EARLY LEARNING CENTRE LEARNING

EXPERIENCE
Student Name: Krystina Telesca Date: October 19th, 2017 Age Group: JK/SK 3-6

Purpose: Reason for

developing learning
experience. This could be Purpose:
in response to an
observation, discussion The purpose of this experience will be to introduce children to the
with the site supervisor, diverse homes and environments which animals live in. It will allow
Ontario Curriculum the children to become familiar with new natural environments, as
Objective, etc. well as be able to connect specific animals to certain habitats.

Observation Discussion:

- Document what you I noticed that the children loved playing with the animal toys on the
saw and heard carpet area. During center time, several children continuously
- Document non-verbal
communication (i.e., gravitate towards the animals and engage in pretend play with them.
body language, facial I brought this up to my supervising teacher and I decided I could
expressions and voice create an experience based around animals due to the childrens
tone) interests. I explained that I could encourage further inquiry through
- Document in detail:
who, what, where, and introducing the idea of animal habitats and environments. As an
when interactive experience, the children and myself can explore the
- Documentation should different environments, and begin to match each animal to their
be written in past right home. My supervising teacher agreed that this could be a great
tense, objective, and in
anecdotal format experience to support childrens learning based around animals.
OR

Discussion

Document the discussion

between you and your site
supervisor that led to the
planning

OR

Curriculum Objective

Describe the curriculum

objective youre aiming
to meet/enhance through
this experience

Learning Experience

What are you planning in Animal Homes:

response to your purpose?
I will implement an experience where I will introduce children to
- Label your experience diverse animals and their different homes. This activity will take
(e.g. Painting with place indoors, during carpet time in the morning, and will be a large
cars). group activity. I will introduce the experience by asking the
- What are your 3
objectives for this children what they think a habitat is, and continue by explaining to
experience? (i.e. What the children what the word means. I will play a video based on
interests are you habitats that will familiarize the children with different animals and
extending? What their homes, the video will be in the form of a song. After
strengths and
opportunities for introducing the experience, I will explain to the children what we
growth are you will be doing. As a large interactive group, we will be matching
enhancing/supporting?) animals with their correct homes, and placing them on a big Bristol
Please Note: You board which we can then place up on the wall for future reference.
should refer to
This activity will encourage children to become familiar with
appropriate pedagogy
diverse natural environments, as well as connect them to different
to support your
discussion around types of animals.
strengths and
Materials:
opportunities for
growth (e.g. ELECT, - Bristol board
How Does Learning - Pictures of animals
Happen, Ontario FDK - Pictures of habitats
Curriculum, etc).
- Tape
- Sticky tac

Describe the experience: Objectives:

- Who will be involved 1. The children will (Demonstrating Literacy and Mathematics
in the experience? Behaviours: 11.6) use prior knowledge to make connections,
- Where will the
experience take place? as they watch the video based on habitats, and use the
(e.g. Indoors or information gained to assist them during the matching
outdoors? In the experience. For example: if the video introduced a beaver
dramatic centre, the and his habitat, that will support the children in determining
creative table, etc).
- List the materials and what habitat to match the beaver with while engaging in the
resources you will use experience (The Kindergarten Program, 2016, pg.209).
- Describe the 2. The children will (Belonging and Contributing: 25.3)
implementation of the express their thoughts, as they attempt to make connections
 experience, with a step
by step description
- List and describe 2
teaching strategies.
How will you use 3. The children will (Problem Solving and Innovating: 1.7) use
them? Why have you
chosen these
strategies?
between animals and their homes, and raise their hand to
express their ideas to the rest of their peers (The
Kindergarten Program, 2016, pg. 139).
specialized vocabulary for a variety of purposes, as they
refer to animals by their correct names, as well as refer to
habitats by their correct names. I will label each animal and
habitat so that the children and myself can determine and
practice the words collaboratively. The children will also
learn the word habitat, and use it accordingly (The
Kindergarten Program, 2016, pg.263).

Implementation:

1. I will introduce the experience by asking the children what a

habitat is.
2. I will explain to the children what a habitat is.
3. I will play a video which will familiarize the children with
diverse animal homes through a song.
4. I will then explain our matching game.
5. I will show each picture of either an animal or habitat to the
children, and we will name each picture interactively.
6. We will determine what animal matches with what habitat
together as a group.
7. As we go, I will choose children to come up and place the
animal in the correct place on the bristol board.
8. I will place the bristol board on the wall for the children to
refer to in the future.

Teaching Strategies:

1. Telling, informing, explaining: After I have given the

children time to self-reflect and share their ideas, I will
explain to the what the word habitat means. I will state that
the word habitat means a home and that all different
animals have diverse homes in which they live in.
2. Behavior reflections: During the experience, I will use
behavior reflections to keep the children engaged and
focused. For example: I will say, I love the way child a is
sitting. Or I love the way child b raised her hand! These
cues will encourage children to focus on their actions during
the experience, as well as be self-aware.