exploring time

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Exploring Time

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Page 1: Exploring time

Exploring Time

Page 2: Exploring time

Developmental Learning Outcomes:

Children are Confident and Involved Learners

•They develop a range of skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigating.

•They develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity

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What will you see children doing

•Using play to investigate, imagine and explore ideas.

• creating and using representation to organise,record and communicate mathematical ideasand concepts

• making predictions and generalisations abouttheir daily activities.

• exploring their environment

• manipulating objects and experiment withcause and effect, trial and error, and motion

• contributing constructively to mathematicaldiscussions and arguments

• using reflective thinking to consider why thingshappen and what can be learnt from these experiences.

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What will the staff be doing?

•Setting up learning environments with appropriate levels of challenge where children are encouraged to explore, experiment and take appropriate risks in their learning.

•Recognising mathematical understandings that children bring to learning and build on these.

•listening carefully to children’s attempts to hypothesise and expand on their thinking through conversation and questioning.

• joining in children’s play and model reasoning, predicting and reflecting processes and language.

•intentionally scaffolding children’s understandings

•encouraging children to make their ideas and theories visible to others.

• modelling mathematical and scientific language.

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What Learning Experiences will we Provide

Mr McGee and the Biting Flea

Small group excursions to: the Museum, Morialta Park, Urrbrae (Living Museum, Belair National Park (Sequoia trees), Botanic Gardens to see Bottle Tree.

How can you support your child’s learning at home?

Help your child fill in the questionnaire we send home.(their time line).Talk about changes over timeUse the language of time – “I wonder how long it will take to…?”Read Pamela Allen’s stories to your child.

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Green Group Discussion – What can you tell me about time?Week 1 – Tuesday

Zara : It tells you what the o’clock it is.Chiara : It tells you what time it is.James : Hands tell you what time it is when the clock moves the hands.Oliver : When I saw Big Ben the hands were not moving as it has broken. It is a big clock.Zara : In London.Tom : My Mum and Dad went to London.Lachlan : Red one goes around but the black one tells the time.James : Black one goes very slowly and red one goes faster than the black one.Austin : Red one is the thin one.James : And the black one is the thick one.Zayne : When a clock turns this way it goes.Green Group Discussion – “What can you tell me about time/”Week 1 – Thursday

Austin – The big hands go like slowly and you cant even see and the thin hand goes around. It is on something like that clock. They mean how to tell what is different so they say that the big hand is 12 and the little hand is 10 and you have to tell that time. That’s what I am saying.Chiara – It tells you what the time is and it ticks on.Austin – That’s what I’m talking about.Grace – The thin hand goes around but doesn’t stop at any number.

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Discussion: What do you know about time?Wed. 27th July, 2011

Emma: Time in the garden. We have a plant that is called thyme! It has green leaves. It goes in your cooking. Lucas: You pick a carrot, take the weeds off the top, put it in the oven and it will get roasted. Lachlan: Time to plant things in your garden.Lucas: You use a clock when you cook the carrot. You use a clock and when it rings then you get it out of the oven. Sand clock has sand.Marilyn: What do you mean? What does the sand do?Lachlan: It times how much time.Michael: It tells you when to stop doing stuff. Marilyn: Are they all the same?Lachlan: No, they come in different colours.Marilyn: Why? How so they work?Lachlan: If you want an hour you need lots of sand, if you want a minute you need a little bit of sand.(Ethan and Lucas wanted to say something so I said: Ethan first, then Lucas.)Ethan: Play outside (Ethan then pointed to Lucas and said, now Lucas)Lucas: You get seeds, make a little hole, put seeds in, then use a watering can to sprinkle. Then it grow a little bit, next a little bit more and a little bit more, the next day it will come and turn into a plant. Marilyn: So how long does it take to turn into a plant?Lucas: AgesMichael: A hundred and thousand minutes. Marilyn: Is that a long time?Michael: Yes, it goes morning, night, morning night, morning night morning night...

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Emma: There’s a clock – when you put the stove or oven on you have to put on a little clock and when it goes ding – you take it out!Marilyn: Ella, what do you know about time?Ella: When cats grow.Marilyn: Can you tell us more about that? Do you mean when cats grow from kittens. Ella: YesMarilyn: Where do cats come from?Lachlan: The vet!Ella: No, from the mummy’s tummy.Marilyn: Yes, that’s right, just like a baby. So how does it start out?Emma: an egg!Michael: How does a baby grow in a mummy’s tummy? Do they eat the same food the mummy eats?Marilyn: Well, they eat but they don’t have teeth.Alessio: When the babies grow they have teeth.Lachlan: Yes grown up teeth.We then had a discussion about losing teeth and the tooth fairy.Lachlan: You put teeth under the pillow and then there is a toothbrush and tooth paste.Alessio: Then the tooth fairy leaves money behind.Lucas: If you don’t water a plant it goes like this (Lucas then showed us what a wilting plant looks like using gestures – it was very realistic)Marilyn: Oh so what happens to it?Lucas: It dies!!Lachlan: Did you know that the plant dies, goes into the ground, turns into coal, then it turns into electricity. Marilyn: WOW how long does this take?Lachlan: Lots of nights!

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Discussion about ‘Time’ Tuesday, 26th July, 2011“What do you know about ‘time’?”Xavier: Time for a snack.Ethan: Time to play outside.Xavier: Time for lunch.Orla: Time for home.Xavier: Time for rest. Time for group time!Ethan: Time to play inside.Angelina: Time for story.Marilyn: Do you mean at home?Angelina: Yes at night time.Orla: Time for the movies. I went to see ‘Yogi Bear’.Katja: Time for bed.Max: Sleep. You sleep a lot of time.Xavier: I still in bed when my brother is awake!Ethan: Wake up – a sunny day!!Angelina: Time for breakfast – in the morning.Rebekah (in Cantonese to Moi) When my brother gets home from school, it slowly getting dark, it’s night time. We then talked about morning, night and afternoon.

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Wednesday Morning 27/07/11Time and dinosaur discussion with James, Sam, Zara and Charlotte.What are dinosaurs?James: Dinosaur is an animal that lived a long long time ago. 100 million years ago. Way before we were alive. Were the first Aboriginal people alive at the same time? Zara: No. James: No, they were 60 million years ago. Sam: T-rexes fight. James: When a T-rex is next to a T-rex they are friends but if they are beside a plant eater, the T-rex eats it. T-rex eats meat. Charlotte: There is a show called The Dinosaur Train. We are eating our snacks now, what do you think the dinosaurs ate?James: Herbivores eat plants, carnivores eat meat, omnivores eat both. What are your favourite dinosaurs? Zara: My favourite dinosaur is a plateosaurus. Sam: T-rex.What kinds of dinosaurs are there? James: T-Rex, pterodactyl, brachiosaurus, diplodocus. Diplodocus is the biggest, a brachiosaurus is 3 times bigger than a double-decker bus. T-rex is smaller. The brachiosaurus eats the leaves at the top of the trees. What does a dinosaur’s skin feel like?Zara: BumpyJames: They have scalesZara: I am a pterodactyl flying high in the skyWhere did dinosaurs live? Did they live here in Adelaide? James: South America, England, Africa, India, Perth. Is there anything you would like to know about the dinosaurs?James: When the meteor hit.

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Discussion: Monday 1st August, 2011

Austin: I know how they made the time, they had to try and make the hands go around the thing in the middle. Marilyn: Can you see time?Many children said, NO but Michael and Austin pointed to the clock on the wall.Marilyn: How do we know what time it is without a clock?Austin: When it’s bedtime, it might be something o’clock, the big hand up is o’clock, big hand down is half past.Marilyn: How do you think they told time before there were clocks?Austin: I think in the olden days they had other sorts of clocks, maybe numbers on the wall. Michael: Yes, they draw numbers on the wall.Austin: Maybe countingMichael: What if the dinosaurs didn’t know it was bedtime?Emma: It’s dark.

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Max wanted to know, “Who killed the dinosaurs?”Oliver: Asteroids – a big rock found the dinosaurs, they shooted through the air and then there wasn’t any eggs anymore.Austin: An asteroid might have got a gun with big rocks in it and it hit the eggs and the babies and they all died.Oliver: No guns in space.Gemma: Maybe they were getting old and they died.Zara: What Gemma said is actually true and they are extinct. Lachlan: The asteroid in outer space hit some volcanoes and then the lava came out and killed the dinosaur s – I have a book.James: When the meteorite hit it made lots of dust got in their eyes and killed them. When the dust cleared the dinosaurs got all dead.Oliver: Skin came off too. Zara: I think they made it up !Tom: Asteroids made the volcano rumble and then the trees fell down then there were no to eat so they died.Austin (pointing at the picture of the T-rex attacking another dinosaur) I think the t-rex destroyed all the dinosaurs.Silence for the others!Marilyn: Who killed the t-rex?Several children called out “Asteroids”

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Monday 08/08/11 Green Group Talk About Time • Jen: I would like to know what everyone was talking about last week because I was only here for a couple of days. • Austin: We were talking about time in the olden days when they didn’t have clocks. Counting might be good. When you stop at the 6 it

will be 6 o’clock. • Jen: Does anyone have something to add? • William: Clock.• Oliver: There are three clock’s up there. • Giselle: Tick tock, that’s the sound the clock makes. • Jen: What do you know about measurement? • Oliver: Well there needs to if there are people too long we have to measure them. • Jen: Do we have to measure them? Are they all the same size? • Rubee: Just get a tape measure. It measures stuff. Mum’s got a tape measure to sew. • Holly: My daddy has a measure that he measures things outside. Even the basketball thing where you shoot. • Jasmine: A clock. • Oliver: It doesn’t measure. It measures the time.• Jen: How does it measure time? • Oliver: With it’s hands. • Giselle: Measure a wall with a measure. • Charlotte: I have a measuring tape. I measure my mum, dad, brother and sister. • Jen: Do we need a measuring tape to see who is bigger and smaller our of me and Charlotte? • Austin: We need kids to measure, not adults. • Jen: What are you using? You are using your eyes to measure. Can we measure everyone from biggest to smallest? • Jen: Did you need a measuring tape to do all that? • Oliver: Used your eyes. • Jen: That’s right, you used your eyes to estimate. So are there more boys than girls? • Jasmine: Get all the girls here. • Jen: Is there more boys or more girls? • Gemma: More boys. • Jen: How are we going to measure? • Gemma: Count. • Austin: There is the same amount.

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Pizza Making!Oliver’s dad, Travis made

pizza with the children. There was a fantastic range of

toppings. The children had a great time and the pizzas

were yummy!Thanks Travis!

 

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A Visit from the Police

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Isabelle brought some lemons into kindy on Monday, Oliver suggested we make lemonade! We learnt how to use knives carefully and cut the lemons in half before squeezing them. After we squeezed the lemons we tasted the lemonade, Zara said ‘ooh it’s too sour’, to which everyone agreed. Chiara said ’we need to put some water in it’ but it still didn’t taste right. Jutta asked the children ‘how can we make it taste sweeter’ but nobody had any idea’s, so she suggested we add some sugar. It tasted much better when we added the sugar, Zayne loved it so much he had 3 cups!

The children used their problem solving skills throughout this experience and worked as a team to achieve a common goal.

02/08/11

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Dinosaur LandWhat do we need in dinosaur land?James said we need, dinosaurs, bones, water, trees.We then decided we could put a tarpaulin down in the back room and bring in wheelbarrows of sand. This group effort took a couple of days. We had to set up the habitat before we could add the dinosaurs!

Mitchell took charge of trees and used the secateurs to cut branches from the garden. He then showed Ashveka how to use secateurs!

Grace lifted great big stones to bring in!

Lots of cooperation was needed!

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Dinosaur Eggs

On Monday we talked about how Dinosaur Land was coming along. We could see that the dinosaurs habitat had been created and that there are dinosaurs living on the land, but agreed that there was something missing. Where did all of these dinosaurs come from? Did they just appear? No, they hatched from eggs. We researched dinosaur eggs to find out that dinosaur eggs have been found as large as 30 centre meters long, which is six times the size of normal eggs. We then decided to make our own papier-mâché dinosaur eggs.

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We need a nest for our dinosaur eggs!

As Dinosaur Land grows the children are continually thinking about what else the habitat may need.

On Wednesday of week 2 Grace brought in a sticker book all about dinosaurs and one page in particular captured their interest. The children had already been making paper mache dinosaur eggs with Danielle and decided they most definitely needed to make a nest for the eggs they were making. Grace suggested that we could use clay and as she was very familiar with clay she set to work creating a nest. Other children soon became very interested in making a nest of their own. We then had a discussion about how big dinosaur eggs were and how big the children thought the nest should be. As everything ‘dinosaur’ is BIG the children decided that they should join all their nests together to make one really big one for all the eggs!

Some children had used clay many times before and were able to share their knowledge of ‘scratching’ and ‘slipping’ the clay with our new children. The peer learning has been wonderful and our first termers were able to contribute in a really significant way.

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Creating clay dinosaurs

On Wednesday of week 3 Sally worked with a small group of children to make clay dinosaurs. A number of the children hadn’t worked with clay before but some of our older children had so they were able to show the new children how to ‘scratch’ and ‘slip’ the clay to ensure all the dinosaurs’ body parts would stay on. This peer learning is a powerful way for children to learn. As our children love using clay, there is always a child who is willing to share their knowledge.

What next

We will give the children the opportunity to set up an environment/habitat for their dinosaurs.

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Preparing for our excursion to the theatrePamela Allen’s Stories – story tables, making props

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Acting the stories out

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As soon as we arrived back from our trip to the Patch Theatre to see Mr. McGee and the biting flea we set up the story ‘Alexander’s Outing’, outside, using multipurpose props. We had been so impressed with the production and came back to kindy feeling very inspired. A green drink bottle became the bottle tree, our climbing equipment, the iron gates etc. Taking the story into the outdoors created renewed enthusiasm and the children enjoyed reading the story while others used the props supplied to act it out.

Alexander’s Outing

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The benefits of Dramatic Play

We set up a fire engine in the outdoor environment and read books to the children about what it is the people that work in a fire station did. The children very quickly chose the roles they wanted to play and were able to create a day in the life of a fireman. When it was determined that animals needed rescuing, (as they were trapped in the fire), a vet was set up with bandages, stethoscopes, and medicines. This deliberate play encourages children to learn to follow rules, teaches social behaviours and encourages the use of rich descriptive language which also develops memory and attention skills.

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Extending the Play - Our Pizza Shop

The Pizza shop was set up in week one when Oliver announced that his dad was coming to kindy to make pizzas. We looked up pizza oven pictures on the computer and then built one in our shop on the platform. Oliver, Austin and Tom decided that tables were needed. Gradually we have added pizza trays, cooking implements, phone, order book, menus and a variety of ‘toppings.’ What learning is happening here or are they ‘just playing?’

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Literacy and writing – taking orders, writing them down.

Fine motor developmentPegging up the orders. Using secateurs to cut ‘spinach’ for the pizzas.

Oral language development – telling others what the order is.

Social skills – negotiating and problem solving with peers.

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Mathematics and numeracy – “We need pizza boxes” said some of the boys so they went to the collage area (never mind the pouring rain!) and brought boxes back, but there was a problem – the pizzas did not fit in the boxes. There was much running back and forth to locate boxes of the right size!

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Making our own sand timers

Lucas: You use a clock when you cook the carrot. You use a clock and when it rings then you get it out of the oven. Sand clock has sand.Marilyn: What do you mean? What does the sand do?Lachlan: It times how much time.Michael: It tells you when to stop doing stuff. Marilyn: Are they all the same?Lachlan: No, they come in different colours.Marilyn: Why? How so they work?Lachlan: If you want an hour you need lots of sand, if you want a minute you need a little bit of sand.

We decided to explore this a bit more with Lachlan and see if he could make an hour timer and a minute sand timer.

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We needed to sift the sand to get the bark chips and other rubbish out. Then we used a funnel to get the sand in the bottles.Problem solving: The sand did not flow through freely and we had to keep knocking it to make it move. What could be wrong and what could we do?Lachlan: Make a bigger hole! I said we couldn’t make the openings bigger because then the connector wouldn’t fit. We looked at the sand and Jen commented that it could be damp and had we thought of putting it in the microwave to dry it!! In the afternoon, Lachlan and I sifted the sand again with a smaller sieve. I asked Lachlan how much sand he wanted to put in this one and he said “2 cups”. We put it in the microwave, then poured the sand into the bottle and it worked beautifully!!We will continue making timers with different amounts of sand.