A member of the preschool was planting flowers, when a child made a connection with an experience from home where they had found worms in the garden. A number of children began digging around the garden using shovels from the sandpit, in search for worms. The children shared their stories, prior experiences, and encounters with insects. A few widgety grubs were found as other insects around the yard such as moths, butterflies and spiders became increasingly more noticeable to the children as they continued to collect their worms in a pot. The children were active and creative as they searched for their materials and discussed the best places to find worms. They also learned from each other in a cooperative play experience, while others were intrigued and onlooking the scenario, or playing parallel, copying the ideas of their friends, finding interest and learning on the way. Some children wanted to hold the worms, some did not, while others wanted to count them.
Other children came to look in the pot;
“How did you catch them?”
“Where did you find them?”
“Don’t squash the dirt you’ll squash the worms!”
“How many did you find?”
“What do they feel like?”
“They poo in the garden”.
In this scenario a child as triggered an idea from home (pre-conceived ideas), then brought this into a collaborative play experience. From here we go to the extended learning stage of the model where I planned accordingly. Following is the plan I implemented during my practicum.
Plan for Friday 18th October ‘13
Spring, Flowers, Worms and Caterpillars
Rationale- A number of children are showing an increased interest in insects this week, particularly worms. Children are enjoying finding and collecting worms from around the yard. Insects are being explored through the concept of Spring as one of the programs intentional teaching areas. The children have steered the idea of Spring into this direction.
Aim- I aim to provide some intentional teaching about Spring and what happens during this time of the year whilst learning facts about the life-cycle of a caterpillar and information on earthworms. These concepts will be explored through activities which incorporate fine motor, sensory, numeracy and literacy learning areas.
Alterations to Room Plan
Two tables will be altered for today’s activity. The table where we had been making symmetrical butterflies, replaced by activity 1, and the space creations construction table, replaced by activity 2. After two weeks the children have really enjoyed making spaced themed creations. Space could still continued, but another material to spark further interest will need to be added.
The butterflies were very popular, and it is possible that this activity could return after the worm painting.
Activity 1- Painting with spaghetti worms (primary colours)
Rationale- This activity was planned due to the interest shown in art activities, mixing colours, which was shown to be of interest when making symmetrical butterfly paintings, and more importantly the interest shown in worms.
Aim- I aim to encourage children to explore mixing primary colours. Due to the high interest in worms, this activity will provide a nice sensory experience as the children further think about worms and slimy textures.
No. of children at a time- 2
Materials-
Art smocks,
5 bowls for holding paint, red, yellow and blue paint (primary colours) and white,
A4 white paper, P
en for naming,
Activity 2- Linking Hungary Caterpillars
Rationale- Children are showing and increasing interest in the garden and insects, and their fascination with the cacoons in the room and the butterfly paintings is evident.
Aim- To use a different technique at the construction table, using fine motor skills and cognition to link paper strip and make chains, then decorating like our hungry caterpillar. Children can think about the story and the fruit the caterpillar ate as they draw the fruit inside the hungry caterpillar onto the chains, if they wish to do so. After discussing the idea of butterflies having symmetrical wings, children can attempt to cut a folded piece of paper to make identical eyes.
No. of children at a time- 4
Materials-
pre cut red and green strips of paper, (enough for 3-4 green and 1 red per child),
4 Glue sticks,
small folded yellow pieces of card (eyes), textas,
long pipe cleaners,
inspiring table ornaments, (plastic caterpillar and butterfly figures, The very hungry caterpillar book or magnetic labels, pre made example caterpillar).
MAT TIME
Story- Sam Plants a Sunflower by Kate Petty and Axel Scheffler
Rationale- This interactive pop-up picture story book provides a scenario in which a cat and his insect friends plant a sunflower, with one of the characters being a worm. It touches on the concept of a life cycle of a flower, and what plants need to grow. This relates to the interest that has been shown in the veggie garden, and Mr Gardner’s developing flower bed.
Song with actions- Flowers by Scott Brown, album- All Together Now
This song sings through the process of planting a seed. The simple lyrics allow for actions to be added to it quite easily. Dig a hole, plant a seed, pat in down, pull a weed, water and sun etc. The song relates directly to the storybook.
Short Film- I’m a worm-by A Forrest singer.
All about worms, a song about earthworm facts with a catchy tune. After the high fascination shown in worms this week, I believe the children will enjoy this as they learn characteristics about the worm. They don’t have arms, legs, eyes, bones or ears, I wriggle.
Reflection: The children enjoyed the catchy tune of the worms clip, and thoroughly enjoyed the sensual feeling when painting with spaghetti. The activity primarily thought of as being a different artistic medium for art turned completely into a sensory experience as children enjoyed putting their hands in the bowls, sliding the spaghetti through their fingers and using their hands to blend all the colours on their paper. I think this activity would be very different if repeated, but it was wonderful seeing them enjoy solely the texture as many discussions around worms and colour mixing were brought up.
Children enjoyed making the caterpillars so much so that they wanted to take them home straight away! Children enjoyed making really long caterpillars and snakes as they counted the chains.
Other children came to look in the pot;
“How did you catch them?”
“Where did you find them?”
“Don’t squash the dirt you’ll squash the worms!”
“How many did you find?”
“What do they feel like?”
“They poo in the garden”.
In this scenario a child as triggered an idea from home (pre-conceived ideas), then brought this into a collaborative play experience. From here we go to the extended learning stage of the model where I planned accordingly. Following is the plan I implemented during my practicum.
Plan for Friday 18th October ‘13
Spring, Flowers, Worms and Caterpillars
Rationale- A number of children are showing an increased interest in insects this week, particularly worms. Children are enjoying finding and collecting worms from around the yard. Insects are being explored through the concept of Spring as one of the programs intentional teaching areas. The children have steered the idea of Spring into this direction.
Aim- I aim to provide some intentional teaching about Spring and what happens during this time of the year whilst learning facts about the life-cycle of a caterpillar and information on earthworms. These concepts will be explored through activities which incorporate fine motor, sensory, numeracy and literacy learning areas.
Alterations to Room Plan
Two tables will be altered for today’s activity. The table where we had been making symmetrical butterflies, replaced by activity 1, and the space creations construction table, replaced by activity 2. After two weeks the children have really enjoyed making spaced themed creations. Space could still continued, but another material to spark further interest will need to be added.
The butterflies were very popular, and it is possible that this activity could return after the worm painting.
Activity 1- Painting with spaghetti worms (primary colours)
Rationale- This activity was planned due to the interest shown in art activities, mixing colours, which was shown to be of interest when making symmetrical butterfly paintings, and more importantly the interest shown in worms.
Aim- I aim to encourage children to explore mixing primary colours. Due to the high interest in worms, this activity will provide a nice sensory experience as the children further think about worms and slimy textures.
No. of children at a time- 2
Materials-
Art smocks,
5 bowls for holding paint, red, yellow and blue paint (primary colours) and white,
A4 white paper, P
en for naming,
Activity 2- Linking Hungary Caterpillars
Rationale- Children are showing and increasing interest in the garden and insects, and their fascination with the cacoons in the room and the butterfly paintings is evident.
Aim- To use a different technique at the construction table, using fine motor skills and cognition to link paper strip and make chains, then decorating like our hungry caterpillar. Children can think about the story and the fruit the caterpillar ate as they draw the fruit inside the hungry caterpillar onto the chains, if they wish to do so. After discussing the idea of butterflies having symmetrical wings, children can attempt to cut a folded piece of paper to make identical eyes.
No. of children at a time- 4
Materials-
pre cut red and green strips of paper, (enough for 3-4 green and 1 red per child),
4 Glue sticks,
small folded yellow pieces of card (eyes), textas,
long pipe cleaners,
inspiring table ornaments, (plastic caterpillar and butterfly figures, The very hungry caterpillar book or magnetic labels, pre made example caterpillar).
MAT TIME
Story- Sam Plants a Sunflower by Kate Petty and Axel Scheffler
Rationale- This interactive pop-up picture story book provides a scenario in which a cat and his insect friends plant a sunflower, with one of the characters being a worm. It touches on the concept of a life cycle of a flower, and what plants need to grow. This relates to the interest that has been shown in the veggie garden, and Mr Gardner’s developing flower bed.
Song with actions- Flowers by Scott Brown, album- All Together Now
This song sings through the process of planting a seed. The simple lyrics allow for actions to be added to it quite easily. Dig a hole, plant a seed, pat in down, pull a weed, water and sun etc. The song relates directly to the storybook.
Short Film- I’m a worm-by A Forrest singer.
All about worms, a song about earthworm facts with a catchy tune. After the high fascination shown in worms this week, I believe the children will enjoy this as they learn characteristics about the worm. They don’t have arms, legs, eyes, bones or ears, I wriggle.
Reflection: The children enjoyed the catchy tune of the worms clip, and thoroughly enjoyed the sensual feeling when painting with spaghetti. The activity primarily thought of as being a different artistic medium for art turned completely into a sensory experience as children enjoyed putting their hands in the bowls, sliding the spaghetti through their fingers and using their hands to blend all the colours on their paper. I think this activity would be very different if repeated, but it was wonderful seeing them enjoy solely the texture as many discussions around worms and colour mixing were brought up.
Children enjoyed making the caterpillars so much so that they wanted to take them home straight away! Children enjoyed making really long caterpillars and snakes as they counted the chains.
Personal reflection- after being told that the task of symmetrical eyes was too hard for them and that they would need to draw a circle first, it was wonderful to test their limits. The children succeeded really well here, and only one child cut out two circles, leaving them with four eyes. Also only one child made hoops then attached them rather than linking them through. With a little guidance (extended learning) the children did a fantastic job learning new skills and terms.
Slippery Slimy Squiggly Spaghetti Worms
This sensory activity had children applying generalisations from one setting to another as they use the creative arts to express ideas and make meaning L, C
Blue Group enjoyed the opportunity for fun mess, digging their hands into the bowls of slimy worms (spaghetti) and transferring them to paper, creating patterns and lots of colour mixing with our primary colours, plus white.
This sensory activity had children applying generalisations from one setting to another as they use the creative arts to express ideas and make meaning L, C
Blue Group enjoyed the opportunity for fun mess, digging their hands into the bowls of slimy worms (spaghetti) and transferring them to paper, creating patterns and lots of colour mixing with our primary colours, plus white.
![Picture](/uploads/7/6/5/7/7657497/7234634.jpg?1383107951)
Voices from the Children:
“It’s slimy and cold!” “
"This is like a real worm!"
“It’s hard to pick up the noodles, they’re slippery”
“Squishy” “Wiggly”
“Squashy” “Gooey”
“Slimy” “Sticky”
“It feels tickly” “It feels like a worm” “Very VERY Gooey”
“I chopped a worm, normally when you chop a worm it still wiggles”
“It feels like slippery bubbles” “I’m washing my hands with soap”
“It’s smooth” “I can’t pick them up”
“I’ll rub my hands together and see what it makes..it makes pink!”
“I’m scratching the paper” “After a while they feel warm”
“It’s slimy and cold!” “
"This is like a real worm!"
“It’s hard to pick up the noodles, they’re slippery”
“Squishy” “Wiggly”
“Squashy” “Gooey”
“Slimy” “Sticky”
“It feels tickly” “It feels like a worm” “Very VERY Gooey”
“I chopped a worm, normally when you chop a worm it still wiggles”
“It feels like slippery bubbles” “I’m washing my hands with soap”
“It’s smooth” “I can’t pick them up”
“I’ll rub my hands together and see what it makes..it makes pink!”
“I’m scratching the paper” “After a while they feel warm”