Fiona Pidgeon 657999X

Assessment 3 Assessment Folio

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Part A Teaching Resource
This teaching resource will be used to support the learning activity mentioned in Part
B (My Place, Your Place) and will be creating a shelter. The teaching resource will be small
models of different kinds of homes around the world, from Indigenous Australian shelters,
castles, three bedroom homes and mud huts. Children will then be allocated teams and will
be able to then choose and design a model shelter of their own, using natural materials such
as sticks, leaves and bark, man-made materials such as lego, stickytape, fabric and glue or
recycled materials such as cardboard, newspaper, toilet rolls or milk cartons. The children
will be provided a family (made from toilet rolls or other recycled materials) that they will
need to comfortably house in their shelter.
Firstly, materials will need to be collected and this can be done through a call out to
the general community of the school asking to bring in materials for the assignment. This
way, children will become curious about why they are collecting the materials. Some
materials, such as the sticky tape and glue, can be sourced from the school stationery shop
supplier. There will need to be enough materials for all children, so a rather large collection
will need to be made. Children can also be encouraged to collect resources when playing but
be mindful that the collection may be someones home ie stone housing a bug or worm.
These materials will need to be stored, so a secure location in the early learning centre
shed would be ideal. Then, when the students are undertaking the activity, the items can be
stored in plastic tubs for easy access by the children. It will be essential to ensure that there
are no unreasonable sharp bits (like thorns on sticks).

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The model houses will need to be created by the teacher in advance (photographs of
ideas included). These model houses will provide students with the foundation of ideas with
which they can then begin their creations. The toilet roll family, there will need to be a few
in production so that all the children can have a go at putting their family into the house.
Different kinds of families are needed, such as a mum, dad and two children or one dad and
three children, or one mum and one child and a pet.
Each home will need to have a strong base so that it can support the structure and
therefore, old tiles from construction or wood planks would be ideal for the project (ensuring
all sharp edges are removed). This will provide the opportunity for the houses to be passed
around and viewed by each of the children and be strong enough to withstand the handling by
little children.



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Images

House of sticks and string < http://bit.ly/1wUsoFU>

House of cardboard < http://bit.ly/1wUsoFU>


House of sticks and stones < http://bit.ly/1wUsoFU>

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Child selecting material < http://bit.ly/1AYKrIC>


Toilet roll family < http://bit.ly/1uaywJ4>



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References
Images

A Mothers Ramblings. (2011). Toilet Roll Family [Photograph]. Retrieved from
http://2.bp.blogspot.com/-
hgRxrW1TTBU/Tii49OCzdRI/AAAAAAAAFTg/VkuPlqKfaAI/s400/Family+Fun+T
oilet+Roll+People+%25284%2529.JPG
Cachey Mamas World of Learning. (n.d.) Child selecting material [Photograph].
Retrieved from http://preschoolteacher81.blogspot.com.au/2012/01/fingers-toes-and-
homes-around-world.html
Te Totara Times. (2014). House of cardboard [Photograph]. Retrieved from
http://4.bp.blogspot.com/-
Aa33JQqshuA/VBo7sSH9qaI/AAAAAAAAARo/3K2RpXh-
d6g/s1600/P1040751.JPG
Te Totara Times. (2014). House of sticks and stone [Photograph]. Retrieved from
http://4.bp.blogspot.com/-
Aa33JQqshuA/VBo7sSH9qaI/AAAAAAAAARo/3K2RpXh-
d6g/s1600/P1040751.JPG
Te Totara Times. (2014). House of sticks and string [Photograph]. Retrieved from
http://4.bp.blogspot.com/-
Aa33JQqshuA/VBo7sSH9qaI/AAAAAAAAARo/3K2RpXh-
d6g/s1600/P1040751.JPG
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Learning Plan (Early Childhood)
Topic: Shelter (Homes around the world) Date:
Monday 8
October
Age group: 4-5
Title of experience: My place, your place
Links to the Early Years
Learning Framework:
Outcome 4:
Children are Confident and Involved Learners
Content/concepts
being explored:
Children resource their own learning through
connecting with people, place, technologies
and natural and processed materials
Outcome 2:
Children are Connected with and Contribute to their
World

Children develop a sense of belonging to
groups and communities and an
understanding of the reciprocal rights and
responsibilities necessary for active
community participation
Children respond to diversity with respect
Children become socially responsible and
show respect for the environment

Rationale:

This term the children are thinking about their own homes and of others around the world. This extends the childrens thinking about their own environment
and look at what their own needs are and compare them to the needs of others. Education for Sustainability (EfS) is met through the four key concepts;
ecological, social, economic and political sustainability (Department of Environment and Heritage [DEH], 2005).

Child/childrens background knowledge:

The children have understanding that most people and animals have some form of shelter. The children have discussed why it is important to have a home,
whats in their homes and looked at different homes in the neighbourhood.

Learning objectives:
The children will learn about houses around the world by comparing houses, materials and environments and during the course of the lesson build a shelter
that uses various kinds of materials.

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Teacher focus/intentionality:

Teaching strategies include:

Brainstorming ideas about houses and environments.
Use a Venn diagram to compare differences (CEOWA, 2014).
Encouraging the children to lead the discussions eg Thats a good thought [Childs Name].
Use decision-making skills by providing a range of materials for the children to build shelters.


Environment and resources:

Resources for this activity include:
Photographs of houses around the globe
Materials to build shelters eg sticks, stones, recycled, non-recyclable
Cleared mat area indoors for discussion
TV/Computer to review photos
Whiteboard
Activity tables


Assessment strategies:

Use reflective questions to look at what they did, what did they learn, how do they feel, why they felt like that, and how they will apply the learnings
when building their own shelter? (CEOWA, 2014)
Working with each of the groups as they build the shelters, observe, note and take photos for portfolio plans.



Stage

Approx.

Pre-service teachers actions

Child actions/tasks

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Stage 1
Introduction

10:00
10:05
Prepare PC for the photographs to run on the TV.
Various materials ready for show for children to
handle and discuss.
Whitboard ready for Venn Diagram to record
differences and similarities.



Children sitting on the mat ready for discussion.



Stage 2
Main body

10:05
10:30
Discussion will commence about housing. Focus
discussion about the environment, what materials
they are made from, where those materials might
come from and what happens they are removed
from natural environments (DEH, 2005).
Discuss different locations of homes, by the sea, on
a river, in a mountain range, hot or cool climates and
what plants and animals are in the environment
(biology) (Feez, 2010).
Discuss how people engage with the community,
valuing diversity, look after nature and the built
environments, use sustainable natural resources and
consider future generation use, how it is important to
build in the right location and to look after one
another as well as looking after the environment.
(DSEWCP, 2011)
Where are the homes?
What are the houses built from?
What do the pictures tell us about people's
lifestyles?)
Children to join in the discussion and share their thoughts about
the homes, the environment and what it means to look after
each other and the environment.

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Stage 3:
Conclusion

10:50- 11.30 Build a shelter using various kinds of materials eg
natural, man-made, recyclable.
Teacher to help with cleaning up of materials. Take
photos of children constructing shelters. Record
observations for inclusion in portfolios.

Introduce next topic.

Children to think about who lives in the homes. Where it will be
located. What materials are best for that location.

Clean up materials.

Discuss shelter with all of class.




Evaluation and self reflection:

This exercise could have had less talking by the teacher and more interaction by the children to ensure that the learning was student-led rather than teacher
led. The children could also have explored the early learning centre to determine what it was made of, what it is in and how important the materials that were
chosen were. This could be tied to other ideas, such as how to make the area more sustainable for future use.



Follow-up:
Lessons 1 5 (excluding 3)
1: Our homes
Importance of a home, explore goods, services and technologies.
2: Homes in our neighbourhood
Investigate different kinds of housing in the local area, Australia and globally.
4: Helping children feel at home
Learn about refugee children in an orphanage.
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5: We all need a home
Reflect on what they have learned.



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Lesson Plan (Primary)
Lesson title: Tale of a Tree Date: Monday 29 Sept Year level: Foundation
Topic: Environment Duration of lesson: 2 1/2 hours
Links to the
Australian
Curriculum:

Learning areas Strands & sub-strands Content descriptors
Science Understanding Biological sciences Living things have basic needs, including food and water
(ACARA, n.d.)
Science as a Human
Endeavour
Nature and development of science Science involves exploring and observing the world using the
senses (ACARA, n.d.)
Science Inquiry Skills Processing and analysing data and
information
Engage in discussions about observations and use methods
such as drawing to represent ideas (ACARA, n.d.)
Sustainability Organising ideas OI.2 All life forms, including human life, are connected through
ecosystems on which they depend for their wellbeing and
survival.
Sustainability Futures OI.7 Actions for a more sustainable future reflect values of care,
respect and responsibility, and require us to explore and
understand environments.

Students background knowledge:

Children are aware of trees, environment, shelters. From the Early
Years Learning Framework, children have shown respect for the
environment and have modelled respect, care and appreciation for the
natural environment (DEEWR, 2009).
Teacher focus:

Modelling and discussion.
Provide resources, time for discussion and exploration of ideas.
Ask questions to continually monitor childrens understanding and progress and
provide immediate feedback (ESA, n.d.)

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Learning objectives:

The children will be looking at the properties of trees, how it moves and
the lifecycle by using their senses and identifying a tree in the
playground during the lesson which will provide them the skills and
knowledge to care for living things.
Learning environment and resources:

Activity to be outdoors, measuring devices (ropes, arms, tapes), stories, paper, pens,
pencils.
Assessment strategies:

Teacher observation records
Student journal or short summary / reflective writing
Include photographs in Portfolio folder (real or digital)

Stage of lesson Approx.
time
Pre-service teachers actions Student actions/tasks


Stage 1
Introduction


10:00am

10:10am
Gather children to mat and talk about the importance of
trees, what are the features of trees. Discuss the
activity of finding a tree, measuring and investigating
important facts.

Children to choose a tree together.
What do you like about the tree?


Children to listen, answer and ask questions and choose a tree.

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Stage 2
Body of lesson


10:10am

12:00pm
Measure the tree using various different tools (rope,
tape measures and arms).

Investigate what type of tree it is and find out what type
of environment the tree likes.

Investigate how old the tree might be.

Collect leaves and twigs from the tree in all seasons.
Look at what life cycles are supported by the tree.

Investigate the importance of trees, how to look after
trees.

What do you know about trees?
If we didnt have any trees, what would happen?
Why do people cut down trees?
How can we look after trees for the future population?

Teacher will be asking questions and providing
answers, assisting with research and reading,
supporting children who require extra assistance.

Children to use various types of measuring tools and record findings on
chart.

Children to use library and computer to find what out what tree it is,
where it lives and how to determine the age.



Children create images from the leaves and twigs and discuss what
lives under the leaves and twigs.

Children to investigate why trees exist (oxygen, shade, shelter), how to
look after them (water, food, forests, conservation).


Stage 3:
Conclusion

13:00
13:30

Undertake a role play as a tree.


Display pictures of artwork and children to introduce
picture and discuss picture.

Place artwork in portfolio folder with photos and
description of what children have created.

Ask children questions about facts they have
discovered from investigations.

Take photographs of children undertaking role play and
during discussion.
Children to stand in classroom and act like trees, when wind blows,
move, drop leaves, drink water.

Children to listen to speaker, ask questions, participate in discussion.


Children place artwork in folder.



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Evaluation and self reflection of the lesson:
This lesson gave the opportunity for nature to be the third teacher and reconnect with the outside (Littledyke & McCrea, 2009). The children were exposed to a
natural cycle of the tree (biocentric) rather than the human-centred approach (anthropocentric). This provides a link between EfS and forming habits of mind
(Littledyke & McCrea, 2009). The children also had an opportunity to understand the world from the perspective of the tree as they undertook a role play, they
interacted and explored the spaces as well which provides meaning and context (Hallett Cove Preschool, 2014).


Follow up:
As a follow up, the children could assist with planting trees in the local area or growing seedlings for planting. Investigate opportunities through Trees for Life
(www.treesforlife.org.au).


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References

Australian Curriculum, Assessment and Reporting Authority [ACARA]. (n.d.). F-10
Curriculum. Science. Retrieved from
http://www.australiancurriculum.edu.au/science/Curriculum/F-
10?y=F&y=1&y=2&s=SU&s=HE&s=IS&layout=1

Catholic Education Office of Western Australia (CEOWA). (2014). Teaching and Learning
Strategies. Retrieved from
http://www.ceo.wa.edu.au/home/harris.joanne/Tried_and_Tested/SDERA_Teaching_
and_learning_strategies.pdf

Department of Education, Employment and Workplace Relations. (2009). Early years
learning framework. Retrieved from http://files.acecqa.gov.au/files/National-Quality-
Framework-Resources-
Kit/belonging_being_and_becoming_the_early_years_learning_framework_for_austr
alia.pdf

Department of Environment and Heritage [DEH]. (2005). Educating for a sustainable future:
A National environmental education statement for Australian schools. Retrieved from
Melbourne: Curriculum Corporation
http://www.environment.gov.au/resource/educating-sustainable-future-national-
environmental-education-statement-australian-schools

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Department of Foreign Affairs and Trade. (2012). Global Education. Teaching activities.
My place, your place. Retrieved from http://www.globaleducation.edu.au/teaching-
activity/my-place,-your-place.html
Department Of Sustainability, Environment, Water, Population and Communities
[DSEWPC]. (2011). Sustainable Australia Sustainable Communities:
An Overview. Retrieved from
http://www.environment.gov.au/system/files/resources/6944262c-e3de-4b70-9e09-
e3e75668ce63/files/population-strategy-overview.pdf

Education Services Australia [ESA]. (n.d.). Explicit Teaching. Retrieved from
http://www.teachingacenglish.edu.au/explicit-teaching/overview/explict-
overview.html

Feez, S. (2010). Montessori and Early Childhood : A guide for Students. Los Angeles :
SAGE.

Hallett Cove Preschool. (2014). Retrieved from http://www.halletpre.sa.edu.au/

Littledyke, M., & McCrea, N. (2009). Starting sustainability early: young children exploring
people and places. In M. Littledyke, N. Taylor & C. Eames (Eds.), Education for
sustainability in the primary curriculum: A guide for teachers (pp. 39- 53). South
Yarra: Palgrave Macmillan.

Trees for Life. (2014). Volunteer. Retrieved from http://www.treesforlife.org.au/volunteer