Marshmallow Observation

Presentation: How will the teacher present the experience? The teacher would have to give instructions and help the children color the marshmallow and sort them according to their size. Then after several attempts the teacher will become part of the group

Lastly it would be important for me to make sure children can use the materials and resources on their own to encourage independence but also ensure the items can be used in a group. This will encourage children to collaborate

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

Inspire the children to create! Read The Dot or Ish by Peter H. Reynolds to them. Show them pictures of relief prints that might peak their interest. Draw inspiration from the outdoor: explore the colours, flowers, bugs, birds, and bees of springtime, basks in the gloomy colours of rain or the bright whiteness of the snow. Present them with actual articles to look at, like flowers, leaves, branches, fruit, and vegetables. I suggest demonstrating the final step of the activity to get the children excited, as pulling the paper away to reveal a print seems to be the most appealing for young children.

Example – Interactive poster presentation of the Food Pyramid. After an explanation of the poster and each food category, allow students to place pictures of foods on the correct spot on the pyramid. Also, have the class analyze what a child had for lunch by putting names of foods on the poster and discussing what food group still needs to be eaten throughout day.

How the preschoolers used their attention and the way the marshmallow was presented to them greatly changed the results. If they thought about or stared the marshmallow how long they would delay would drastically go down, on the other hand if they thought about something else or did something to distract themselves they delayed much longer.

I have planned and chosen the curriculum links aligned with the activity and the outcome. I have carefully planned the resources/ materials required for the experiment, including plain flour, soft icing mixture and corn flour, water and food colouring. I believe that children would be engaged and motivated in the experiment, as they observe my demonstration and the curiosity to find out the mysterious mixture. Next time, I would ask students to bring a list of items from their kitchen pantry, and to use one of them as an additional mixture, as they will be interested in trying out a mixture of their choic, such as whole meal (wheat, flour), and rice flour. Next time, I would ensure that the lesion is timed well.

An activity could be created with just a simple resource such as a sack bag which could be given to each individual in the class in order for them to be participate in the activity. An example of a suitable activity for a stage 2 year 3 class is the game called ‘race in the sack’. Within the setup of this activity it is required for it to be played in a wide open area, the students are then to be divided into as many teams as you like. In the use of another resource of a marker or a cone we will need to designate a turning point for the students. The rule for this activity is that children are going to incorporate the skill of ‘jumping’ within this physical activity called vigorous which is defined to be where children’s heart rate increases significantly through their actions e.g. “brisk walking, running, jumping

I will teach the children the importance of colors and shapes. I will tell and show the children the flannel board that I made. Then I will ask the children to help me identify the shapes and colors. Everyone in the classroom will have a turn to come up and help me identify the shapes and colors.

Every day after school you have to get them from the elementary, and take them to their house. The kids are always rambunctious and always making themselves laugh. When the kids get home they are hungry and wanting food.So ask, “What do you want to eat?”. They never know. So while you guess and try to read their minds, make mac and cheese. Of course, it's not what they wanted so make hamburger helper. They eat that while you work on homework.

Fruit counters are developmentally appropriate for three to five year old child because they have excellent detail and rich colors (Early Childhood Catalog, 2016).

After reading our book, (End of the Rainbow Fruit Salad) I can passed around a few of the fruits that is mentioned in the book… I can apply cooking activities with the children once a month this will be a great way of learning new words and promoting literacy.

One of the lesson activities presented at the workshop that caught my attention, was one called cookie excavation. Cookie Excavation take 30 to 45 minutes to do and it’s about the excavation process. I would implement this lesson into an elementary setting by making it into a Mathematics lesson on plotting utilizing M&M cookies. On a number chart, the students can replicate the cookie and on another chart plot the location, using an x and y axis, of the M&M’s and chocolate chips. This will help students with plotting, coordinates, and help them become familiar with charts.

Believe it or not, allowing kids to apply numbers in practical ways in their life can aide them in understanding mathematics for life. An easy way to assist kids in this is to lay out ingredients in bowls, this way the excess can be easily contained and put away. Discuss with your child the comparisons between tsp, tbsp, and a cup. Do you own a digital scale? This can be even more fun! Allow them to measure ingredients by the cup and then try it in ounces for fun. Does one cup of flour weigh as much as one cup of water?

Information about one child or a group of children can be recorded using the checklist or pre-coded