Observe/identify an interest or topic through exploratory activities, active listening, focused discussions, and representations of childrens initial ideas about their thinking This study was initiated by a team of two teachers (Mary and Jane) and their assistants, working with a group of twenty-eight 4- and 5-year-old children. It started with observations they made early in […]
Materials for Insect Unit Emergent Project: Power, Force, and Motion Planning for an emergent study represents the other end of the road-trip analogy, a “bottom-up” process. This type of planning focuses on identifying starting points for the exploration of an idea or topic, developing insightful observations via teacher-child interactions, documentation about what is happening, and
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Week Four: Bees Activities focusing on honey and bumblebees were added to the unit, some as extensions of activities already in place and others new. Table 6.5: Materials List for Insect Unit Books/Media Manipulatives and Props Food Art Supplies I am a Caterpillar Very Hungry Caterpillar Ten Little Caterpillars Butterfly Alphabet The Butterfly Kiss *Over
What We Have Learned about Bees What We Have Learned about Bees They have 2 plus 3 eyes: that equals 5 You can see out of their wings Girl bees sting and boy bees dont When the mommy or the eggs are in danger, the girl bee stings them They make honey from nectar They
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learning and interests As the unit progressed, both teachers made notations in their daily journals, jotting down anecdotes, observations, and questions as they conducted activities and guided exploratory experiences. They rearranged some of the materials and noticed in particular that the children were very excited and engaged in the progress of the ladybug and butterfly
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Arranging the environment Finally, Phyllis ordered the insect larvae kit online and made a “to-do” list. Stephanie made a trip to the public library and worked with her assistant to construct the teacher-made materials. They referred to the plan for week one to set out the items needed in centers for exploration and play and
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Preparing materials and resources With plans in hand, the teachers then took stock of available materials and supplies and made a list of those to add to the classroom centers and what was needed for teacher-directed small- and large-group activities (Table 6.5). In the book list, they noted with an asterisk those they would have
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Lifecycle Strip Phyllis designs a simple task-based activity to use as an additional assessment activity, asking children to place pictures of the stages of the life cycle in proper order. Preparing materials and resources With plans in hand, the teachers then took stock of available materials and supplies and made a list of those to
Deciding on how to evaluate childrens learning to determine the extent to which the unit objectives and learning standards are met Phyllis and Stephanie decided that the matching and memory games, observation log, felt board stories, and whole group discussions could also serve as assessments. As Phylliss children were a bit older, she devised an
Planning for accommodations to address the needs of individual children There was one child in Phylliss class with a sensory processing disorder and language delay; this child was easily overwhelmed and Phyllis made notes about particular activities he might find soothing (sand table, sponge printing, easel painting). She also noted activities he might not enjoy
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