Assessment 2: Practicum Portfolio PART B: Three Learning Plans
Malanie Allison 5849209
Swinburne University of Technology
EDU10001 Intro to Curriculum Planning and Assessment
Learning Plan: Routine
Melinda Carlyle
Word Count 1101
Monday 26 th May, 2014 (Week 11)
Learning Plan (Bachelor of Education Early childhood) Topic: Germ Safe! Date: 05 th May, 2014 Age group: 4 5 years Title of experience: Stop the spread of germs. Links to the Early Years Learning Framework: EYLF Learning Outcome 2: Children are connected with and contribute to their world. EYLF Learning Outcome 3: Children have a strong sense of wellbeing. EYLF: Outcome 4: Children are confident and involved leaners.
Content/ concepts being explored: Health & Hygiene: Awareness, responsibly and Counteracting techniques. Rationale: Why did you choose this particular experience? (Community event, child/teacher/family interest, identified as missing from curriculum etc) Coming into the colder weather, I thought it would be a good experience to educate children on what germs are and to teach children how we catch and spread germs. This will raise awareness about the importance of correct hygiene and tissue use in counteracting the spread of germs and viruses. I am sure all parents and educators would like for their children to be more mindful and identify the causes of common colds and flues.
Child/Childrens Background Knowledge: What is your starting point what does the child/children already know, what have they done before, how does this experience connect to or build on their existing knowledge/ interests? Children are aware that they are required to wash their hands after using the toilet and before and after eating, but sometimes get sidetracked in doing this task. I would start with a rhyme for the children:
Five little germs, sitting in a row The first one said, "On hands, I like to grow." The second one said, "I like to fly in the air." The third one said, "I don't care." The fourth one said, "I travel on a sneeze." The fifth one said, "Wash your hands? Oh, please!" Swish goes the water Bubble goes the soap And the five little germs down the drain they float.
Learning Objectives: What will the child/children learn? Children will learn how easily germs are transferred through the air and by touch by stimulating the spread of a sneeze and a cough. This will be done through a fun interactive activity.
Children will learn what germs are for example: Germs are very small invaders of our body that can make our bodies sick like a cold, how they are spread and how we are going to prevent the spread of germs.
Children will learn about the importance of correct hygiene and tissue use in counteracting the spread of germs and viruses, which will be fun and interactive, giving the children practical and visual examples.
Teacher Focus/ Intentionality: What areas will you concentrate on eg; teaching strategies, EYLF practice principles, interests, equity? EYLF (2009), Learning Outcome 3: Children have a strong sense of wellbeing Children take increasing responsibility for their own health and physical wellbeing.
Intentional teaching through fun and interactive activities and rhymes for correct personal hygiene which is inclusive for all. This activity is linked to Jean Piagets theories of preoperational stage comprising of magical thinking and concrete operational stage to represent how children think logically, but with practical aids (Piaget, 1982).
Environment and Resources: What resources and materials will you need to have collected? Where will the experience take place? Considerations for time, space and teacher support? How will the environment be prepared? Resources and materials that will be used in this experience are: a spray bottle, water, blue food dye and tissues. This experience will take place outside to avoid spillage on the floor and allow for the children to move around.
The outside environment is large and has adequate space to conduct this experience without moving anything around.
Assessment Strategies: How will you identify what the child/children have learnt and how will you record this? Documentation is recorded in a learning journal and evidence of the childs progression will be presented in an individual learning journey / progression portfolio from throughout the year. We collate this documentation through observation, questions, discussions, and the childs art work and display it throughout the room. The children will be observed and then their ideas are then supported by educators through planned experiences which will support, encourage and extend their learning through play.
Stage Plan for all stages of the experience Approx. Time (full day? Morning? Specific time? Eg 12-1pm) Pre-Service Teachers Actions What will you do during this time? What prompting questions might you need to prepare? How might you assess and record learning? How will you cater for individual differences? Child Actions /Tasks What will the children be doing during this time?
Stage 1 Introduction How will you introduce the experience/concept(s) and engage the interest of the child/children?
11am Group Time As I will have the childrens attention at group time, I will start with the rhyme and repeat once again for the children. Children will be grouped together on the floor for group time, listening and participating in the rhyme pointing to their fingers.
Stage 2 Main Body Describe the experience; what will children be doing? How will concepts/ issues be explored? List at least three focus questions relating your learning objectives to be asked of the children.
11.15am Group Time, just before lunch is ready Children will be asked what they think germs are and how do they think we stop the spread of germs?
I will explain to the children that germs are tiny living things all around us and that they are so small we cant see them but they are in the air and on our hands. I will explain that people who are sick spread germs when they sneeze and cough, but we can stop the spread of germs by using tissues and washing our hands.
I will explain how we are going to learn how we can all help one another to stop catching colds.
I will now give each of the children a piece of paper towel each and demonstrate how easily germs are spread if the incorrect hygiene practices are not used. I will be spraying the blue water dye into their tissues, and then asking the children to put the tissue in the bin and wash their hands. Children will be interacting, asking questions and answering questions.
Children will participate in the spread of germs activity if they desire or continue with indoor / outdoor play.
Stage 3: Conclusion How will you conclude the experience? Reflect on learning with children? How will you encourage a smooth transition to the next experience
11.30am Lunch Time Children will now have a better understanding of what germs are, that germs can make us feel sick, germs can be passed through the air or by coming in contact with sick people and finally methods of prevention.
As we conclude the activity and learning experience, the children will have washed their hands and sitting down ready for lunch. Children will wash their hands if they have not already done so, and sit down, in preparation for lunch.
Evaluation and Self Reflection: Did your experience meet your learning objectives? Why/ why not? What aspects of the experience worked most effectively? What aspects could be improved and how could they be improved? E.g. flow, resources, teaching strategies, environment, assessment of learning etc I thoroughly enjoyed this learning experience, demonstrating how easily germs are spread. The children became aware of the importance of washing their hands and also using a tissue.
The rhyme and interactive activity where the most effective aspects of the experience, as the children engaged concentrated and participated whole heartedly.
The flow, resources and environment where all perfect, which impacted positively on the learning experience.
Follow-up: Are there any areas that you would like to follow up on? Emerging interests/concepts to explore further? I would like to ensure that all children are refreshed frequently with personal hygiene skills and possibly create their own hygiene posters to be displayed in there bathroom and around the tissue boxes.
I believe it would be worthwhile to further explore the spread of germs through more learning experiences and activities, so the children retain the message of correct tissue use as well as the importance of washing their hands regularly. Mentor Teacher Comments: Mal has a consistently used an approved curriculum to guide her in developing play experiences and transitions. She understands what is appropriate developmentally for children in a kindergarten setting. Mal has provided her own resources to allow the children to actively learn. Jaz. Pre-service Teacher final reflection: I believe I conducted myself in a fantastic way, intriguing the kids with the tone of my voice and my mannerisms. I made eye contact with all the children, holding their attention and I loved that they were all so intrigued by my stimulation of the spread of germs.
References Department of Education, Employment and Workplace Relations and Council of Australian Governments. (2009). Belonging, Being and Becoming: The Early Years Learning Framework for Australia. Retrieved from http://docs.education.gov.au/system/files/doc/other/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf Department of Education, Employment and Workplace Relations and Council of Australian Governments. (2009). Belonging, Being and Becoming: The Early Years Learning Framework for Australia. Retrieved from http://docs.education.gov.au/system/files/doc/other/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf/learning outcome 2/Children are connected with and contribute to their world Department of Education, Employment and Workplace Relations and Council of Australian Governments. (2009). Belonging, Being and Becoming: The Early Years Learning Framework for Australia. Retrieved from http://docs.education.gov.au/system/files/doc/other/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf/learning outcome 3/Children have a strong sense of wellbeing Department of Education, Employment and Workplace Relations and Council of Australian Governments. (2009). Belonging, Being and Becoming: The Early Years Learning Framework for Australia. Retrieved from http://docs.education.gov.au/system/files/doc/other/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf/learning outcome 4/Children are confident and involved learners Wikipedia. (n.d.). Jean Piaget. Retrieved May 07, 2014, from http://en.wikipedia.org/wiki/Jean_Piaget