Assignment Details: This task has two (2) parts and students are to submit both parts as one document. Learning story- You will be required to watch videos (will be provided on canvas) and observe the

RECOGNISE:

Children's prior knowledge, learning and interests

RESPOND:

Experience(s) planned and implemented

Link to EYLF outcomes

REFLECT:

Significant changes? How did the children participate and learn?

Following on?

1. Making balls to put into groups and counting with playdough-

see obs 7/5

1. Playdough table is already available, we will add: different coloured playdough (4 colours) laminated number cards, different sized bowls for grouping, kitchen tongs and electric scales. Remove

other materials

1. Engage with early science and number concepts: grouping, colour (missing and separating), size and density (O5). To share ideas clearly, with confidence (O1). Engaging with technology.

1. Well received, children making different types of ‘food’ varied in colour, moving into coloured bowls with tongs. Following on- match colour of bowls to the colour of the play dough, provide whiteboard for children to record what they have made on a ‘menu’, plates for the food once prepared.

1. Very popular activity but still needs educator to facilitate. Add flags and whistle, also poster of the rules for visual reminder. Bring washable paint and 1 metre ruler to create a semi-permanent track with the children’s help.

1. Very popular experience but quickly got messy! Once the materials were mixed the space couldn’t be used. Following on- provide a tub of soapy water and drying cloths so that the children can wash up the materials once they have used them (science: float/sink, wet/dry) and a shelf with containers of additional coloured water, corn flour and biocarb soda so that children can refill themselves and/or

with assistance.

2. Running and racing outside, interested in fast/slow, ordinal

numbers – see obs 10/5

2. Set up a ‘race track’ with the children. Discuss the idea with a group that are interested, use chalk and/or masking tape to mark out rows and finish/start lines. Establish places for 1st, 2nd, 3rd etc. and job of the race caller (educator then children).

2. Share ideas and prior knowledge of groups sports and games with rules (O2). Experience drawing rows and lines, using positional numbers and following rules (O5). Gross motor and cognitive development (O3 following sequences and rules).

3. Children have been observed pretending to make potions in the sand pit on numerous occasions,

sticky, icky and gooey that transform people into animals - obs 13/5

3. Potion discovery table next to the sand pit: various materials set up on an outdoor table for mixing and causing different chemical and colour reactions (biocarb soda, cornflour, sand diluted coloured water, eye droppers, clear bowls, and wooden spoons for mixing).

3. Exploring science skills and concepts- chemical reactions, changes of state, hypothesising, cause and effect (O4). Exploring colour and the properties of materials. Fine motor coordination and imaginative play (O4).