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Curriculum Plan and Facilitation Assignment  

Group Members Chase Mooder Timolin Irwin Linh Nguyen Jasmine Korhey 

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#Jabril is sitting in the block centre exploring  the pattern blocks. He pours them onto the carpet and  then puts them back into the bin. After a little while, Jabril begins  stacking other blocks into towers,  being careful to stack like shapes together. As he plays, Jabril says "this is a tower of squares,  and this is a tower of rectangles. The tower of squares is the tallest. 

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An indicator that Jabril was demonstrating  math behaviours was through his shape identification,  specification and determining  the square tower was the tallest. Another indicator of math skill being  demonstrated is by stacking the shapes together. An indicator of math skill was when Jabril was pouring  the blocks out and putting it back in the bin.  Jabril demonstrated Literacy skills when he was talking  about what he was building. "This is a tower of squares,  and this is a tower of rectangles. The tower of squares is the tallest." He was using math vocabulary to describe what he made.     

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KINDERGARTEN PROGRAM DOCUMENT(OVERALL EXPECTATION) 

 17. States "describe, sort, classify,build, and compare  two dimensional shapes and three-dimensional figures,  and describe the location and  movement of objects through investigation. (Ontario Ministry of Education, 2016, pg. 182)  We believe this is the most compatible overall expectation based  on our observations because skills such as shape identification and  specification were showcased  as well as building with the shapes and  the end result was comparing  the heights of the two buildings.    

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17.1 explore, sort, and compare the attributes (e.g.,  reflective symmetry) and  the properties (e.g., number of faces) of traditional and  non-traditional two-dimensional shapes and  three-dimensional figures (e.g.,  when sorting and comparing a variety of triangles:  notice similarities in number of sides,  differences in side lengths,  sizes of angles, sizes of the triangles themselves;  see smaller triangles in a larger triangle. (Ontario Ministry of Education, 2016, pg. 230)  We believe this is the most closely specific expectation because after Jabril stacking  the blocks together, he could identify  the shapes of the blocks by saying  "this is a tower of squares,  and this is a tower of rectangles. The tower of squares is the tallest.". He also noticed the square tower is the tallest one.  

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Photo by RhondaK Native Florida Folk Artist on Unsplash

Building the number activity  During this activity, students will see  a set of pictures with the listed  magna tiles needed to construct  it and will follow the patterns by connecting  the listed numbers on the magnatiles next to the proper number. The goal of this learning activity is  for the students to connect  the numbered magna tiles together in proper numerological form to help  promote counting and critical thinking and  also to build the examples successfully and creatively  

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Examples of the "Building the number" activity  

https://www.google.com/search?q=numbers%20print%20cards%20for%20magna%20tiles%20separate&tbm=isch&hl=vi&tbs=rimg:CbfntDrHy7ReYR9XFDCcmpo0&sa=X&ved=0CB8QuIIBahcKEwjQp4i81P7uAhUAAAAAHQAAAAAQBw&biw=1435&bih=669#imgrc=xMkfYckZxpTVJM 

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This activity will be displayed  on a large round table with the pictures of the creations  on a display chart,  which will be right in front of them and  the magnatiles in a pile . This is  when the students arrive  at the play centre they are  able to sort through the magnatiles with all of the space they would need  and can start to lay out the numbers they recognize  or don't. It is important the play experience is  set up with enough space for the children to brainstorm  and communicate amongst each other to figure  out the correct pattern. Ideally this table would also be  close to a window for natural light. This tends to keep children focused  at their learning centre as it's  bright from the natural light rather than dull. 

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The activity can be set after or before math lessons,  so children have a better understanding regarding  numbers and shapes or during play when children enter the center in the morning,  so they are all fresh minded and  ready to learn and play 

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If a child has difficulties finishing  a project, the teacher may help  to provide suggestions or  partial ideas without answering.  This can be done in the form of questions that would allow  the child to think. For instance: asking, What number are you working on? Where do you think the next piece should go? When children finish a project or  task, the teacher can praise them by saying "Good job!" or place their work on the board. It can support the children by improving  their sense of self-competence and confidence.  

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The teacher can use body language or  signs to remind or redirect  the children without calling them out. For instance, during the time children are  at the play centre and are having trouble sharing  the magnatiles, an educator can point  to another stack of magnatiles or  add more to the play centre. Sending messages to children through body language is  a good way teachers can show  their respect to children,  when they feel that they are being  respected by adults, they are  more likely to behave in a respectful way to others. Furthermore, the educator can model  behaviours for children by getting  involved in the activity with them.    

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Ontario Ministry of Education. (2016). The Kindergarten Program https://www.google.com/search?q=numbers%20print%20cards%20for%20magna%20tiles%20separate&tbm=isch&hl=vi&tbs=rimg:CbfntDrHy7ReYR9XFDCcmpo0&sa=X&ved=0CB8QuIIBahcKEwjQp4i81P7uAhUAAAAAHQAAAAAQBw&biw=1435&bih=669#imgrc=xMkfYckZxpTVJM  

Curriculum Plan and Facilitation Assignment

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