1. THE PLANNING CYCLE

2. The Planning Cycle ObservationsQuestionPlanAct/DoReflect Context

3. Item 1: Treasure Hunt Observations Observations 17 September 2013 The children were just at the free drawing table and one child drew a picture of a treasure map. Upon seeing his picture, another child decided to follow him and also draw a picture of the treasure map. Then, the two children began to discuss their treasure map and tells the story of the map. 8 October 2013 Two children were doing a crayon picture at the table. Two children drew a treasure map and one child said that Kinder is in fact the treasure. Children were really interested in map reading and after chatting with a few children, they all would love to go on a treasure hunt.

4. Item 1: Treasure Hunt Analyse Analyse/Question They seem to have an understanding of maps as they created a map based on their imagination and experience. I would like to extend on their interest and for them to learn through map reading However, would children be able to read an actual map based on the real environment? Question: Would children be able to read an actual map?

5. Item 1: Treasure Hunt Plan Plan  Create a treasure hunt for the children based on the map of the kindergarten.  Make a treasure trail in the classroom that leads to a treasure chest to get the children excited about the treasure hunt.

6. Item 1: The Planning Cycle Act/Do Act/Do  Children who were interested to join the treasure hunt were given a treasure map of the kindergarten to hunt for treasures.  The treasures were hidden in different spots around the kinder outdoor yard.  Guided children and helped them to locate the different treasure through effective questioning such as “Where do you think you can find tyres in a row like that?”

7. Item 1: Treasure Hunt Evidence Created a treasure trail in the classroom to build excitement within the children Children began to read and analyse the treasure map The treasure map

8. Item 1: Treasure Hunt Evidence Children discussing the treasure they found. Children at the back, engaging in conversations about map. Children worked in teams to look for treasures.

9. Item 1: The Planning Cycle Reflection Reflection Children were really engaged in this treasure hunt. They had the opportunity to learn how to read and analyse an actual map. The learnt how to indentify the different locations through the help of educators and peers. It was really interesting to children working in teams for this treasure hunt. Children were communicating effectively with their friends and persisted until the found all the treasures. We repeated the hunt for a few times. Although some children need help with locating the spots, it was beneficial just getting them to get used to reading a map. Initially, children were just hunting for treasure. Then, some children decided to hid the treasure and they had to make a mark on the map. I believe this activity worked so well because it was something they were interested in.

10. Item 2: Science Experience Evidence-The Planning Cycle Observations Children had been experimenting with balloons and found out that when there is ‘air’ in the balloon. They blew the balloon, released it and saw the balloon flew as the air escaped the balloon. My mentor teacher asked them why would the balloon fly when they released it. They came to the conclusion that it’s because of the air in the balloon. As they were exploring the concept of ‘air’, scientifically known a gas

11. Item 2: Science Experience Evidence-The Planning Cycle Analyse/Question Children found out that there is ‘air’ in the balloon. Although they did not use the scientific word ‘gas’, they were being introduced to the science concept of solid, liquid and gas. As an educator, how do I turn this everyday language and experience to a scientific experience using scientific language? Based on their interest, I would like to extend this learning and introduce them to the concept of solid, liquid and gas through a science experience using scientific language.

12. Item 2: Science Experience Evidence-The Planning Cycle Act/Do The science experiment Children and teacher have a feel of the ‘solid’. Children were fascinated with how cold the solid was. Children reaching out for solid ice ball

13. Item 2: Science Experience The Planning Cycle These two children were comparing the difference between a water (liquid) balloon and a Ice ball. (solid) As the ice begins to melt, children realised that the solid turns into liquid.

14. Item 2: Science Experience Evidence-The Planning Cycle Reflection Children had so much fun in this science experience. They were really engaged and were introduced to the scientific terms of the activity. Although my objective was for children to learn the scientific language, other learning occurred in this experience such as the melting process. Initially, children were fascinated with the ice ball itself then the fascination increased when they discovered that through the melting process, solid turned into liquid. One child said “Look, it turned into liquid.”We were engaging in sustained shared thinking with the children as we explored the concept behind this experience and clarified concept. Children also discovered that solid is hard when they tried to tear open the balloon. We also talked about if solid were heavier than liquid. One child was able to transfer what he learnt quickly into a different context when he was able to identified that the water that comes from the tap is liquid too.