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Fall Exploration

1) A kindergarten educator planned a fall exploration activity to engage students with real pumpkins, gourds, leaves, and pinecones at a work table. 2) The objectives were for students to improve vocabulary, communicate findings through telling and drawings, and observe using their senses. 3) A few students at a time would explore the objects using magnifying glasses and document their observations by writing or drawing with support from the educator. Environmental cues and sensory engagement strategies would be used.

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127 views

Fall Exploration

1) A kindergarten educator planned a fall exploration activity to engage students with real pumpkins, gourds, leaves, and pinecones at a work table. 2) The objectives were for students to improve vocabulary, communicate findings through telling and drawings, and observe using their senses. 3) A few students at a time would explore the objects using magnifying glasses and document their observations by writing or drawing with support from the educator. Environmental cues and sensory engagement strategies would be used.

Uploaded by

api-334723488
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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EARLY LEARNING CENTRE LEARNING EXPERIENCE

Student Name: Julia Longo Date: October 19, 2017 Age Group: Kindergarten

Purpose: Purpose:

Reason for With the fall season in full effect the students have been recognizing
developing learning the different changes that come along with the season. In class we
experience. This have discussed the changing leaves, weather, pumpkins etc. I also
could be in response noticed this week the children were introduced to a pumpkin poem
to an observation, and were going to discuss the life cycle of a pumpkin. With that being
discussion with the said, I decided to bring in pumpkins, gourds, leaves, pinecones etc.
site supervisor, and set up a fall exploration table with magnifying glasses and paper.
Ontario Curriculum With this activity the students will be able to explore (see, touch,
Objective, etc. smell etc.) the different objects seen in fall firsthand. They will be able
to document what they see either by writing it down or by drawing a
Observation picture.

- Document what
you saw and
heard
- Document non-
verbal
communication
(i.e., body
language, facial
expressions and
voice tone)
- Document in
detail: who, what,
where, and when
- Documentation
should be written
in past tense,
objective, and in
anecdotal format
OR
Learning Experience Fall exploration

What are you Objectives:


planning in response
1. Children will improve their vocabulary (3.3) by using new
to your purpose?
words in play and asking questions to extend their
- Label your understanding of words
experience (e.g. 2. Children will communicate their findings (4.8) by presenting
Painting with their ideas through telling and drawings
cars).
3. Children will observe (4.5) by using their senses to gather
- What are your 3
objectives for this information while observing and name and describe things
experience? (i.e. they have observed
What interests
Who is involved?
are you
extending? What
2 or 3 students
strengths and
opportunities for Educator
growth are you
Where will it take place?
enhancing/suppor
ting?) On the kindergarten work table
Please Note: You
should refer to Materials:
appropriate
pedagogy to pumpkins
support your gourds
discussion around leaves
strengths and pinecones
opportunities for magnifying glasses
growth (e.g. ELECT, paper
How Does Learning pencils
Happen, Ontario crayons
FDK Curriculum,
Implementation
etc).
1. I will set up the activity on one of the tables in the room
2. I will invite two or three students at a time to the exploration
Describe the table
experience: 3. I will explain the activity to the students
- Who will be 4. As they begin exploring I will observe and look to provide help
involved in the to those students who are writing sentences
experience? 5. I will assist the students who need help holding the pencil or
- Where will the
writing a sentence
experience take
place? (e.g. 6. As I see that they no longer require support I will gradually
Indoors or remove myself
outdoors? In the 7. I will answer any questions the students have about the
dramatic centre, objects presented on the table
the creative table,
etc).
- List the materials
and resources you Teaching Strategies:
will use
Environmental Cues
- Describe the
implementation Children learn from observing the environment and non-verbal signals
of the experience,
support objectives related to independence, cooperation and self-
with a step by
step description regulation. I will assist the children in observing the environment and
- List and describe help them recognize how many students are allowed at the activity at
2 teaching once. For example if there are two chairs and both chairs are occupied
strategies. How I will encourage the child to wait their turn and once a chair is free
will you use they will be able to enter the activity.
them? Why have
you chosen these Sensory Engagement
strategies?
Children learn best by using their senses. Seeing, hearing, touching,
tasting and smelling are all senses children use throughout the day.
With this specific activity the children will use their sight and touch
and smell if they wish. They will gain firsthand experience by being
able to look, touch and smell real life objects.
Reflection:

- What went well?


Provide examples
for how you know
it went well.
- What didnt go
well? Provide
examples for how
you know it didnt
go well.
- What did you
learn?
- What might you
do differently
next time you
implement this
same experience
and why?
- Did you have to
make any
adaptations or
modifications? If
so, what were
they?
- What type of
experience might
you plan to
extend on this
one?
Field Supervisor Feedback:

Signature:______________________________________Date:______
________________

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