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Curriculum Plan
Curriculum Plan
Curriculum Plan
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Curriculum Plan
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ECE 302
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Winter 2016
Julie Modson
E00825442
Philosophy of Teaching
I have always wanted to work with young children since I can remember. I believe that an early
education teachers role is to be a strong, positive and nurturing person that helps children lead
themselves through play, as well as teacher assisted to go into deeper thinking. I hope that I am able to
make the children in my classroom strive to become the best that they can. Going along with the
constructivist theory by theorists such as Piaget, Montessori, and Vygotsky, children learn the best
through playing by visiting various age appropriate centers where children are learning what matters to
them as well as social skills with peers/teachers.
A child's greatest achievements are possible in play, achievements that tomorrow will become
her basic level of real action and morality Lev Vygotsky, Mind in Society.
Play can be structured where children are focusing on specific outcomes, where children are
free to follow whatever ideas come to mind to create independence and self-esteem. Though play in
my classroom I hope to incorporate various aspects to ensure that what my children will be learning is
developmentally appropriate, child centered emergent, creative, and differentiated. I will listen to the
childrens ideas and input for what they are interested in. Each child will learn various skills though
discovered exploration. They will learn patience and sharing from working with other children, and be
engaged in various activities that will encourage them to be creative. Children learn best being hands
on. Hands On = Minds On! Everything is a teachable moment; it just depends on what the children
bring up!
I feel that we need to explain to children what to do when they hurt someone or their feelings
and what it means to be sorry. Sometimes children just say sorry and dont mean it. Sometimes it is
better to ask the child who is upset or what can I do to make you feel better.
Family and other staff collaboration is extremely important for the success of the child. As a teacher we
always have to respect families and make sure that we are communicating with them, not just the
positive items about their child, but positive aspects as well to strengthen the relationship. This also
allows the parents to feel more comparable discussing any given situation with me, or I to them.
Terms:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Facts:
1. The seed of a plant allows the plant to make more plants like its self; seeds allow the plant to
reproduce
2. The seed coat protects the embryo from being damaged and from drying out
3. Inside each seed lives a tiny plant (embryo) that has baby leaves and a root.
4. Inside each seed there is a baby plant (embryo) with food around it so that it may grow.
5. Seeds need water, sunlight and carbon dioxide to grow.
6. Roots get water and food from the soil
7. Stems carry water and food to the leaves
8. Carbon dioxide is in the air we breathe. Plants breathe carbon dioxide while we breathe oxygen.
9. Plants breathe carbon dioxide while we breathe oxygen.
10. We eat seeds from plants all the time: fruits, vegetables, and beans.
Standards:
Science:
1. Early Learning Expectation: Observation and Inquiry. Children develop positive attitudes and gain
knowledge about science through observation and active play.
2. Early Learning Expectation: Living and Non-living Things. Children show a beginning awareness of
scientific knowledge related to living and non-living things.
3. Early Learning Expectation: Knowledge about the Earth. Children show a beginning awareness of
scientific knowledge related to the earth.
Language and early Literacy Development:
1. Early Learning Expectation: Emergent Reading. Children begin to understand written language read to
them from a variety of meaningful materials, use reading-like behaviors, and make progress towards
becoming conventional readers.
4. Early Learning Expectation: Spoken Language: Receptive. Children grow in their capacity to use
effective listening skills and understand what is said to them.
5. Early Learning Expectation: Viewing Images and Other Media Materials. Children begin to develop
strategies that assist them in viewing a variety of images and multimedia materials effectively and
critically.
Social, Emotional, and Physical Health and Development:
8. Early Learning Expectation: Healthy Eating. Children become aware of and begin to develop
nutritional habits that contribute to good health.
Math:
3. Early Learning Expectation: Classification and Patterns. Children begin to develop skills of recognizing,
comparing and classifying objects, relationships, events and patterns in their environment and in
everyday life.
6. Early Learning Expectation: Measuring. Children explore and discover simple ways to measure.
Brainstorming:
Teacher:
Ideas
o
o
o
Children have been talking about plants growing underneath our bird feeder and were
wondering how they got there.
Grow a plant in a bag
Observe different stages of a plant
Looking at various fruits/vegetables to see where seeds come from and their different
sizes
How do plants make new plants?
Things a plant needs to survive/grow
Water
Sun
Warmth
Soil (optional)
Planting different seeds to see how they are different/similar to each other
Child:
The children talked about planting flowers at home with their parents. They wondered where
the seeds came from. I asked them, Do you think that all plants came from seeds? The
children thought about the question for a while and some children replied yes, while others
were unsure. Should we get some seeds and see what they grow into? I wonder if there are
seeds in fruits and vegetables too Perhaps we should investigate more to find out! Do you
think we have seeds here within our school? Lets find out!
Growing a seed
Planting seeds within the classroom
Planting seeds to create a garden
Observing daily growth of the seed
Reading books about plants
Have a gardening prop box out for children to know different items needed to plant seeds.
Spark:
Where do seeds come from?
How do they grow?
What is needed to help them grow?
Day 1
Activity
Related Standard
Learning Objective
Planting
seeds
Sensory
Table
Family
Portrait
Stickers
ELE Area
Procedure
Place various
Various seeds/beans
Cognitive
seeds/beans on table.
Materials/ Resources/
Differentiation
Technology
Social
Low- Make AB
patterns
High- make
ABC patterns
Day 2
Activity
Related Standard
Learning Objective
Seed Name
Emotions
Memory
Expressing Emotions
Children show increasing ability to
regulate how they express their
emotions
Mini-Books
ELE Area
Procedure
Materials/ Resources/
Technology
Differentiation
Cognitive
Creative
Paper
Liquid Glue
Seeds
Marker
Social
Dirt
Water
Smocks
Monster Trucks
Sticks
Physical
Have fewer
emotions. Have
emotions but not
color coded to make
it harder to recognize
emotion on card.
Day 3
Activity
Seedlings
Related Standard
Learning Objective
Visual Arts.
Making Play- Children show how they think
Doh
and what they are learning
though experiences in visual arts
Sensory
Table
Play-Doh
ELE Area
Procedure
Materials/ Resources/
Technology
Mini plants
Seedlings
(Seedlings) out on
Magnifying glass
Cognitive table with magnifying Prediction paper w/
glasses, pencils and pictures
prediction papers.
pencils
In a large bowl mix
together play-doh.
Creative Children may add
what they like to
their play-doh.
Social
Differentiation
Low- have children
match seedling to
picture
High- have child
guess what the
seedling will be.
Limit materials to
one or two types
Use larger stamps
Day 4
Activity
Plants
Related Standard
Learning Objective
ELE Area
Procedure
Materials/
Resources/
Technology
Sensory
Table
Puppets
Child will
Expressing Emotions
demonstrate and
Children show increasing ability to
Place puppets in
express at least one Emotional
regulate how they express their
dramatic play area
emotion using
emotions
puppets.
Writing
Table
Social
Differentiation
Soap
Water
Smocks
Monster Trucks
Cloth/Brushes
Puppets
Day 1
Large Group
Transition
Small Group
Snack
Large
Muscle/Outdoor
Activity
Day 3
Day 4
Early Learning
Standard
Day 2
Documentation:
Photos:
-
Childs work:
-
Making predictions
Art work