticing, recognising and responding by the teacher, Zane and later by others in the centre. (MoE,2004,p.7). The interest emerged when Zane chose a book on planes, since he had never been in a plane. He further expressed interest in reading more books. Others showed curiosity in listening.
Later, the teacher noticed Zane and Bridget’s expressiveness in drawing and developing their ideas on the paper.
“This is my army plane. It’s very big.” said Zane.
1
Student ID No: 20090482
Rolinda D’Souza
“Mine is a space plane.” added Bridget.
The teacher showed respect and interest by writing on their works. (Brownlee,2007). Their interest created a spark in the centre and later many got involved in sharing their experiences about planes. “Once I saw a red plane.” added someone. Children enjoyed communal finger-painting and new tactile activity to explore their fingers in creating patterns.(Brownlee,2007). Rhyan took interest in symmetrical patterns.(MoE,2009), while Jack tried a unique way of making planes.
3. Content Knowledge and learning areas: While reading books, the teacher highlighted on the parts, shapes and colours of planes. Zane showed awareness in passenger and fighter planes. Drawing attention to its functioning, the teacher explained how each part of the plane operated. Jack showed knowledge about the cockpit, wings and body of the plane. This project focused on planes showing a deeper involvement in safety, art, science, mathematics and technological literacy. Learning in science and mathematics began right from the start. In science, we talked about the air pressure which affects the movement of the planes.
2
Student ID No: 20090482
Rolinda D’Souza
Mathematical skills were developed in terms of comparison of sizes, shapes and classification of planes. They learnt about algebraic patterns.(Lee,2007).
Safety and hygienic conditions were observed while handling scissors, paper-cutter, serrated edge of sellotapes and washing hands after gluing.
Picture visuals showed rich interior environment of the planes, thus developing curiosity, imagination and forming a continuous process of learning.(MoE,1996)
Through arts, children explored their unique, aesthetic expressions while using their fingerprints. They developed imagination of patterns and sense for touching and feeling, thus enhancing personal well-being and making learning relevant, in-depth and meaningful.(MoE,1996,2007).
In social science, the teacher used social inquiry approach. As active participants, children learnt about the impact of planes on societies and environment. They shared their experiences and ideas here.(MoE,2007) Knowledge on technology was based on mechanical power and power engine which kept the planes moving. It runs on fuel and has gears underneath the planes for landing. Children developed a broad technological knowledge on
3
Student ID No: 20090482
Rolinda D’Souza
how to evaluate structural design, understanding of material properties, how planes functions and, why and how the different parts operate in the air. Qualities:Usefulness, eco-friendly, transportation, functions, movement and speed were reflected upon. Technological values were inculcated here. (Mawson,2005).
4. Learning Objectives: The learning objectives were: •
Initially, to gather, acquire, organize, and summarize information on planes and then involve in model-building.
•
Developing a basic knowledge of planes
•
Connecting with science and technology to gain better understanding.(MoE,2007)
Zane showed satisfaction for his knowledge on planes, while others showed enthusiasm and wonderment. We met our learning objectives through this project.
5. Teaching strategies and techniques: The main strategy was to explore more about planes and then construct a model by using different techniques and strategies. Zane expressed his desire to read a book on planes. Using the Te Whāriki lens of ‘exploration’, the teacher encouraged him to give reasons for his choice. (MoE,1996,p.89). Reading books with open-ended questions enhanced
4
Student ID No: 20090482
Rolinda D’Souza
literacy and intellectual skills thereby creating an interest around us. (MacNaughton & Williams,2009) Many enjoyed participating in art activity since it featured funny plane sketches. Fingers served as tools to create patterns. Some used pointing fingers, while others used their thumbs. Malaya was seen using both hands while Jett and his friend showed good social skills. Later, an on-going project was planned by us. As the teacher placed the dried cut-outs of planes on the chart-paper, Zane and few others commented, “Where is the sun.?” “There should be a sun in the sky.” added Bridgette. They planned and decided to create a sun cut-out keeping in mind the colour, design and features of the sun.
We moved to our next stage: model-building of planes. Children were given the opportunity for choosing the box they liked. They discussed on how to start the project. Fingers were used for shredding strips of paper, thus developing fine motor skills. They listened and started constructing their planes.(MoE,1996)
5
Student ID No: 20090482
Rolinda D’Souza
The teacher examined the design pattern and documented their co-constructing knowledge on planes. A strong sense of belonging, co-operative learning, discussion and sharing were encouraged in the group. Children met challenges during: collage work, cutting foil-trays and cardboards and making wide gaps around the boxes. Here, the teacher provided time, space, encouragement and helping hand to tackle problems.
Rhyan was seen scaffolding, by showing Canyon how to draw the wheels.
After completing his plane-model, Jack collected some materials from the table and created his own work saying, “This is my plane. I have made it so fast”. Documenting this project was done by writing children’s voices and photographing their works. Many open-ended and pro-active questioning was based on the airplanes. (MacNaughton & Williams,2009).
6. Resources: We experienced varieties of resources in this project. Children had a choice of colours to mix-match, squish
6
Student ID No: 20090482
Rolinda D’Souza
and touch paints, thus showing their knowledge on the properties of paints. (MoE,2009). Sketches of planes were provided. For making plane models we used: •
A4 size coloured papers.
•
PVA glue, sellotape.
•
Ice-cream sticks: to apply glue.
•
Sketch pens
•
Cardboard sheets and boxes: for body, rudder, wheels.
•
Foil-trays: for wings.
•
Scissors, paper-cutter.
•
Wool- for hanging models.
These recycled materials linked children with technology and ‘exploration’ strand, thus making them explorers and inventors. (Buckingham,2006)
7. Assessment Strategies: This project was started with, on Zane’s interest and later got many involved. Children’s interest was kept continuous through their ideas, displayed art works and picture visuals of planes. Brainstorming ideas, discussions, facilitating others, problem-solving and questioning were used.(MacNaughton & Williams,2009).
7
Student ID No: 20090482
Rolinda D’Souza
Parents participated by providing us many pictures of planes thus exemplifying the principle of Te Whāriki: Family and Community. (MoE,1996) Four aspects of creativity were seen in this project•
Experience through books
•
Focus in their work
•
Creative process
•
Art product
(Brownlee,2007,p.8) This project showed holistic development through: •
Exploration-Developing working theories and spatial understanding of three-dimensional objects.(p.90-91)
•
Communication–Creative and expressiveness in using their senses in reading “pictures” for meaning. (p.75 )
•
Belonging– Assisting others and expressing ideas.
•
Well-being-Self-care skills.(p.53)
•
Contribution –Working co-operatively as affirmed individuals.
(MoE,1996)
8. Review: what next? Zane showed ongoing enthusiasm during this project, where he expressed his feelings though books and art. His mum made connection to the past, thus enriching Zane’s learning progress. It was exciting to see others exploring
8
Student ID No: 20090482
Rolinda D’Souza
same interest and working on the project with harmony and respect for each other. Children experienced motor skills and mixed emotions: from frustration while cutting thick cardboard sheets, sticky glue, finding the start-point of sellotapes to happiness in achieving their goal. Children were overjoyed seeing their hand-made planes hung around the centre. Knowledge of literacy grew at every stage in this project.
Even after the completion of project, the children are still seen playing with paper-planes, drawing sketches, solving puzzles and constructing planes from mobilos, thus keeping the spirit of planes alive around the centre. I wonder later, if children develop an interest in spaceships: rockets, it could be our next exciting adventurous project.
9
Student ID No: 20090482
Rolinda D’Souza
Reference list:
Blaiklock, K. (2008). A critique of the use of learning stories to assess the Learning dispositions of young children. NZ Research in Early Childhood Education, 11, 77-86.
Brownlee, P. (2007). Magic places: The adults’ guide to young children’s creative art work. (Revised Edition). Waitakere City, New Zealand: Playcentre Publications.
Buckingham, A. (2006, Autumn/Winter). What’s out the window? Early Education, 39.
Elliott, S. & Davis, J. (2004). Mud pies and daisy chains: Connecting y oung children and nature. In Every Child, 10(4), retrieved 29th October, 2009 from www.earlychildhoodaustralia.org.au/pdf/every_child/ec0404_mudpies. pdf
10
Student ID No: 20090482
Rolinda D’Souza
Lee, S. (2007). I think you are a hundred; Mathematics in early childhood. paper presented at the Early Childhood Convention 2007, Rotorua, New Zealand (CD-ROM.).
MacNaughton & Williams (2009). Techniques for teaching young children: Choices in theory and practice (3rd ed.). Frenchs Forest, NSW: Pearson Education.
Mawson, B. (2005). Where do I start? Technology in early childhood. ACE papers, 16, 104-116. Retrieved October 29th, 2009 from www.education.auckland.ac.nz/uoa/ace-issue16
Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mō nga mokopuna o Aotearoa/Early childhood curriculum. Wellington: Learning Media
Ministry of Education (2004). Kei Tu o te Pae: Assessment for learning: Early Childhood Exemplars. Book 1, Wellington, New Zealand: Learning Media.
Ministry of Education. (2007). The New Zealand curriculum for Englishmedium teaching and learning in years 1-13. Wellington: Learning Media.
11
Student ID No: 20090482
Rolinda D’Souza
Ministry of Education. (2009). Kei Tu o te Pae: Assessment for learning: Early Childhood Exemplars. Books: 18, 19. Wellington, New Zealand: Learning Media.
Smorti, S. (2007). Co-constructing the curriculum: Teachers’ noticing, recognising and responding to childrens’ learning in science. Paper presented at Early Childhood Convention 2007. Rotorua, New Zealand (CD-ROM).
12
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