STEM Assignment -30%

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School

Sheridan College *

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10065

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Civil Engineering

Date

Jan 9, 2024

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docx

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Uploaded by rubal0111

STEM Assignment EDUC10056: Building on Play-Based Curriculum April , 2022

STEM Assignment -30% EDUC 10065 Purpose: To explore curriculum planning which supports STEM and inquiry based learning with young children Learning Outcomes 1. Describe an integrated, inclusive curriculum of authentic play based learning experiences for young children. 2. Implement curriculum strategies to support children’s exploration and inquiry. 3. Design an outdoor learning experience to increase children's understanding of STEM concepts (Science, Technology, Engineering and Math). 4. Use pedagogical documentation to inform curriculum planning. Guidelines: This assignment can be completed individually OR in pairs. It consists of the following requirements: A. Learning Story (10%) B. Integrated STEM Curriculum Web (10%) C. Outdoor STEM Learning Experience (10%) Process: A. Individual Learning Story (10%) · Each student will prepare a written Learning Story using the template attached.

· The Learning Story should document the play of one or more children and should be focused on their exploration of STEM concepts in greater depth. · Choose ONE (1) of the following videos to write your learning story and include screenshots to support your story o Kindergartener: § Xavier (blue hooded sweatshirt) https://www.youtube.com/watch?v=bylL-3W7pAI B. Integrated STEM Curriculum Web (10%) · Using your learning story identify 2-3 specific interests that the children are exploring in order to create an integrated curriculum web. REMEMBER- TRY AND THINK BEYOND THE NOUN · Your web should make connections across multiple interests and include a minimum of 10 learning experiences which support STEM concepts. These experiences should include a variety of materials and play types (eg., dramatic, music and movement, block, art) and are integrated across the daily routines (eg., free play, lunch, large group) C. Outdoor STEM Learning Experience (10%) · Use your learning story and curriculum web as inspiration to design an outdoor learning experience that will support children’s understanding of STEM concepts using an Inquiry-Based Learning approach. · Complete the Learning Experience Planning form and ensure that you have provide a detailed description of how you would practice Inquiry-Based Learning to further support the children’s play and exploration

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The Treasure What Happened: I noticed that Ben was pulling up the bucket that has the treasure in it. I watched while Ben pulled the bucket up and down exploring how the pulley was working. The educator next to him pointed to the bucket and asked: “Ben, can you see what the problem is here?”. She asked him to observe and decide if the place where the bucket falls fast is safe. The educator asked: “how will the people know to walk around here, not to be underneath the bucket? What could we do?”. I was surprised to see children come up with solutions. One of the children said:” walk away.” My attention was drawn when Ben suggested: “make a fence.” I was interested to see Ben building a fence using the blocks. Interestingly, he placed two blocks carefully on top of each other. Then, when they fell, he placed the blocks next to each other. He appeared to think carefully about where to put each piece and ensure they were stacked. I watched Ben completing the fence perfectly by himself. I was amazed how he completed the fence perfectly by himself. What it Means: Ben, It was interesting to see you exploring the pulley with your friends. You appeared to be curious about the way it works. I was amazed when you came up with a solution to build a fence. You seem to have the ability to problem-solve. I was interested to see how focused you were on building the fence. You thought carefully about where to put each piece of block. You did not give up when the blocks fell. Instead, you found another way to do it! You realized that This tells me that you have all the abilities to overcome and face new challenges. You build the fence by yourself in a fantastic way. You are a very determined and patient child! Keep it up, Ben. Opportunities and Possibilities: Your creativity made us curious about what you would do with an assortment of different kinds of materials. We will provide blocks of different sizes, widths, shapes, and colors. We will also bring some natural materials such as branches, wood log sticks, feathers , leaves, and stones. We are wondering what you can build with these materials. We can also add magnetic blocks with balls if you would like to try it. Connections to EDU Documents: ELECT: 2. Emotional 2.6 positive attitude toward learning

Ben’s ability to persevere and cope with errors when facing a new task is an example of her positive attitude toward learning, such as persistence, engagement, curiosity, and a sense of mastery. (ELECT, 2014, page 41). 4. Cognition 4.2 problem-solving Ben’s ability to identify the problem and act to solve it is an example of his problem- solving skills (ELECT, 2014, page 46). This can be seen when the blocks fall, and he came up with another way to make it work. HDLH: This story also illustrates how important engagement is in children’s learning. When Ben was building the fence that he came up with, it captured his interest which helped him to remain on task and completed the fence when he could be frustrated or distracted (HDLH, 2014, p.37).

Curriculum Web: OUTDOOR LEARNING EXPERIENCE PLAN

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Introduction What is your idea? How does this experience relate to the Learning Story? What do you hope children will learn from this experience? My idea is to allow children to explore different materials they can build with. Children will have the opportunity to manipulate different structures from the open-ended materials and identify similarities and differences. This experience relates to the learning story because Ben was interested in building a fence using the blocks. I hope that children will be able to develop their fine motor abilities by building. I hope that children will learn about comparing the qualities of things such as weight, size, shape, and texture. In addition, I believe that the natural materials offered will teach children about living things. I believe that through building with the materials, children would learn about simple machines. I hope that the children will measure the object's length, width, and weight. Materials Be specific about details like size, colour and quantity of all materials. Indicate what new materials you will be bringing and what materials you will use that already exist in the classroom. New material(s) you are introducing Bumbo construct and roll Materials that already exist Leaves Sticks Clay Feathers Wooden logs Pots Strings or rope Wood planks Rubber hammers Plastic screwdrivers

Exploration & Inquiry How , when and where will you make the materials available to the children? How have you taken into consideration the four Foundations for Learning: engagement, well-being, belonging and expression? How will you support and provoke children’s exploration and learning? Give specific examples of what you and the children will say and do. I plan to do this activity in the outdoor area in the morning after snack time. I will set up the materials before the children arrive and make them available after snack. I will place the materials on a tuff tray next to the area where the children will build. Belonging: This learning activity will assist the kids in sharing their discoveries with the teacher and their peers. This connection will help them build a sense of belonging. Well-being: This activity will assist kids in developing fine motor skills while using their fingers and hands to grip and put materials, particularly those that are loose. They will also gain self-confidence as they complete their building. Engaging: This activity would engage kids through the use of their senses, bodies, and minds. Children will have the chance to manipulate various materials and developmental connections. In addition, children will discover the many textures, colors, sizes, and patterns of the items given. Expression: I hope the kids in this activity engage meaningfully. They would express themselves and their beliefs and feelings through their art. I will give children access to tools and allow them to explore. I will provide support by asking open-ended questions and observing children see what they are thinking, what ideas they have, what they are wondering about, and what problems they are trying to solve. I will ask open-ended questions that stimulate their curiosity and extend their learning. For example: “how do you think this is different or similar to this?”, "How could you make that work?"," That does not seem to stand, what could you add?"," I wonder if we could make that taller with

How will you support children with varying abilities? something". I will encourage children to measure items with natural things like stones. I will ask how many stones long is that stick? How about we measure it with leaves. "How many rocks can you balance in a tower? I will also support children's learning about simple machines if it was in their creation. For example: if one of the children made a liver, I would ask," I wonder what would happen if you sit on one side and I sit on the other side," or "I wonder how many stones we need to get the pot up." I will be loud enough to be heard by everyone. I will provide visual cues for children. I will ask the children what their favorite part of the activity was. I will encourage children to explore and participate in the way they prefer. Individually, with a partner, in a small or large group. I will also provide gloves for children who are sensitive to the materials. I will provide some tools to help with grasping for children who have weak fine motor skills. I will adjust the activity for children who need more time or support. I will challenge children who are advanced learners by scaffolding the experience. I will also interact with the children in order for them to enjoy the activity. Closure/Transition How will you know when the children are finished? If needed, how will you facilitate children’s transitions to other activities? I'll let them know ahead of time that we'll be wrapping up this activity in five minutes. I will encourage the children to clean up by singing a song and placing the materials in the right location once they have said they are finished by stating I am done. Before moving on to the next activity, I will assist children's transitions by doing a transition activity such as counting to 10.

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STEM ASSIGNMENT GRADING CRITERIA 10 6 0 Learning Story Learning story successfully highlights the child’s learning, thinking and voice (including photos) related to STEM in a respectful and celebratory way. All required elements are successfully written using appropriate language and it includes at least 3 developmentally appropriate STEM opportunities and possibilities. Professionally written with no spelling/grammatical errors. Learning story attempts to highlight the child’s learning, thinking and voice (including photos) related to STEM in a respectful and celebratory way however clarification may be required. All required elements are included however may require revisions to content or language. STEM opportunities and possibilities may not be clear or developmentally appropriate. Spelling and grammatical errors are noted. No learning story is submitted OR is missing more than 1 of the required elements OR does not make connections to STEM 10 6 0 STEM Curriculum Web Curriculum web is comprehensive, detailed and clearly links back to the learning story. 10 appropriate and interesting STEM learning experiences are outlined that build strong connections and promote inquiry based learning across 2-3 interests including a variety of materials, play types and are integrated across the Curriculum web is complete and clearly links back to the learning story however may require additional or clarity. Majority of learning experiences are appropriate, STEM related and demonstrate general connections across interests. May require additional thought in supporting inquiry Curriculum web is missing or incomplete and does not address multiple interests or STEM concepts. Learning experiences lack variety, do not support Inquiry, integrated curriculum and are not developmentally

daily routines based learning using a variety of materials, play types and daily routines. appropriate 10 6 0 STEM Outdoor Experience The learning experience is an appropriate play-based, outdoor experience that allows children to actively explore STEM concepts with the support and guidance of an educator. There is a clear connection to the Learning Story. There are rich opportunities for children to express and explore their own ideas and questions. The Learning Experience Plan is complete and includes thoughtful and specific connections to the foundations of learning, children’s interests, and inclusive practice. A clear description is provided of how the children and the educator would engage in inquiry-based learning. Interesting, open-ended and appropriate tools and materials are described for children to explore STEM concepts. The learning experience provides limited opportunities for hands- on, play-based exploration of STEM concepts. The way that children use the materials is mostly directed by the educator. The connection to the Learning Story is unclear. The Learning Experience Plan is complete but lacking in details and specific examples. Appropriate tools and materials are described for children to explore STEM concepts, however may not always be open ended. Plan includes ways the educator will facilitate the inquiry-based learning process however may require additional thought. The learning experience does not provide opportunities for hands-on, play- based exploration of STEM concepts. There is no room for children to express and explore their own ideas and questions. The Learning Experience Plan is incomplete, unclear and lacking in detail. There is no description of the inquiry-based learning process. Inappropriate or insufficient materials are described to support the exploration of STEM concepts.

STEM Assignment -30%

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