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Movement Mind Map

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Sarah W

on 15 February 2014

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Transcript of Movement Mind Map

Movement Mind Map
Main Big Idea
Movement
as a BIG IDEA in a
Constructivist Curriculum Classroom
The purpose of this mind map, involving the inspiration of the big idea of
movement,
is to provide a resource for teachers and educators to visually see the connections between learning areas, big ideas, and curriculum expectations.
It also includes additional resources, including images and videos with possible experiences to sustain and extend experiences for young children.

"Capturing The Thoughts & Ideas In A True Constructivist Curriculum Classroom!"
Inspired by Darla Myers & Prekandksharing.blogspot.
The Arts
(Learning Area)
Mathematics
(Learning Area)
Science & Technology
(Learning Area)
Health & Physical
(Learning Area)
Legend
All of the circles found in this mind map are learning expectations from the FDK Document & Elect
All of these types of rectangles found throughout the mind map are additional related BIG IDEAS that are relevant to the experience.
All of these types of frames are connected to the actual experience that took place, which Prekandksharing.blogspot. documented on her blog.
The different coloured sticky notes are relevant learning areas, that are connected within a constructivist curriculum, which can be found in the FDK Document.
Colour was involved in this experience because the children used different colours of paint to observe the movement of the ball
Colour
Transformation
The big idea of transformation was used when the children observed the colours mixing and changing from the original colour.
Balance
Balance is another big idea because the children had to balance the materials in order to get the outcome that they wanted.
Angles
The children were also exploring the big idea of angles while exploring movement because of the different heights of each side.
Height
The big idea of height came into play because of the height of all the sides and the height of the children.
Distance
The distance of the movements are another big idea that the children were exploring throughout this experience.
Transformation
Transformation is also a big idea of science, that the children were exploring during the duration of this super sized experience.
Weight
Weight comes into play because the children had to lift and lower the materials, in order to get the result that they wanted.
Geometry
Geometry is found as another big idea in this experience because of the different shapes that were found throughout.
Motion
The motion of the ball, box, paint, bodies are another big idea that can fit into the learning area of science.
Movement
Movement is a big idea found within the learning area of science.
Force
Force is another big idea found in the science learning area that the children could have been exploring during their super sized experience.
Movement is a big idea found within the learning area of health and physical.
Movement
Balance
The children were require to use there balancing skills while using there bodies during the super sized experience.
Motion
The big idea of motion was also being explored, which can also fit into the learning area of health and physical.
Height/Weight
Height and weight were used throughout the learning opportunity while the children were lifting and lowering the materials and items involved.
References & Links Used
http://prekandksharing.blogspot.ca/2012/08/super-sized-learning.html?showComment=1346338471587
http://www.pinterest.com/pin/420875527648761196/
Best Start Expert Panel on Early Learning. (2007). A framework for Ontario early childhood settings.
Toronto, ON: Ministry of Children and Youth Services
Ministry of Education. (2010). The full-day early learning: Kindergarten Program. Toronto, ON: Queens Printer for Ontario.
Chaille, C. (2008). Constructivism Across the Curriculum in Early Childhood Classrooms: Big Ideas as Inspiration.
Boston, MA: Pearson Education, INC.
The frames that look like this are possible activities that could be used to extend and sustain this play.
Big Idea: Children make healthy choices & develop physical skills.
FDKD, 2010
Big Idea: Children are curious and connect prior knowledge to new contexts in order to understand the world around them.
FDKD, 2010
Big Idea: Young children have a conceptual understanding of mathematics and mathematical thinking and reasoning.
FDKD, 2010
Big Idea: Young Children have an innate openness to artistic experiences.
FDKD, 2010
During the super sized experience the children used art to explore and track the movements of the balls. They used red, blue and yellow paint, which ended up mixing together by the end of the opportunity.
During this super sized experience, the children in this classroom were exploring different properties of mathematics. They used distance, height, weight, angles, different amounts of items, measurement etc.
This experience appeared to be inspired by the big idea of movement. In addition to this the children also explored other parts of science including force, motions, and transformations.
In order to complete this learning opportunity the children had to be very physical and use their gross motor skills. The children needed to problem solve, collaborate with others, and coordinate their bodies.
Art for Kids: Wet Paint
Children's interests are on predicable, but if the children appear to be interested and still exploring the big idea of movement through paint, here is another experience that you could use as an invitation to extend their play in this area.
http://lessonslearntjournal.com/art-for-kids-wet-paint/
http://lessonslearntjournal.com/art-for-kids-wet-paint/
Movement with Ramps and Paint
A way to sustain and extend the children's learning past the large box painting would be to provide the children with ramps of different sizes and let them explore and investigate further.
http://prekandksharing.blogspot.ca/2012/08/super-sized-learning.html?showComment=1346338471587
http://prekandksharing.blogspot.ca/2012/08/super-sized-learning.html?showComment=1346338471587
Water Balloons Filled With Paint & Thrown From High Place
If the children seem to be still interested in the science big ideas of movement, force, or motion this is a great way to extend and sustain their play in this are.
http://www.science-sparks.com/2014/01/29/ideas-for-learning-about-forces/
http://www.housingaforest.com/compass-painting/
Compass Movement Painting
A great way to sustain and extend children's play in the mathematics learning area when children are investigating movement with colour is compass painting.
http://www.housingaforest.com/compass-painting/
http://www.pinterest.com/darlamyers/
During this learning experience the children were given the opportunity to enhance their "cognitive skills of inquiry while observing, collecting, interpreting, and discovering new information by mixing different colours together" (Best Start Expert Panel on Early Learning, 4.5, p. 65, 2007).
During this learning experience the children were given the chance to strengthen their "cognitive skills of measurement of length and height, weight, and time, while exploring and investigating with the super sized ball painting and the big idea of movement" (Best Start Expert Panel on Early Learning, 4.7, p. 66, 2007).
During this learning opportunity the children were given the chance to enhance their "cognitive skills of visually attending to things in their environment, focusing their observations on details, and increasing the time they spend observing" (Best Start Expert Panel Early Learning, 4.5, p. 53, 2007).
During this learning experience the children were given the opportunity to "enhance their gross motor physical skills while increasing their coordination, endurance, and arm strength while lifting and lowering the big oversized box" (Best Start Expert Panel on Early Learning, 5.2, p. 58, 2007).
During this learning experience the children were given the opportunity to enhance their "visual art skills of exploring a variety of tools, materials, and processes of their own choice, while investigating movement with paint" (FDKD, V2.1, p. 153 2010).
During this learning experience the children were given the chance to strengthen their "visual art skills of exploring different elements of design, such as line, while rolling the balls around the box" (FDKD, V2.2, p. 153, 2010).
During this learning experience the children were given the opportunity to enhance their "visual art skills of using problem-solving skills and their imagination to create visual art forms, while rolling the balls through the paint on the paper" (FDKD, V3.1, p. 154, 2010).
During this learning experience the children were given the chance to strengthen their "measurement skills of comparing objects to an appropriate measure, while rolling the balls along the different length edges" (FDKD, M2.1, p. 103, 2010).
During this learning experience the children were given the opportunity to enhance their "geometry skills of demonstrating an understanding of basic spatial relationships and movements, while rolling the balls around the box" (FDKD, G3.6, p. 108, 2010).
During this learning experience the children were given the chance to strengthen their "mathematics skills while using mathematics thinking and reasoning to understand the world around them" (FDKD, 2010).
During this learning experience the children were given the opportunity to enhance their "science and technology skills of asking questions about experiences and describing their own observations through representations, while exploring and investigating the materials" (FDKD, 1.1, p. 115, 2010).
During this learning experience the children were given the chance to enhance their "science and technology skills of stating problems and posing questions before and during investigating the provided materials" (FDKD, 2.1, p. 117, 2010).
During this learning experience the children were given the opportunity to strengthen their "science and technology skills of selecting and using materials to carry out their own explorations" (FDKD, 2.3, p. 119, 2010).
During this learning experience the children were given the opportunity to enhance their "health and physical skills of demonstrating persistence while engaging in activities that require the use of both large and small muscles, while using the large box and small balls" (FDKD, 2.2, p. 135, 2010).
During this learning experience the children were given the chance to strengthen their "health and physical skills of demonstrating strategies for engaging in cooperative play in a variety of experiences, while exploring and investigating the materials" (FDKD, 2.3, p. 135, 2010).
During this learning experience the children were given the opportunity to strengthen their "health and physical skills of beginning to demonstrate control of large muscles with and without equipment, while using the materials provided" (FDKD, 5.2, p. 3.2, 2010).
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