Loading presentation...

Present Remotely

Send the link below via email or IM


Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.



No description

Kate Guerin

on 8 June 2016

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Dinosaurs!

The aim of this curriculum plan is to provide
children at a four year old sessional kindergarten
with a dinosaurs creative world to explore and enjoy.
I chose the theme of dinosaurs because when I was on
placement I noticed a tent was set up inside, with a collection
of dinosaur toys and natural materials inside for the children to play with, and I wondered how I could take this theme further to really submerse the children in a dinosaurs creative world.

The Dinosaur theme would run over several session, probably for a period of two to four weeks, depending on how engaged the children are with the materials.

Following are several different creative arts activities to captivate the children's imagination and assist them to investigate the world of dinosaurs, and also to express their learning and discoveries.

The different activities would be set up in different areas of
the classroom, and children could return to the same
activities as many times as they liked, in order to
build on and consolidate their learning
around the topic.
Dino Dance
The "Dino Dance" is a fun song for children to sing and dance to. The song has simple actions that go with the words, and is another way the children could explore some of the ways dinosaurs might have moved. This song would then be performed to the children's parents and carers at the conclusion of the unit, to celebrate the children's learning and discovery of dinosaurs.

This activity includes art forms of drama, music and dance, but also has cross-curricular links to literacy and extends the children's gross motor skills.

EYLF Learning Outcome 3: Children take increasing responsibility for their own health and wellbeing.
(Australian Government Department of Education, Employment and Workplace Relations, 2009)

VEYLDF Practice Principle 1: Family centred practise. Provide feedback to families on their children's learning.
(State Government of Victoria: Department of Education and Early Childhood Development, 2011)
Introducing the theme
To introduce the children to the dinosaur theme, I will start by reading them the story "
Saturday Night at the Dinosaur Stop
" by Carol Diggery Shields.

This story is a great introduction to different types of dinosaurs, and talks about the way that dinosaur might move (and groove!). The book also refers to the dinosaurs going to sleep at the beginning of the cenozoic era, which could open up a discussion with the children about dinosaurs becoming extinct.

EYLF Outcome 4: Children are confident and involved learners.
EYLY Outcome 5: Children are effective communicators.
(Australian Government Department of Education, Employment and Workplace Relations, 2009)

The reading of this story also supports literacy education, in particular by introducing new vocabulary to the children, and by engaging in modeling of reading aloud.
Moving & roaring like dinosaurs
As a group or mat time activity, some background rainforest sounds would be played and the children would be encouraged to move around like dinosaurs. This activity would be guided at the beginning by talking about some different types of dinosaurs, and explaining how they moved differently. The children would engage in role play and explore different movements such as flying like a pterodactyl, walking slowly and low to the ground like a triceratops, stretching long necks up high to reach for leaves like an apatosaurus, or stomping like a tyrannosaurus. The children would also have the opportunity to use their voices and make dinosaur sounds. This might include low moaning or loud roaring!

EYLF Learning Outcome: 4: Children resource their own learning through connecting with people, place, technologies and natural & processed materials.
(Australian Government Department of Education, Employment and Workplace Relations, 2009)

VEYLDF Practice Principle 6: Integrated teaching and learning approaches
(State Government of Victoria: Department of Education and Early Childhood Development, 2011)

Dinosaur Fossils
The children would help an educator to make fossil clay, a form
of playdough which includes sand and coffee grains to make the
dough appear and feel more like dirt. After the dough was made, each
child would be able to make dinosaur fossils by pressing small plastic dinosaurs into the clay. This activity would be supported by discussion about what has happened to the dinosaurs, and how we know they existed due to the discovery of bones and fossils. When finished, the dinosaur fossils would be baked so that they harden, these fossils will later be used in the Dinosaur Expedition!
Dinosaur skin painting
Using small foam rollers, the children would apply paint to different sized bubble wrap. They would then place paper onto the bubble wrap to create a print which would look like dinosaur skin.

Conversations could revolve around what colours dinosaur were, and what their skin might have felt like.

EYLF Learning Outcome 4: Children transfer and adapt what they have learned from one context to another, and children resource their own learning through connecting with people, place, technologies and natural and processed materials.
(Australian Government Department of Education, Employment and Workplace Relations, 2009)
dinosaur footprints
Using toy plastic dinosaurs, a painting area would be set up for the children to dip the
dinosaurs feet into paint to create footprints on paper. This could be an individual activity,
or the children may like to create artworks in pairs. In this way, the children could create a
story with the footprints, and see how the dinosaurs interact. For example one might be chasing the other. When my daughters participated in the activity, I asked them to describe their collaborative artwork, "there is a swamp in the middle where the dinosaurs were playing, and the footprints are from when all the dinosaurs left the swamp".

EYLF Learning Outcome 1: Children have a strong sense of identity
EYLF Learning Outcome 4: Children develop a range of skills and processes such as problem solving,inquiry, experimentation, hypothesising, researching and investigating
(Australian Government Department of Education, Employment and Workplace Relations, 2009)
dinosaur habitat
To extend on the dinosaur skin paintings, the children could return to their paintings once they are dry, and draw an outline of a dinosaur on top of the skin. They could also add to the artwork by incorporating some tissue paper or other materials to put the dinosaur into its habitat. The children would be asked to talk about their artworks, so that they can begin to articulate some of the things they have learned.

These artworks would be displayed in a gallery format, along with each child's description of their artwork, for the children to share their learning with the peers, parents and carers.

EYLF Learning Outcome 5: Children are effective communicators.
(Australian Government Department of Education, Employment and Workplace Relations, 2009)

VEYLDF Practice Principle 1: Family centred practice. Provide feedback to families on their children's learning and create a welcoming and culturally inclusive environment where all families are encouraged
to participate in and contribute to children’s learning and development experiences.
(State Government of Victoria: Department of Education and Early Childhood Development, 2011)
diverse learners
This curriculum plan has endeavoured to be inclusive in all the activities presented. Children will be encouraged to participate and produce artworks to the best of their ability.

As explained by Karaolis (2013) the sense of touch can be a preferred way for children with sensory sensitivities and severe disabilities to learn and explore new ideas. For this reason, several sensory activities have been included in this curriculum plan. Making fossil dough and fossils and the dinosaur habitat are exmples of sensory play.

Karaolis (2013) also identifies that drama activities can help students with diversities to engage in group activities. The rainforest sounds and the dinosaur expedition activities could facilitate this. And also the Dino Dance performance at the conclusion of the unit would also be inclusive of all students.

The above activities are examples where by all abilities are able to participate in the activity, but further to this, in particular the group activities mentioned, will help all children in the class become accepting of and embrace all diversities within the group (EYLF Learning Outcome 2: Children respond to diversity with respect).
I would like to acknowledge the assistance of my three children, Harper, Archie and Stella, in creating the wonderful artworks and begrudgingly participating in the Dino Dance for this assignment. And a special mention to Baxter, the labradoodle, for his poorly timed cameo in the Dino Dance video!
Dinosaur Expedition!
With some reserved fossil dough, the educator will make some dinosaur eggs with a hidden small dinosaur inside. These need to be baked in the oven or left outside for a few days to harden along with the dinosaur fossils, but they must be kept secret so the children do not see what is inside! Once dry, these eggs need to be hidden in the outdoor area of the kindergarten, along with the fossils that have been made by the children. The children will then participate in a group activity, a dinosaur egg hunt! As a group we will walk around looking for dinosaur eggs and fossils, and collect them in a basket. The children can role play what it might be like to be an archaeologist or paelaeoentologist. Once all the eggs and fossils have been collected, the children can take them to a discovery station where they can crack open the eggs to see what might be inside. The children would use tools such as hammers, chisels and brushes to delicately reveal the dinosaurs inside.

This activity will enable the children to role play a job they may not have come across before. It also has links to mathematics with the children able to count the number of eggs and fossils they collect, and divide them into two categories.

EYLF Learning Outcome 2: Children are connected with and contribute to their world and children show respect for their environment.
EYLF Learning Outcome 4: Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity
(Australian Government Department of Education, Employment and Workplace Relations, 2009)
Australian Curriculum and Assessment Reporting Authority. (2014).
Foundation to Year 10 Curriculum: The Arts
. Retrieved from www.australiancurriculum.edu.au/the-arts/general-capabilities

Australian Government Department of Education, Employment and Workplace Relations, (2009).
Belonging, Being & Becoming; The early years learning framework for Australia
. Commonwealth of Australia: Barton, ACT.

Bryant, L. & Gallen, S. (2003). Pedagogical documentation in the arts. In S. Wright (Ed.),
Children, meaning-making and the arts
(pp. 193-215). Frenchs Forest, NSW: Pearson Education Australia.

Diggery-Shields, C. (2008).
Saturday night at the dinosaur stomp
. Walker Books Ltd: London, UK.

Karaolis, O. (2013). Playing, the arts and children with special needs. In R. Ewing (Ed.),
Creative arts in the lives of young children: play, imagination and learning
(pp. 129-139). Camberwell, VIC: ACER Press.

State Government of Victoria: Department of Education and Early Childhood Development, (2011).
Victorian early years learning and development framework.
State of Victoria; East Melbourne, VIC
I have chosen these activities to help the children explore the following questions...

What did dinosaurs look like?

How did dinosaurs move?

Where did dinosaurs live?

What happened to dinosaurs?
EYLF Learning Outcome 1: Children developing their emerging autonomy.
EYLF Learning Outcome 4: Children are confident and involved learners.
(Australian Government Department of Education, Employment and Workplace Relations, 2009)

This activity also has cross curricular links to science, with the introduction of fossils. And to cooking, when the children engage in making of the dough they are measuring ingredients, mixing, and kneeding the dough.
Gallery display
To help the children explore a dinosaur's environment, a dinosaur habitat would be set up in one area of the room. The habitat would include small plastic dinosaurs for the children to manipulate, and the environment would include different sensory items for the children to interact with. There might be rocks, water, vegetation and mud. Children could role play with the dinosaurs either alone, or in small groups where different children would take on the role of different dinosaurs.

EYLF Learning Outcome 1: Children develop knowledgeable and confident self identities and learn to interact in relation to others with care, empathy and respect.
(Australian Government Department of Education, Employment and Workplace Relations, 2009)
N.B. these images were sourced from Pintrest
As there is no right or wrong way to produce art,
assessment would consist of conversations with the children,
and observations of them engaging with the activities. Have they
increased their knowledge on the topic of dinosaurs? What other
learnings have come out of the activities? For example, did they learn about mixing paints in the dinosaur skin activity, were they able to demonstrate how different dinosaurs might move? Did they engage in collaboration with their peers in a thoughtful and respectful manner? These are some of the questions I would keep in mind when talking to and observing the children interacting with this creative world.

Bryant and Gallen (2003), suggest that pedagogical documentation can assist early years educators to move beyond traditional forms of assessment in the arts. Therefore, I would use pedagogical documentation to support my assessment of the children’s learning in this creative world. This would be a compilation of photographs of the children engaging with the creative world, written observations of the children made by me, and documenting conversations had between myself and the children, or between the children themselves. The pedagogical documentation
is an important tool to communicate ideas around the
learning the children have experienced, and also to
reflect on my own learning as an educator.
EDF 1031: Assignment 2

Kate Guerin
Student No: 18125832
Stella says
"My dinosaur has a long tail and a fat body. I drew spikes on it's back. And here is a big tree in the jungle"
"It is a dinosaur with a long neck, hiding in the jungle, it is hiding from a Tyrannosaurus Rex!",
During the peer review of my assignment, I did not receive a lot of feedback. Some of the feedback I did receive was spelling and grammar errors, which I have corrected. I also received some feedback that I should add some more detail to the assignment regarding cross-curriculum links, and general capabilities, so I added a paragraph to this better cover this.

One peer noted that I had not included a justification as to why I chose the dinosaurs theme as my creative world, therefore I added this information to the beginning of the presentation.

It was also suggested that I should number my activities, for example Activity 1, Activity 2 etc. instead of naming them. I have decided not to do this, as I feel the creative world does not need to be explored in any order. And as the children are free to engage in the activities whenever they like, and as many times as the like I did not want to number the activities sequentially.

We discussed, at length, some ways to include assessment into this curriculum plan, as I found this the most difficult part of the assignment to get my head around. Following the peer review I was able to expand somewhat on my assessment ideas.
Cross-curricular links and General capabilities
There are many cross-curricular links within this curriculum plan. The fossil dough activity has links to mathematics, cooking and science. Engaging in role-play, describing their artworks, and listening to the picture book all help children to develop their literacy capabilities, in particular their oral language skills.

Critical and creative thinking is one of the general capabilities outlined in the Australian Curriculum which states that “In the Arts, critical and creative thinking is integral to making and responding to artworks” (Australian Curriculum and Assessment Reporting Authority [ACARA], 2014). The two painting activities in this curriculum plan give children the opportunity to use their imaginations, explore ideas and describe their artworks. The dinosaur expedition and the rainforest movement activity also gives children the opportunity to creatively express their ideas and thoughts about the topic in other art-forms. These processes all help to develop the creative and critical thinking skills of the children.
Full transcript