The Importance Of Modeling The Activity 3.1

* At the end of marching time, draw children's attention to the numbers 1, 2, 3, and 4 displayed in the classroom.

I try to make the activity as fun as possible in a way that evolves the teachers plan but also suits my teaching style and methods. I usually try to turn all activates whether it be numeracy, literacy or science into a group activity so each child

Another activity that I took part in was bubble painting. This was where I put paint in a tray and added water. Once this was mixed properly I got the children to use a straw and blow through it to make bubbles. Once the bubbles were there a piece of paper was placed over them to create a bubble effect picture. There were two different trays of which one was purple and the other one was orange. This is so that they were able to make their own choice on what colour they wanted to use.

When they were doing the activity I was watching them how to do the activity. Sometimes I asked them some questions to make sure that they understood completely. I observed all pupils in my group loved to play with the colourful shapes and they separated them in the right circle. This activity was very simple but through that the pupils can recognise the all type of shapes. When we finished Miss B suggested each group should check other group work and they should find if there is any mistake. While my group were checking other groups work I was with them and supported them with explaining more.

For the math activity, I chose an activity that came from China, it is called Five-Up Dominos. The children will use their math skills and practice addition and multiplication. For the science activity, the students will do an experiment called Save the Flag. This activity teaches students how to preserve certain material such as a countries flag. For the social studies activity, the children will make a garland of flags based on a country they research.

“Now, when I say go, take 15 seconds to silently and independently fill out this tens frame by

Before I explained what was happening are before they had started I asked each child to go get an apron and put it on , then I explained to each group of the five children that they had to do different types of flowers showing small ones and tall ones, I did an example for them by drawing a daffodil I started of by showing them the stem I drew it with the small skinny brush then I used the thicker brush for the petals of the flower, after showing the children an example they caught on to the activity and they enjoyed completing it when their picture was completed I then got them to place it on the drying rack and I called up the next group and completed this whole progress over again until each child had completed their activity.

The artifact I have chosen to attach to the discussion board was CE230 unit nine project. What I learned based on that assignment was how to develop creative activities for young children from the age of five and seven. After completing the different activities with the students in this project we had to show what were the student’s objective and what leaning experience where you trying to achieve and was it accomplished with this activity. Example after completing the activity you would indicated if the student was able to follow directions. You would observe if the child was able to correctly solve the problems and it the students showed interest in the game. I recalled when I was in grade school we played Math Bingo it was fun and educational.

Bridge to Prior Knowledge: Recite the numbers 0-10 from number chart as a class. Than have each student count independently on the number chart or tell you how many counting manipulatives they have.

Write your name on a small piece of paper and give it to your teacher.

The seventh activity I participated in was wearing green on October sixth to support mental health awareness. It was neat to see how many people participated. Making people more aware of mental health disorders is very important because some people truly do not understand them.

An area for improvement would be activity four, 'Monkey, who is the tallest of them all?' I struggled with measurement as a child and can understand how some activities can over complicate the main goal. Some of my resources could have been created with more thought. The animals I picked to put in height order are not necessarily their natural or expected height. For example, in my activity monkey is bigger than tiger; in real life, we know that tigers are much bigger animals than monkeys. Therefore, the activity is not realistic or personal to children, which could consequently confuse their conception of height. I struggled to think of a height activity that children in year one would comprehend and enjoy. Furthermore, I wanted to stimulate

For the seventh activity Amber said phrases such as “car on”, “push”, “want car”, and “beep-beep” and K.C repeated her. Amber continues to use positive reinforcement like she has done in previous activities, by saying “yay” and giving him a high five. The eighth activity was named crayons and paper, which consisted of K.C trying to trace his hand. At the beginning of the activity Amber asked K.C if he wanted to use a red crayon. K.C responded by repeating “happy” (which was something that was said earlier in the session), and he walks towards the door and runs behind the junior clinician. Amber redirects him by directing him to draw something different, which was a flower.

The activity ABC Hop came from some of the children that were playing in the gym. The alphabet carpet squares were new to the gym. Some of the children were bouncing on the balls that had the handles. I saw the carpet squares and said, “I wonder if we could find the letters of our name using the carpet squares?” The children began bouncing around and trying to find all the letters to spell their name. They were having so much fun, that I decided to make an activity using alphabet letters, bouncing balls with handles, and carpet squares.

The lesson that I got to observe was Math. Miss. Phillips started on the smartboard with naming shapes and then she asked four to five students to look around the classroom and find the shapes they were naming from the smartboard. One student found an oval and another student had found a square each student found what Miss. Phillips had asked them to find, then all the students had traced in the air with their finger what shapes Miss. Phillips called out. Now she plays the dice game, each number that it lands on the student writes down and then add each number on the dice. Example 2+5= 7 and then she ask the students to show the number on their hands. Miss. Phillips has some actives set up around the room for them to do Math centers, one table has AB Patterns table 2 has ABB patters then at table 3 has number writing 0-5 at the end of the lesson she had the students meet back at the ABC rug and then they played counting to 100 by singing and dancing, a