Assessment 3 - Project Template (5) (1) (1) (2)
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Assessment 3 – Project
Introduction
The theme for this is sustainability through seeds and plants for 3-5 year Kinder. The purpose of this plant stem experience is to teach the children, through science, technology, and mathematics the life cycles of plants, how to grow from seeds and how-to successful plant seeds.
Experience 1
Title
: Life Cycle of a Plant – Digital video
Rationale & Key Objectives
:
I am carrying out this experience as I want the children to understand the life cycle of a plant, how to germinate a plant and how to use this information in future lessons.
My teaching intention is to get the children to be interested in the life cycle of a plant and to use technology to better their education and their learning.
I want the children to learn what germination is.
What are the needs of a seed for it to grow?
To learn the main factors of a plant life cycle.
I also want the children to learn why the life cycle of a plant is important.
Outline of the learning experience:
The experience will start with asking the children if they have any background information on a plant life cycle, if they know what germination is and what they know about planting and gardening. I will play the video and the children will watch. After the video, I will ask the children the same questions from before the video and see if they remember the ideas from the videos and then replay bits that I think the Supporting Curriculum Frameworks/standards (VEYLDF)
Outcome 4: Children are confident and involved learners
Outcome 5: Children are effective communicators
children need to see again.
Asking open-ended questions, this will allow me to get a sense of what the children know and what they want to know.
Inquiry-based learning, this will allow the children to question and to interact with the video and learn from their own inquiry.
Use Supporting References/Sources (please explain): Livingstone (2015) argues that when technology “is used effectively and appropriately, children’s learning and development can be enhanced by it”, this is why I want to take advantage of the iPad to watch a video with the children to get them to interact with the life-cycle of a seed in a fun and interested way. The video that I will be showing is a YouTube
video from SciShow Kids, the video is interesting, vibrant, and fun which I believe will help the children to pay attention and be interested in the content.
Experience 2
Title
: Germinating our seeds Rationale & Key Objectives
:
I am carrying out this experience as I want the children to continue their inquiry into seeds and the life cycle of plants. I am also carrying out this experience as I believe it
will be an interesting and fun experiment for the children to do.
My teaching intention is to use a science-based experience to get the children to hypothesis and to experiment.
I want the children to learn the different parts of the seed, what seeds need to grow and how to successfully plant and grow a seed into a plant. I also want the children to learn how to make a hypothesis, test their hypothesis and reflect on their experiment.
Supporting Curriculum Frameworks/standards (VEYLDF)
Outcome 4: Children are confident and involved learners
Outcome 5: Children are effective communicators
Outline of the learning experience:
I will sit the children down and revisit the life cycle of a plant and ask the children questions such as, what is a germination, what is the best condition for our plants to grow, how do we grow seedlings. After gathering some information from the children, I will set them all up with two seedlings each, one which we will plant indoors and one which we will plant indoors. The point of this is for the children to hypothesis which one they think will grow better given its conditions. I will then get the children to use the planters to plant the seeds indoors
Hands on learning – Providing a hands-on learning experience is a great way for the children to explore science.
Asking open-ended questions – I will ask the children open ended questions to get them thinking about what they are doing.
Inquiry-based learning – The open-ended questions will help the children to question and fuel their own inquiry into the science experience.
Use Supporting References/Sources (please explain): Worth (2019) argues that “young children need to engage in science inquiry in the context of interesting and basic science concepts”. I have chosen this activity as I believe it has basic
science concepts which I believe the children will be able to grasp and understand, yet it is still interesting enough and is a rewarding process for the children. I also want the children to connect to the natural world while doing this activity.
I adapted this activity from Preschool Steam website. Materials needed for this activity.
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Beans (seeds), soil, popsicle sticks, and planters.
Experience 3
Title
: Planting seeds in veggie patch.
Rationale & Key Objectives
:
I am carrying out this experience because I want the children to practice their measurement skills and to use logic when planting the seeds. I also want to introduce counting into this activity, and I want to spark conversations of spatial orientation and to get the children to consider spatial orientation when planting.
My teaching intention is to use mathematics to teach children about spatial awareness and about planting.
I want the children to learn measurements and become confident in measuring. I want the children to learn correspondence counting with the seeds and to learn about spatial orientation. I want the children to learn to take responsibility for their seedlings.
I want the children to learn about spatial orientation and measurement, while applying what they’ve learnt about plant life cycles. I want the children to learn and improve on their one-to-one correspondence counting. I also want the children to learn how to use digging tools and how to successfully plant their seedlings.
Outline of the learning experience:
After planting the seedlings inside, I will take the children outdoors to the veggie patch and get each child to mark out where they think their seedling to go and get them to explain why they think it should go there. I will remind the children of spatial orientation and remind them that we can’t plant the seeds too close to one another and I will ask the children if they can explain why. Once the children have all
Supporting Curriculum Frameworks/standards (VEYLDF)
OUTCOME 4: CHILDREN ARE CONFIDENT AND INVOLVED LEARNERS
OUTCOME 5: CHILDREN ARE EFFECTIVE COMMUNICATORS
planted their seedlings at a distance apart, I will them information about watering their plants and how much water they need to water their plants. I will then give the
children the opportunity to water their seedlings and continue to ask the children how much water they should be pouring.
Modelling – I will model and explain what I want the children to do and then get them to do it.
Open-ended questions - I will ask the children open ended questions to get them thinking about the connecting activities and the seedlings.
Use Supporting References/Sources (please explain): I was inspired to do this activity using spatial awareness from the observation report ‘The green bean has to be longer than your thumb: An observational study of pre-schoolers’ math and science experiences in a garden’. Vandermaas-Peeler and McClain (2015) talk to children about spatial orientation and size estimations when playing seeds and plants into planter boxes. The report states that during the planting activities that the child-initiated talk related to spatial awareness a handful of times due to teacher led conversations, this is why I believe in asking open-ended questions and having conversations with the children during the experience.
Reference List.
Hand, J n.d, ‘What are the best conditions for plants to grow?’, Preschool Steam, viewed 26 May 2021, https://preschoolsteam.com/how-do-plants-grow-
steam-activities-for-preschoolers/
Knudsen Castañeda, J 2015, How Does A Seed Become A Plant?, YouTube, 23 June, SciShow Kids, viewed 25 May, https://www.youtube.com/watch?
v=tkFPyue5X3Q&t=25s
Livingstone, R 2015, ‘Using digital touch technologies to support children’s learning’, We hear you: ACECQA; ACECQA, accessed 25
th
May, https://wehearyou.acecqa.gov.au/2015/07/15/using-digital-touch-technologies-to-support-childrens-learning/
Vandermaas-Peeler, M., & McClain, C 2015. The green bean has to be longer than your thumb: an observational study of pre-schoolers’ math and science experiences in a garden. International Journal of Early Childhood Environmental Education, 3(1), 8–27, accessed 26
th
May https://eric.ed.gov/?id=EJ1108468
Victoria Curriculum and Assessment Authority 2016). Victorian early years learning and development framework: for all children from birth to eight years. Department of Education and Training, accessed 26
th
May, https://www.education.vic.gov.au/Documents/childhood/providers/edcare/veyldframework.pdf
Worth, K 2019). Science in early learning environments. STEM in early childhood education: how science, technology, engineering, and mathematics strengthen learning (pp. 3–21). Routledge, accessed 26
th
May https://go.openathens.net/redirector/vu.edu.au
?
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