Karra Term 3 Week 3 2021 - preschools.sa.gov.au
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
Karra
Term 3 Week 3
2021
ADAM- “I HAVE AN IDEA”. We received a whole box of hot wheel cars
from our wonderful Karra and Mirnu Communties and were deter-
mined to PLAY! A provocation from the Teacher… “Let’s build some
ramps”! Adam immediately worked out the he needed to secure the
first pipe so it did not roll away! He tried leaves to bunch up under-
neath the pipe, that didn’t work.
Hugo S– We put this pipe
here, push..lets test it, it
doesn’t work”.
Noah- “what about this”? “I
am going to put this here”!
Eric– “We need to make sure
it’s not crowded and will not
break”. (teacher asks..”what
do you mean Eric?”) this is a
race and everyone wants to
come here. To get it, you
zoom down the line and if it’s
too crowded we can make
another ramp”.
Adam “Can you put this on, I
have got to hold this pipe”.
Pipes and reels were added to the loose parts and the children used
these to hold the pipes still while they raced their cars down the
pipe!
Eric-” If there’s a cone here, this is where you start the race. There
is a cone at the end to show you that you have finished”
Hugo S– “Someone help me? It’s leaning. Test it, let’s see if it
works”
Miles- “it will stop at last, it’s too
long to, need it shorter”!
Eric- “The big pipe stops them go-
ing into the small pipes”.
Ray– “The reason the car stopped
was because the pipe was too
short”.
Hugo S “I need something to help it
stay up”.
Leo “ To put a long pipe in the
sandpit and then the cars can go all
the way into the sandpit”.
While working with ramps children will learn to understand that a ramp, or inclined plane, is a surface with one end higher than the other. Children will observe and describe the way objects move when they are placed on ramps. Understand that an object placed on an inclined plane will roll, slide, or stay put. Understand that the shape of an object affects whether it will roll, slide, or stays put. Children will test theories around force and use steeper inclines, and both rolling and sliding objects move faster down steeper inclines. Children will recognise that the motion and speed of a rolling or sliding object is affected by the texture of the object and the texture of the surface on which it is rolling or sliding. ( Adam placed an additional plank of wood after the ramp as he noticed the car slowing down on the lawn) We talked about friction and the force that slows things down.) Children begin to understand that when a rolling ball hits an obstacle, it will stop or slow down and its direction may change. Predict, sort, and compare the behavior of objects that roll versus objects that slide. Children will measure and compare the distance an object rolls after it leaves a ramp using non- standard measurement tools. • Record, share, and discuss their observations
Children will:
• Identify the first letter (“Zz,” “Uu,” Ee,” “Hh,” “Dd”) in context of a
word (zoom, up, engine, hill, down) (Alphabet Knowledge)
• Begin to understand that print carries meaning (Concepts of Print)
• Listen for beginning sounds in words (/d/, /e/, /h/, /u/, and /z/)
(Phonological Awareness)
• Follow directions (Listening and Speaking)
• Engage in active listening and viewing (Listening and Speaking)
• Recall and retell events experiment (Comprehension)
• Make predictions about a what is going to happen(Comprehension)
• Be introduced to frequently-used prepositions (Vocabulary)
• Be exposed to new concept vocabulary in cross-curricular ways
(Vocabulary)
• Listen to, develop understanding of meaning, and use new concept vo-
cabulary words about ramps and rolling: fast, faster, inclined plane, op-
posite, ramp, roll, simple machine, slanted, slide, slow, slower
Monday 2nd August 2021
Today with garden girl we: pulled out weeds, harvested spinach and bock choy and planted potatoes.
Learning outcomes. Children become socially responsible and show respect for the en- vironment when they participate with others to solve problems and contribute to group outcomes. Can show growing apprecia- tion and care for natural and constructed environments. Are able to explore relationships with other living and non-living things and observe, notice and respond to change Children become strong in their social and emotional wellbeing as they recognise the contributions they make to shared projects and experiences Children take increasing responsibility for their own health and physical wellbeing when they are happy, healthy, safe and con- nected to others. Are able to show an increasing awareness of healthy lifestyles and good nutrition.
Tuesday 3rd August 2021
Flip flops were introduced to the children today. To begin, we will focus on
one side of the body (Movement Three: Homolateral Flip Flop). We will then
progress to using opposite sides of the body (Movement Four: Cross Pattern
Flip Flop).
These movements will:
1. Enhance communication between both sides of the brain
2. Strengthen motor planning abilities (needed everyday for planning
and carrying out smooth movement)
3. Assist the process of reflex development
4. Prepare the brain for mathematics
5. Provide lots of touch stimulation, necessary for helping sensory integra-
tionChildren take increasing responsibility for their own health and physical wellbe- ing when Move to learn encourages them to engage in increasingly complex sensory motor skills and movement patterns and are able to use their sensory capabilities and dispositions with increasing integration, skill and purpose to ex- plore and respond to their world.
Tuesday 3rd August 2021
Be kind. Be friendly. Do you best!
Chapter 9 last week: Archie has big feelings. We had big feel-
ings.
Why did Archie have big feelings
Anna—he had a runny nose because he was sick
Miles—he couldn't get a tissue
Why was Ms Marshall grumpy?
Hugo S—she didn't know archie was sick
Eric—Ms Marshall didn't like him getting out of his chair
Emily because she was sick too!
Chapter 10: Archie forgets.
During the story Archie's mum brought him his favourite bakery
treat a...Olivia—a chocolate donut!
The Literacy indicators and key elements describe children as active constructors and co-constructors of
knowledge, and active participants in their own learning.
The Learning Processes children are using include: communicating - creating and making meaning –
coding and decoding – reflecting critically.
Indicator- I understand the language of my world. Key Elements I demonstrate critical understandings of
texts. I respond to sounds and patterns in speech and stories. I understand what has been communicat-What’s the buzz? Lesson 10: angry feelings. Key social principle; This lesson is dedicated to teaching children about angry feelings and how-to deal with them more positively. Feeling angry from time to time is normal, but when a person chooses to break things, hurt others and say nasty things they have lost being in charge of their feelings. The best way to be the boss of your feelings is to use 'Smart Thinking' - a plan to stay calm, think and make good choices.
We looked at the last page, there was something that we noticed on the
ground.
Everyone: The robot! Who can remember what happened with his robot?
Hugo S—one of the kids threw his robot on the floor
There are 2 things that are Archie favourite as well—Everyone: Blocks!
What’s the buzz? for Early learners helps children build the skills and dispositions needed to
thrive and learn.
The story helps children to have a strong sense of identity feeling safe, secure, and supported
to have the opportunity to learn to interact in relation to others with care, empathy and re-
spect.
It helps children become connected with and contribute to their world as they develop a
sense of belonging to groups and communities and an understanding of the reciprocal rights
and responsibilities necessary for active community participation.
A strong sense of wellbeing is built as they learn more about becoming strong in their own and
others social and emotional wellbeing.
As confident and involved learners children can resource their own learning through con-
necting with people, place, technologies and natural and processed materials.
Children are effective communicators when we can engage with a range of texts and gain
meaning from these texts together.
Next time we will read this again with the questions during and after the story!Term 3—Week 3– 02/08/2021
Crossing the mid-line
Today the children used their fine motor skills by pushing down the
sorbolene moisturiser onto the oval plates and then submerged
their hands into the moisturising cream with food colouring. We
talked about the properties of the primary colours and discussed
how you make, orange, green and purple.
The children used chalk to draw a rainbow on the large black board.
They painted each section of the rainbow using their hands crossing
the mid– line to get to different parts of the rainbow.
This activity also gave the opportunity for the children to practise
writing their names, drawing and patterning skills.
The oral language between the children during the colour mixing
included:
Here are some examples of the children's voice:
Evie- “Its runny and slimy. Mine turned purple. When I put the
blue and red together, it made purple”
Emily- “ It feels soft, blue and red made purple”.
Isaac- “ It feels soft and slimy.”
Ella- “ I’ve got violet hands. It feels silky and looks silky, so gooey.”
Oliva- “It's looks like the ocean and feels silky.”
Madison- “ I looks like fire and feels silky and squeeze”
Esther “ Blue and green looks dark. It feels soft and messy”.
Omnia- “ I got purple hands. It feels squishy and looks like a peach
colour.”Karra
Term 3 Week 4
2021EYLF Outcome 3: Children have a strong sense of wellbeing.
Children become strong in their
social and emotional wellbeing.
Learning Outcome 4: Children are confident and involved learners Children
develop dispositions for learning such as curiosity, cooperation, confidence,
creativity, commitment, enthusiasm, persistence, imagination and reflexivity
Children develop a range of skills and processes such as problem solving, in-
quiry, experimentation, hypothesising, researching and investigating Children
transfer and adapt what they have learned from one context to another.6th August 2021 Today, Sonia interviewed some children and asked...When you make a mistake how do you feel? Noah—sad. Where in your body do you feel sad? Noah—My mouth. How else does it feel? Noah—I feel happy because I can do it again! When you make a mistake how do you feel? Mia—grumpy! Ella—angry Emily—fun cause I can always fix it! Miles– disappointed Adam—happy and fun. I feel it in my mouth. Growth mindset is an important part of our curriculum and we use the language eve- ryday! Mistakes make us learn! Mistakes are not failure, they are the most powerful ways any- one can learn! Children develop their emerging autonomy, inter-dependence, resilience and sense of agency when they learn about mistakes and about persisting when faced with challenges and when first attempts are not successful.
The animals that visit us from the nature education centre are an important part of our environmental curriculum. To strength- en this connection today we walked to the centre at Urrbrae High school. Alex at the centre showed us 9 different animals. The children made so many interesting observations and asked many deep questions. They were all so focused and interested that they were able to listen and engage for nearly an hour. A great example of their developing maturity and strong interest In animals. Today we had the chance to see and learn about; a native cockroach, a giant millipede, a possum, a shingleback liz- ard, a possum, crocodile, a Bettong, a snake and a frog.
Karl the native cockroach. Karl lives in the rainforest. He has an important Job, he recycles the leaves and fruit By eating it and turning it into com- post.
Fred the green tree frog: He is a dark green colour to hide from other animals that like to eat him. He eats bugs with his long sticky tongue. Fred’s skin is wet because he breathes through his skin. He is an animal that likes to sleep in the day and wake at night. Does anyone know what we call those animals? Hugo S: Nocturnal. Does anyone know what we call it when an animal uses it’s colour to hie from other animals? Nora: camouflage.
Bob the Shingleback Lizard. He likes to trick other animals that want to eat him. His head looks just like his tail. Bob has scales. Bobs are thick and heavy for pro- tection. Snakes can’t bite through them. They are unusual reptiles. They give birth to live babies. How did the lizard feel? Hugo W- Scaly and thick. Tom- Scaly. Miles- Slimy and cold. Aadhya- The lizard got some nails and it scratched Ella. Ella-his skin is so thick. Eric-His back look like little shells. Adam: Is he a reptile? Alex-yes. Millie the giant millipede. Millie lives in the rainforest . She recycles the leaves and fruit into compost. She has 200 legs. She is poisonous if she is eaten. Emily-that’s a long one and it Is fatter than other ones.
Smiley the Crocodile. He is a freshwater crocodile. He is not even a year old. By the time he is fully grown the crocodile will be as big as the nature education room. Tail for swim- ming and legs for walking on land. He is a carnivore. Nora- Is he nice? Alex- He is still learning. Emily- Why do they have spikes on their tail and not on their back? Alex- they have the spikes on their tail because it turns their tail into a bigger flipper and they sway the tail side to side and pushes them along. Kate- Why does he have that tape on his nose? Alex- He is still learning. We don’t want him to accidently bite us. Nora- Does he spend time in the water? Alex- They spend most of their time in the water. Leo- Does he have spikes on his head? Alex- no he has spikes in his teeth to eat his food. Adam- What do they eat? – They like to eat meat.
Lina the Bettong. We learnt that Bettongs belong to the kangaroo family. They are mammals like us but because they care for their babies in a pouch they are called marsupials. Their babies are the size of a grain of rice when they are born. They have big eyes because they are nocturnal. What did you think of Lina the Bettong? How did she feel? Hugo s: very fully. Tom Felt soft. Miles: so soft Wynn- like a snake. Teacher- Was she soft like a snake? Aadhya-cute and fluffy. Ella-so cute and tinsy. Eat? Fish. Hugo S – she soft. Eric-She’s soft and hard.
Sheldon the long necked turtle. Turtles have their skeleton in their shell. The hide in their shell from danger. His shell is very heavy, this is why he spends so much time in the water. He uses his big long neck to catch fish. Eric– When he is scared he hides in the shell. Why does he use the shell to protect Him? Adam-why does he have a long neck? Ella-How is the shell so hard? Alex– because the shell is like another bone. Madison– If turtles get scared, do they actually hide in their shell?- Alex y-es.
Izzy the snake-children’s py- thon. Izzy is not venomous. Py- thons don’t have venom. Py- thons constrict their pray. They are carnivores. They eat their food in one piece. Tom-Are they a reptile? Alex– yes. Ella-she’s slippery. Yasmin– It feels quite cool.
Gillie the ring-tailed possum. They are marsupials too. They have strong feet and claws for climbing around in the trees. She has a big long curly tail to hold on in windy tress. She has soft fur to keep her warm. They have two ba- bies at a time. Gillie lives with Millie her sister. Unfortunately, Gillies mum was killed by a cat. Eric: why is the tree so windy and why does he need fur to keep him warm? Adam: Why does the possum hanging up the trees? Hugo s: Why does he like to swing in branches? Ella: And she’s so cute and fluffy and has tiny little eyes. Any final questions? Mia -I have animals at home. Michael- the Bettong seem quite bright and bubbly even though she would usually sleep at daytime. Alex- we train them to wake up for the show with special treats. Esther-Do ring tailed possums hide? Alex: Yes they often find a hollow, a hole in the tree and sleep there during the day. Yasmin: I liked how the snake was so smooth. Adam: What do possums eat? Alex: possums like to eat gum leaves and native flowers, some bugs as well. Ella: when I was going out on a walk I saw a big, big, big, big, big snake. Nora: Frogs like to eat flies.
AN EXCURSION LIKE THE ONE TO NATURE EDUCATION CENTRE PROVIDES OP-
PORTUNITY FOR LEARNING COVERNING ALL OUR LEARNING OUTCOMES.
LEARNING OUTCOMES
Outcome 1: Children have a strong sense of identity
Children feel safe, secure, and supported
Children develop their emerging autonomy, inter-dependence, resilience
and sense of agency
Children develop knowledgeable and confident self identities
Children learn to interact in relation to others with care, empathy and respect
Outcome 2: Children are connected with and contribute to their world
Children develop a sense of belonging to groups and communities and
an understanding of the reciprocal rights and responsibilities necessary
for active community participation
Children respond to diversity with respect
Children become aware of fairness
Children become socially responsible and show respect for the environment
Outcome 3: Children have a strong sense of wellbeing
Children become strong in their social and emotional wellbeing
Children take increasing responsibility for their own health and physical wellbeing
Outcome 4: Children are confident and involved learners
Children develop dispositions for learning such as curiosity, cooperation,
confidence, creativity, commitment, enthusiasm, persistence, imagination
and reflexivity
Children develop a range of skills and processes such as problem solving,
inquiry, experimentation, hypothesising, researching and investigating
Children transfer and adapt what they have learned from one context to anoth-
er
Children resource their own learning through connecting with people, place,
technologies and natural and processed materials
Outcome 5: Children are effective communicators
Children interact verbally and non-verbally with others for a range of purposes
Children engage with a range of texts and gain meaning from these texts
Children express ideas and make meaning using a range of media
Children begin to understand how symbols and pattern systems workTuesday 10th August 2021
Be kind. Be friendly. Do you best!
We re read the Chapter 10, this time with the plan to ask the reflective questions….
Archie gets a special bag of bakery food…I wonder what it is? Miles – a donut!
What were the feelings Archie had from the start of the story?
Emily - So I think Archie just going to eat his donut and she will talk to his mum and they will do
something after.
Lets begin, Mummy was holding a bag. How is Archie feeling now?
Happy!
Excited!
Then mum said, ‘I am available for you to play with’. How is he feeling now?
Leo – when I’m trying to do something with my dad, he just says wait a minute and then I wait
really quiet. I do something else.
The doorbell rang. Who was it? Aunt Karen.
How is Archie feeling now?
Sad
Evie - Disappointed
Angry – Miles
Frustrated!
What could have Archie said to Karen?
Hello.
Hi!
Remember Emily said about the compromise.
Emily – she could play with Archie after.
How do we switch on our smart thinking on?
3 DEEP BREATHS!
What could Archie have said to his mum?
Olivia - Sorry
Next week—chapter 11—building healthy bodies.
The Literacy indicators and key elements describe children as active constructors and co-constructors of knowledge,
and active participants in their own learning.
The Learning Processes children are using include: communicating - creating and making meaning – coding and de-
coding – reflecting critically.
Indicator- I understand the language of my world. Key Elements I demonstrate critical understandings of texts. I re-
spond to sounds and patterns in speech and stories. I understand what has been communicated. I actively inquire to
make meaning.What’s the buzz? Lesson 10: angry feelings. Key social principle; This lesson is dedicated to teaching children about angry feelings and how-to deal with them more positively. Feeling angry from time to time is normal, but when a person chooses to break things, hurt others and say nasty things they have lost being in charge of their feelings. The best way to be the boss of your feelings is to use 'Smart Thinking' - a plan to stay calm, think and make good choices.
Saying sorry is just part of the apology. We need to make sure don’t do it again if we
can help it.
What’s the buzz? for Early learners helps children build the skills and dispositions needed to
thrive and learn.
The story helps children to have a strong sense of identity feeling safe, secure, and supported
to have the opportunity to learn to interact in relation to others with care, empathy and re-
spect.
It helps children become connected with and contribute to their world as they develop a
sense of belonging to groups and communities and an understanding of the reciprocal rights
and responsibilities necessary for active community participation.
A strong sense of wellbeing is built as they learn more about becoming strong in their own and
others social and emotional wellbeing.
As confident and involved learners children can resource their own learning through con-
necting with people, place, technologies and natural and processed materials.
Children are effective communicators when we can engage with a range of texts and gain
meaning from these texts together.
Next time we will read this again with the questions during and after the story!You can also read
