ecce 121 – curriculum 2 w08 * sciencemath social studies* workshop

ECCE 121 – Curriculum 2 W08

*Science*Math* Social Studies*

Workshop

Social Studies

• Dramatic play with traditional East Indian clothes/ music

• Props included: scarves, pillows, mosquito netting/tent, girls and boys traditional pants and tops, and extra scarves, belts and wraps

• “What children might be learning through these materials and activities?”

Dramatic Play!

Physical Development

• Gross motor: dancing and putting on clothes, helping others dress

• Fine motor: ties and buttons, picking up and touching the scarves

• “What could you add???”

• Instruments, bangles, more clothes/variety of sizes, more clothing/props for boys

• Cooking utensils

Cultural Awareness

Intellectual Development

• Music and clothing• Seeing patterns, colours, different length

and flow of scarves• Finding/matching colours and sizes of

outfits, sorting• Learning about fabrics and their origins,

learning about dying fabrics• Imagination, story-telling, playing new

scenes

Language Development

• Talking about culture

• Dramatic play, talking about roles and scenarios

• Learning names of dresses, hearing other languages in the music

• Talking about why the clothing might be different, ie: climate, culture, religion, tradition

Having Fun!

Emotional Development

• Imagination, dramatic play,

• Laughter, glee, happiness, joy

• Building self-esteem: an opportunity for a child to feel proud when seeing their families culture in the dramatic play setting

• Sharing a child’s (children’s) culture with their peers makes them feel recognized

• A quiet place for one or two

Connecting with peers in new ways!

Social Development

• Turn taking/ negotiating who will wear what, & roles will they take on

• Discussing the dress (colour, size, style and where they are from)

• Helping each other dress and choose costumes

• Making new stories/plays/scenarios• Relating to different cultural experiences

builds empathy and understanding

Introducing/ Extending the Activity

• Books, stories, pictures on walls

• Musical instruments

• Jewelry, bangles, bells, castanet's

• Introduce foods/ celebrations

• Invite parents in to discuss culture with stories, food, pictures

BUBBLES!


• Fine motor: picking up, holding, popping bubbles, catching and carrying small bubbles, building bubble-maker with straw and Styrofoam cup, blowing

• Gross motor: running, swinging arms, skipping, jumping, reaching

• Cooling on a hot summer day!

Running, skipping, jumping!

Wand –waving!

“Avoiding” bubbles!


• “How are they made?”

• “Where do they go?”

• Science: liquid turning into bubbles, inhaling vs. exhaling, experimentation

• Math: number of holes in the bubble blower = the number of bubbles made, cause and effect, prediction

Take a breath…

Mastering the “Exhale”!

“Concentration!”


• Observations: “Look at this!”

• Describe movement

• Talking about where it will go

• “When else do we make bubbles?”

• Making connections to other “bubbles” in their life: washing dishes, washing the car, washing themselves (bubble bath!)

“I think I’m doing it!”


• Anticipation…and Surprise!

• Joyful, a sense of accomplishment

• Excitement and Wonder!

• Feeling successful – build self-esteem

• Sadness: Seeing your bubble burst!

• Soothing, tactile, calming

“Look what I’ve caught!”

Social Development

• Allows for solitary or group play• Taking turns• Understanding personal space and others space• Encouraging friends, cheering on success• Cooperating, blowing bubbles for others• Anti-bias and inclusive• Transition into games• Expand into other activities, like washing the

outside toys or bringing bubbles into water play

Finding your personal space.

Extending the Activity

• Bubble painting/art• Use bubble wands in other areas: art, dramatic

play, water play• Let them make the bubble mixture• Bring in “unusual” bubble makers ie: potato

masher, strawberry basket, hula-hoops - Make their own bubble wands!

• Read books about bubbles• Washing babies with bubbles (bubble bath)

“Excitement and Wonder!”

Dice and Cards


• Fine motor: dealing cards, sorting cards, picking up dice, stacking and setting up dominos

Open-ended


• Matching suits and numbers

• Counting, sequences

• Weight of small dice vs. large dice

• Recognizing patterns and colours

• Sorting, categorizing

• Balancing dominos; cause and effect

“Memory” can be co-operative!


• Words for numbers• Matching symbols to words• Learning names of shapes and colours• Counting• Talking about card games and playing

card games• Talk about magic tricks• Explain rules of a new game

Multiple activities at one table


• Turn taking, co-operation

• Winning, loosing

• Feeling good about sharing a game from home

• Creating new games together

Playing new games with friends

Social Development

• Taking turns, rules of games,

• Discovering co-operative games

• Problem solving, working through conflict

• Communicating rules, explaining

• encouraging friends, cheering to roll a certain number

• Playing memory as a cooperative group

Encouraging friends

Adapting the activity

• Older children might want to create their own games

• Large dice could be used in a circle time with younger children

• Bring in books about games

• Have a magicians hat/props, and a book of card tricks


• Make classroom or outdoor area into a large game – gross motor, they can be the players

• Bring in other board games• Felt stories• Puzzles with numbers• Add dice and dominos to sensory table• Add more materials like play money or

poker chips.

About the Body


• Fine motor: measuring, recording, doing the puzzle

• Gross motor: reaching to measure height and arm span


• Learning about height

• Using rulers and tape measures to calculate length and height

• Learning anatomy of the body

• Seeing everyone is the same on the inside

• How sizes and shapes work and fit together – puzzle

How Tall are You?


• Discuss puzzle pieces and where they go, and the picture on the puzzle

• Increasing vocabulary about body parts

• Reading books, looking at pictures

• Body functions and their terms


• Connection to self/family

• How you are different and how you are the same

• Learn how tall they are – compare to other things – “as tall as my dad’s elbow”

• Pride in self

• Work together on completing puzzle

Working together

Social Development

• Taking turns measuring, recording, and with the puzzle

• Books talk about many different aspects of the child and their body – good opportunities for dialogue

• Work together on puzzle, read books

• Normalize bodies and functions

Choices of activites

Extending Activity

• Make charts, use graphs to show height• Measure other objects in the centre• Talk about nutrition bodies need – healthy foods,

vitamins and minerals• Portraits of families, self, growth and

development of a new baby – ultra sound• X-rays, bring in animal bones, dramatic play• Compare to animal bodies • Sing songs – celebrate differences

Draw a Self Portrait


• Fine motor because of use of markers and crayons

• Eye-hand coordination

• Drawing details, colouring

• Looking at self in mirror and drawing


• Learn about self• Colours of hair and eyes of self and others• Relating to material to represent self• Picking skin tone colours that resemble

self• Self-awareness• Imagination• Shapes of eyes head, hair


• Talk about colour, shapes, sizes, facial features, hair texture and colour

• What is special or great about me

• More parallel play, children explain themselves and their pictures to others

• Discussion about diversity

Working hard


• Pride in one self – love ourselves• Self recognition and analysis• “Able” ness – we are all the masters of our own

self portrait – makes us feel important• Child might look in the mirror, see their

expression and talk about how they are feeling• Understand facial expressions and how they

relate to feelings• Some might feel embarrassment - could help

work through this

Social Development

• Sharing, cooperating

• Learn about self and others

• Asking a friend to help identify the colour of their eyes or skin

• Taking turns with materials

• Praising others artwork

• Showing peers their own art and talking about themselves

Sharing and laughing


• Draw or trace whole bodies and past on items or materials that reflect their interests

• Include more colours and materials for eyes, lips and clothes

• Do shadow drawings with o/h projector to help those who do not like their own drawings

• Include families/pets/ homes

Nature Table


• Fine motor: using tweezers, holding magnifying glass, sifting, picking up bugs, plants, leaves

• Hand-eye coordination: putting bugs and plant-life in containers

• If you added a nature walk to collect the items or to add items to the table, you could include gross motor

Explore


• Discovering all that lives in moss

• Different climates attract different insects

• Identifying bugs and plants

• How different plants smell

• Learning about what bugs live on – what eats what?

• Textures, life cycles, exploration

Discovering all that lives in moss


• Making up stories about the bugs and their homes

• Talking about discoveries

• Identifying names of plants and bugs

• Talking about different smells, sounds, textures

• Relating items to each child’s yard, or park near their home, or garden

Make your own natural world


• Talk about fears (bugs)

• Work together to identify what is being discovered and what to do with it, where to put the bugs,

• Connect with parents who garden

• ‘Save’ the bugs or find them homes – nurture and respect for living things

Investigate

Social Development

• Teamwork, gathering bugs, sorting, building homes

• Turn-taking with tweezers and shovels and gloves

• Discussion life-cycles and composting, and gardening

• Negotiate play scenarios• Talk about likes and dislikes – understand others

fears• Connect to past experiences

Create

Extend Activity

• Nature walk – field trip (bug zoo, park)• Stories, books and games• Make a garden, start a compost• Bring in photos of favorite outdoor places• Put rosemary or lavender in play dough• Use an aquarium to make a temporary

home for the bugs• Have a touch tank with real bugs

Rocks. Blocks. Shells.

Physical Development: Stacking, building, balancing

Intellectual Development:creating sculptures

Sorting

Grouping, classifying

Matching

Patterns

Balancing


• Talking about size, shape, patterns, colours

• Types of shells, stones, glass

• “What are you building?”

• Discuss textures

• Interacting with others to build, create, bring in stories to their patters and sculptures

Open-ended activities can be interactive or solitary


• Work through frustration

• Encourage peers

• Learn patience

• Excitement in building and creating

• Pride in building/creating

• A variety of materials give opportunities for both structural creativity and dramatic play

Even the containers become part of the scene!

Social Development: sharing materials, building homes,

talking about creations.

Math is more than counting!

• Finding patterns

• Relationships

• Structures

• Comparing

• Rational counting ability – more than rote counting!

Science

• Physical

• Life

• Earth and the environment

• Using scientific process

• Inquiry

• Wonder!

Social Studies

• Self (me)

• Family

• Friends

• Community

• Past, present, natural and man-made

• Most of all, it is how all these things connect and relate with each other and self!

ecce 121 – curriculum 2 w08 * science*math* social studies* workshop

Documents

ecce 121 – curriculum 2 w08 * sciencemath social studies* workshop