Observation Date: February 19th

Time: 11:00am

Place: Classroom

Setting: Testing different types of balls on different ramps

Children’s age: 5 -6 years old
Children's name: Jessica and Somera

Observer:  Katy Dai

At the beginning of the video, two girls were sitting together. The short-haired girl (I call her Jessica) picked up a small football and threw it to Somera. Then Jessica picked up another yellow ball with her hand. Jessica said to Somera: “Throw it. "Then Jessica threw the yellow ball at Somera. Somera picked up a corner of the book with the fingers of her left hand, held the ball in her right hand and placed the ball under the book, thus creating a ramp on the book. Somera used her fingers to pick up a small ball and placed it on the slope of the book, then released the finger to let the ball roll freely from the ramp of the book. Then Jessica said: "The ball rolls down the book pretty fast." Somera opened the book and folded it back. Jessica looked at the teacher and said: "Amazing while I gotta ramp." Jessica stretched her legs and bent her feet, then picked up the ball with her hands on her knees and let the ball roll down with her knees. And said: "My leg is a good ramp." When the ball fell to the ground, Jessica repeated the action just now. She put the ball on her leg, and then moved the direction of the foot to the left, and said to the teacher: "When I move my foot like this, it turns in a different direction." After that, Jessica let go of her fingers and asked for the ball to roll down to the ground in the direction of the leg. Jessica repeated this action and said: "See." When Jessica finished repeatedly showing the ball slipping from her leg, She said: "We have ramp made out of a book, we have a finish line made out of a book, and we have two balls." After that, Jessica held two different balls with both hands. When Jessica raised her left hand to show the ball inside, she said: "This ball is heavy." Then she put down her left hand, raised her right hand and showed another ball, she said: "This ball is light and we gonna see which one wins a race." Then, Jessica squatted on the ground, put the two balls on the slope made of books, and held the two balls with the fingers of both hands to hold the two sides of the pencil. Then began the countdown: "3, 2, 1, 0..." Then Jessica held  both sides of the pencil with her fingers and lifted it. When the two balls fell to another book, Jessica observed and said: "The wooden book hit the finish line first. I wonder why the heavier wooden ball won the races."

After that, Jessica held a small football in one hand and a marble in the other. She said: "These are about the same weight, but one is bigger, one is smaller." Then, Jessica put the small marbles on the slope made of paper, then let go and let the marbles roll down. And said: "I am using a bigger ramp and the little ball goes pretty fast." Then Jessica picked up another small football, put it on the paper slope and let it roll down. When the little football fell to the ground, she said: "I wonder why the bigger ball went further than the little ball." After that, Jessica and Somera stood up two paper towels and put one on top of the paper towel cup, then put the ball in the cup. Jessica said: "We are making a kind of bowling game, see what happens when you play different ramps and balls." Then Jessica and Somera sits on the sofa, Somera picks up with her fingers and holds the paper, letting it become a slope. Then Jessica picked up a ball and placed it on the paper, then let go and let the ball fall to a bowling ball made of paper towel. The ball hit one of the paper towels.

 

It appears that Jessica has shown an interest in catching and testing different types, sizes and weights balls and putting them on different ramps to testing their speed. 

We see this in the video observation on February 19th when Jessica was testing the speed at which balls of different types, sizes and weights rolled down a ramp. She picked up and caught two wooden balls of the same size but different weights for the first time. In the second test, she caught two balls of the same weight but different sizes. And put these balls on the ramp made out of books and the ramp made out of paper respectively and let them roll down from both ramps. And she said: “I wonder why the heavier ball won the races.”  In addition, Jessica compared her leg to a ramp; she moved the direction on her foot and put a ball on it. Then she let go of the ball, when the ball rolled down from her leg, she said: “When I move my foot like this, it turns in a different direction." 

 

According to Ages & Stages, 5 years old children can use 5-8 words in a sentence and they can understand and use comparative terms like big, bigger, or biggest. (P18） According to Piaget’s theory, it states that children explore the environment and world by using their senses. It also states that children take an active role in the learning process, acting much like little scientists as they perform experiments, make observations, and learn about the world. (Piaget, 1950)  According to Arnold Gesell’s Maturational Theory, it states that the child develops from internal biology in a predetermined sequence and unfolds in a fixed, predictable sequence or stage. (Gesell, 1928)

 

 

 

 

Name: Exploring the objects on the ramp

Story time: Reading book for children

Book: “Ten on the Sled” Author: Kim Norman

First, I will prepare some small objects such as a ball, a car toy and a cub. Before I reading the book, I will ask children some questions which are related to the book, such as “Have any of you ever tried to slide down a hillside? Tell me about your experience.” When children finish share, I will start read the book and l will show the pictures that the book include in order to children can see what a hill looked like. After I finished read the book, I will show the picture in the book and ask children: “What do you think the hillside in the book looks like?” Children might answer: “It looks like a ramp.”  Then I will ask: “Why you think it look like a ramp?” And the children might answer: “Because the animals are fallen off the side when they speeding down.” Then I ask: “Can you predict what will happen if we put the ball on it, will it roll down the ramp or not?”  Some children might say: “No.” and some children might say: “Yes.” And I will ask a predict question for children to share their ideas and thoughts and I will write down their answers to prepare the learning opportunity, the question was “How about the other objects in our classroom? Are they all can roll down a ramp?”

                              

                              (Children were read the book with the teacher)

Q: Which objects will or will not roll down the ramps？

Answer: Children will gain knowledge and experiences though testing the different type of objects on the ramp. They will learn which type of objects could roll down the ramp and which type could not. Also, children will learn to identify the different of objects. 

According to ELECT, this learning opportunity improve children’s (4.17) Understanding Two-Dimensional and Three-Dimensional Shapes,   (4.5) Observing (4.2) Problem Solving in Cognition Domains. Children are able to use their sense to gain information while observing, recognizing and naming shapes and take the action to solve the problem they meet in the activity. Children are observing the process of testing different types and shapes objects during the activity, and they will identify and answer the name of objects shapes. It improves children’s (5.2) Fine Motor Skill in physical domains, children are able to draw and pick up objects.

 

·         Provided enough physical space for the child to move around and leave a certain gap between the three tables for the child.

·         Provided variety open-ended materials to let children engag and had more exploration in the activity.

·         Provided enough learning materials, such as paper, crayon, and color market for children to reflect and express their ideas and thoughts by drawing about which objects can or cannot roll down the ramps.

·         Read the book for children to learn about the content about the topic and engage them in the activity.

·         Asked open-ended and predict questions during the activity to promote their thinking and exploration. 

·         Setting a circle time for children to sharing ideas and discussing.

·         Documented children’s works and show to them after finished the activity. Children can revisit their word and experiences.

 

Materials: Triangle-shaped large hollow blocks, variety toys (balls, cars and trunks, plastic eggs, wooden cubs, bottles and rocks, paper, pencils and crayons.

At the beginning: I will introduce the activities to the children, and then I divide the children into 3 groups. Each group would get a box (which contains the test object) and a ramp. Each table has different colored crayons and children will be given a piece of paper to record their test results.

Middle: The children will start to test with objects. When they pick up an object and plac it on top of the ramp, I will ask some open-ended questions: "When you put this object on top of the ramp, you predict what will happen to the object ", "If you put an object on the ramp in the other direction, will it still slide down? What is the different between those two objects (Like a car and a rock), what are their shapes looking like?" Children will first think and predict the results, and then test to verify whether their ideas are correct. In the process, I will carefully observe the individual reactions and behaviors of in each group. When children encounter conflicts, I will encourage them to use language to express themselves, and I will model sentences and provide words for children to help them have a better communication environment.

End: When the children complete the test, they will draw on the paper which objects they have just fall off the ramp during the test and which objects have not fall off the ramp. Then I will start to let everyone share their drawings, share which objects they have drawn and tell everyone why. Then all children will have time to communicate with each other and exchange pictures to share their ideas and feelings. 

 

In this learning opportunity, I provided an opportunity for children to learn, collaborate and communicate with each other. Children are working in a group even they are testing the objects individually. But children were learned how to share and look at other people's views throughout the process because every child have different thoughts. Also, it provided an opportunity for children to express their ideas and thoughts through drawing, painting and playing. After children finished tested the objects, they would draw all the objects that had rolled down and not rolled down on the paper. In here, children could express their ideas and their thoughts and what they learned from this activity.  The children learned and demonstrated their knowledge of the shape of objects and what shapes of objects cannot fall off the ramp. Also, children have opportunity to revisit their work after because I documented it and post it on the board.
                             
Picture: https://www.prekinders.com/science-ramps/

Q: What texture materials make the object roll the slowest?

Answer: Children use different texture materials to do the science experiences to test the speed and distance of different objects. They are learning how to set up the texture materials on the wood ramps and they are feeling the different texture materials. They also learned that the rolling speed and distance of different types of objects on different texture materials are influential. 

According to ELECT, this learning opportunity improve children’s (4.5) Observing, (4.2) Problem solving, (4.10) Classifying (4.12) Counting, (4.19) Measuring Length, Weight and Capacity, Temperature, Time and Money in Cognition Domains. Children are able to use their sense to gaining information while observing, they will observe the influence of different texture materials on the speed and distance of the object's falling and make a comparison during the process, and counting the number about the speeds and distances. Children are able to take the action to solve the problem during the activity. They are able to comparing the objects and measuring to determine relationships such as comparisons of length, weight and capacity.

It also improves children’s (5.3) Fine Motor Skill in physical domains, children are able to picking up the objects and drawing.  

 

·         Before the learning method started, I prepared a video for the children to watch, and prepared a small circle time and asked some questions for the children to answer and share their thoughts.

·         After the video finish playing, I will move the children to another classroom, and I will arrange a lot of diverse materials in this classroom, plenty of lighting, and enough physical space to explore.

·         Asking open-ended questions, such as “What will happen when you put this long toy car on the top of the ramp?  How far do you think it can roll down? How long do you think it will take to roll down?"

·         Setting a circle time for children to share information, feeling, thoughts and ideas.

·         Using Camera to documenting children’s work, show to them after the learning opportunity finish, and post it on the wall in the classroom.

 

 

Materials: Towels, sandpaper, rubber mats, Tin foil, 4 planks and a wood chairs. Stop watches,  Easel paper, tape  and tape measure.  Color markers and cardboards .

Video: https://www.youtube.com/watch?v=y6VjHcOX8_o&t=196s

At the beginning: I will install a TV or projector, arrange the children to sit in front of the TV, play an educational video as a provocation to attract the children's attention and interest, and remind the children of their interest. Children will learn what friction is and what the role of friction in the video are, paving the way for the next activities. After playing the video, I will ask some questions, "Do you think the toy car will slide faster on smooth ramps or on unsmooth ramps? Have you tested any object before that you think it has the fastest speed and the longest distance? Tell me about your experience.”  After this session is over, I will transfer the child to another classroom for testing.

Middle: There are two sessions here. The first session is to let the children test the speed and distance of different types of objects on a smooth wooden slope. The children will be divided into 3 groups to work together to complete this scientific experience, and each group will get a different color marker and a cardboard for recording information. When children start to put objects on the top of the ramp, I will ask the children some questions to predict what will happen, such as "What will happen when you put this long toy car on the top of the ramp?  How far do you think it can roll down? How long do you think it will take to roll down?" After the children were tested, if their thoughts were correct, I would say: "Yes, your prediction is correct." The children will then record the time and distance on the cardboard. And use the same method to test other objects.

 

The second step is to put different texture materials on different template strips and fix them with tape to prevent them from falling. Before this, I will let the children observe and feel the tactility of different texture materials, and ask some predictive questions "Through touching, which texture material do you think will make the object fall the slowest, why?" Let the children have it Space to think and imagine predicting results and processes. When the children start the test, I will ask open-ended questions during the process, such as "When you put the big ball on the towel and the small ball on the sandpaper, which one do you think will reach the ground first? Or do you think they will stop in the middle of the ramps?" At the same time, I will also set some new challenges, such as "Do you think changing the angle of the ramps will change their speed and distance? Let's try it!" Then I will provide each group of children with 2 to 3 planks for them to pile on the wooden chairs to make the ramps look higher. Then test the speed and distance of different objects on slopes of different texture materials. In these two processes, I will help the children to record the speed and distance of the numbers, and the range of numbers in the whole process will be 1 to 10)

End: Finally, I will organize a circle time for the children to discuss and share their ideas. Each group will display the information they recorded on the jam. The children will conduct a numerical comparison to study and discuss which texture material will make the object fall the slowest. Children will express their thoughts and ideas to each other. In addition, I will write on the blackboard "Which texture material do you think makes the object the slowest?" and I will put cartoon pictures of the texture material to make it easier for children to see and recognize the texture material, and let them Review the scientific experience and thinking in the learning opportunity and post their answers in the corresponding position. Let children see the results more intuitively and this can be used as a recording blackboard for children to recall.

This learning opportunity helps children develop their fine motor skill, math skill, co-operation and social skill, communication skill and problem solving skill. During the learning opportunity, children will constantly use their fingers to pick up the object and place it on the ramps, which are developing their fine motor skill. After testing each object, the children will record the speed and distance of the object falling (number 1 to 10), and in the circle time discussion section, the children need to compare the size of the number to determine which texture material will make the object fall The slowest, which develops their mathematical skills. This is a group activity and requires teamwork. The children will take turns to help the group members complete the test and record the numbers, and share ideas, ideas and emotions with each other. When the group encounters a problem, I will help them find the problem and guide them to find and implement the problem-solving method, and help them enhance the communication skills of the group. This also develops the children's communication skills, social skills and problem solving skills. 

This activity provides children with an opportunity to enhance their ability to cooperate. Children can work together and communicate, and look at the entire activity in their own minds and the perspectives of others. Children learn how to exchange opinions and ideas, and use their own language to communicate with others, thus expanding their learning. In addition, children have the opportunity to verify their prediction ideas and their scientific imagination. For example, before the children test an object, I will ask them to predict what will happen. In the process, the children will imagine many different experimental scenes and name the one that he thinks is the most similar. By letting children predict the results of the test first, and then let the children use the test to verify, the children will learn more about this knowledge point. Children also have the opportunity to express and show their thoughts and feelings. In circle time, the children will compare the test data with each other, and they will use one of their 100 Chinese languages ​​to express the knowledge and experience they have gained in the activity. Finally, the children also have the opportunity to reflect on their learning process. I will ask the children to write their answers on the blackboard, such as "Which texture material do you think will make the object roll the slowest." And make a chart to allow children to see their learning and testing process more realistically. "...They tell the child that work and play, reality and fantasy, science and imagination..." (100 Hundreds Languages, Malaguzzi)

Picture link:
https://www.pre-kpages.com/science-kids-exploring-ramps-friction/

Q: Why the playground slide can be a ramp?

Answer:  The children pick up different objects near the playground and put the objects on the slide to test their sliding speed to learn which objects can fall on the playground slide and which objects cannot fall. The learning experience proves that the playground slide is a ramp because objects can roll down from the slide.

According to ELECT, this learning opportunity improve children’s (4.5) Observing skill and (4.2) problem solving skill under cognition domains. Children are able to using their sense to gather information while observing in their environment. When they pick up the objects and let it roll down the playground slide, they are observing the different speed of different objects. Children are able to take action to solve the problem during the learning opportunity. It improve children’s (5.2) Gross motor skill and (5.3) Fine motor skill under physical domains. Children are able to climbing, jumping and walking on the ground. And they are able to drawing and picking the items by hands. It improve children’s (3.3) Vocabulary and (3.6) Listening to others under communication domains. During the learning opportunity, children are able to learn and using new words in play and asking questions to extend their understanding of words. In the end of the learning opportunity, children are sharing their experience of today and they are able to listening to others while talking.

·         Reading book “Roll, Slope and Slide” for children, asking questions such as “What does it feel like to slide down a slide? Have you ever put anything on a playground slide to see whether it will roll down? Can you share your experience with us?” Listening children’s ideas and thoughts about the book.

·         Preparing variety materials (loose part) for children explore in the classroom, then children have opportunity find and explore more loose parts in the playground.

·         Providing variety materials for children explore and documenting, such as paper, pencil and stop watched etc.

·         When a problem is encountered in the middle, the teacher will guide the children to use skills to solve the problem by asking the children their views on the solution of the problem and their ideas, and sharing their own thoughts and suggestions.

·         Setting up a circle time, let children bring the loose parts they picked to the classroom, let them have opportunity to discussing and sharing what they learned about the playground slide.

·         Using camera to documenting the process of children’s exploration on the playground slide, taking the picture while children are testing the materials on the playground slide.

Materials: Book: “Roll, Slope and Slide” by Michael Dahl 

Loose part materials: leaf, rocks, branches, pine cones, pebbles and sticks etc. Or children can bring the items that they want to test from their home.  Timer(Stop watches), paper, and pencils.

At the beginning:  I will read a book “Roll, Slope and Slide” by Michael Dahl for the children to let them know the introduction of different machines in our daily life include the Slide. Then I will ask questions to have children think about the topic and share their story or experience. The questions that I will ask are “What does it feel like to slide down a slide? Have you ever put anything on a playground slide to see whether it will roll down? Can you share your experience with us?” After children sharing their experience about roll down the objects on the playground slide and the feeling of slide down, then I will show them some collection of the objects (a rock, a leaf, a ball and a stick). And I will ask the children “What happen if you put those objects on the playground slide? Which one is the fastest?”  Those questions can have children to predict what will be happen in the playground slide, and I will write down their predict answers on the clipboard. 

Middle: I will bring the children to the outdoor playground and I will introduce the activity to the children. After that, children have the opportunity to pick up the loose parts on the ground that they want to test on the playground slide and they have 10 minutes to collect objects.  After 10 minutes, children will take turns to test the speed and distance of the objects they picked up on the slide and whether the objects have fallen off. Before this part begin, I will tell the children and make sure that no one stand front of the slide for ensure everyone’s safety.  First, the children will take turns to climb the slide and put the objects they want to test such as a rock, a pine cone and a branch. When the child starts the test, there will be another child next to him holding a timer to help record the time when each object falls. After testing each object, I will encourage and guide the children to create a chart or draw a pattern of the test object on paper to record the time when each object rolls and whether it rolls. Use this to help children compare the differences between each object. During this process, I will carefully observe each child's behavior and their reactions. After the children have tested the first object and the second object, such as rocks and pine cones, I will ask the open end questions to make the children more engaged in the exploration of this learning method, such as "the time they roll down." Is it the same? Why do you think that each object rolls differently? If you put two objects on the playground slide and roll down together, what do you think will happen? Their rolling time will change Is it?" When the children find that certain objects will not roll down or stop in the middle of the slide, I will ask: "What do you think is the reason why this object stopped rolling? Do you think there is a difference between this object and other objects that can roll down? What's the difference? What happens if you try to make the object roll down with different angles of rolling direction?" These questions can help children improve their exploration ability. They will use these questions to imagine the result of the object rolling down. At the same time, it can also test whether the results in their imagination are correct, and it also improves their critical thinking. During this process, I will teach and encourage children to use new words such as "roll, ramp, same, different, change and compare" etc.

 

End: When all the children have completed the test objects, the children will bring their recording charts and test objects back to the classroom. Then the children will compare, discuss and research each other in circle time. For example, I will set up circles of different colors on the table, and the children will put the objects they test and the recording chart in the designated circles. The purpose of this is to let the children observe the differences of objects and study which ones. Objects can fall on the slide and which objects cannot fall. This process will last 20 minutes. After that, the children will take turns to present their recorded results, such as how long did the object take? Why is the rolling time of each object different? What is the difference between them? Children will share what they think and why they think it is.

This learning opportunity helps children develop their math skill, fine motor skill, gross motor skill, creative skill, language and communication skill and social skill. After the children test an object each time, they will record the number of falling time required by the object on the chart and at the end they will compare the falling time of different objects with each other, which deepen the children’s understanding of numbers and develop them mathematical skills. The children will pick up the object they want to test near the playground slide and put it on the slide. In this process, the children will use their fingers to pick up the test object. In addition, children will climb up the playground slides (upstairs and downstairs) to test. These two develop children's fine motor skill and gross motor skill respectively. Children need to draw the pattern of the test object on the icon or they can design how to record the falling time of the object, which develops the children's creative skills. Moreover, children will learn and use new words and sentences in the process of this learning opportunity, present their recorded results to other children and discuss and research with each other, which develop children's language and communication skills. Finally, this learning opportunity requires two children to cooperate. In the process of cooperation, they will take turns to help each other record the rolling time of the object and share feelings and thoughts, which develops the children's social skills and cooperation skills.

“The child has a hundred languages, a hundred hands, a hundred thoughts, a hundred ways of thinking of playing, of speaking. a hundred, always a hundred ways of listening.” said by Malaguzzi.  Children have a hundred languages ​​to explore the world and communities surrounding them: drawing, painting, building, playing, dancing. . . And every child is unique, and every child’s 100 languages ​​are different. "Exploration of Playground Slide" gave the children a statement about their thoughts and ideas about the falling off ramps and objects, and the children have a way to record the time of each object’s rolling down through painting. In the process of drawing, the children, they will show their knowledge of the shape of each object and the appearance of the objects imagined in their minds. And the children will also enjoy the fun of sliding the slide during the test. Through playing, the children learn and better understand the function and characteristics of the playground slide. Moreover, this learning opportunity provides children with open resources such as open end questions to promote children’s critical thinking and engage in activities and learning. Children also show their personal understanding of objects falling on playground slides. Knowledge and understanding show the conclusion they got after testing the object. For example, why the time when the rock fell is different from the time when the branch fell. They would think that it was because of the size, and some children would think that it was because of the weight. In this learning opportunity, children also have the opportunity to show their own understanding of the relationship between playground slides and test objects. They will use one of the "100 languages" methods to communicate with other children, such as by comparing the object patterns on the record sheet with Record time to communicate, and explore whether objects are related to their rolling methods by working together, thereby expanding their learning of playground slides and objects.

Picture link: https://buggyandbuddy.com/playground-science-kids-exploring-ramps-friction-slide/

 

Q: How to make a ramp by using cardboard?

Answer: Children will gain and learn about the shapes and characteristics of various ramps in the pictures provided by the teacher. The children experienced how to make a cardboard box into a ramp. They also learned how to cut out a model of a ramp and fix the ramps with glue. In addition, children can verify the integrity of their cardboard ramps by testing different objects after completing it to improve their critical thinking.

According to ELECT,   this learning opportunity can improve children’s (1.6) co-operating skill and (1.8) Taking another person’s point of view in Social Domains. This learning opportunity is a group activity, and children will be divided into two groups to complete their cardboard ramps. In the process of cooperation, children not only share their thoughts and express their emotions to let other children know and take their points to look at some of the steps, but also improve their co-operating skills. Secondly, this learning opportunity improve children’s (3.5) Using Descriptive Language to Explain, Explore and Extend skill and (3.6) Listening to other skill in Communication domains. Children will use and be exposed to different toys and tools to make ramps, and they will use sentences and words to introduce these objects when they are still busy. When children are discussing and communicating, they will improve their listening to other skills. Thirdly, (4.5) Observing and (4.8) Communicating Funding which are in Cognition domains.  Children will observe the pictures provided by the educator to gaining information about the ramps and also observing how other groups are doing this learning opportunity. Then, children will present their ideas about the ramps by drawing because children will first drawing their ramps on the paper. (5.3) Fine motor skill in physical domain, children have opportunity to drawing, gluing and cutting with educator during this learning opportunity.

 

·         Setting up a natural light, two tables are set up, and pictures of different ramps will be placed on the table for children to observe, and provide children with clues and choices for making cardboard ramps. 

·         Supply with crayons and markers of different colors, papers, children's scissors and glue, and two large cardboard boxes. Children can freely choose the materials they want to use to make cardboard ramps. 

·         Use emails to inform parents about the specific implementation process of this learning method, and invite parents to the school to participate with the children. In addition, inform and welcome parents that they can bring their favorite paints or other materials from home to make or dressing cardboard ramps. 

·         Asking open-ended questions to promote children’s thinking during the learning opportunity. 

·         Listening children’s ideas and thoughts during the conversation, supporting children by sharing ideas and skills, and asking questions to scaffold children’s learning.

·         Setting up a circle time to have children sharing ideas, feeling, thoughts and anything they learned for the activity, children also have opportunity to see other children’s work and compared them. 

·         Using camera to documenting children’s working process and works to let children watch back their works. 

 

Materials:  Pictures about different ramps. Book: “Ramps: A Simple Machines” by Kay Manolis.  Two cardboard boxes, markers, scissors, glues, papers, cars, plastic eggs, and empty bottles. 

At the beginning: I will read "Ramps: A Simple Machines" by Kay Manolis for children. Children learn many different shapes of ramps and their structural characteristics. After reading, I will take out photos of different ramps to let the children observe and recognize the shape and structure of the ramps and put all the photos on the table for the children to choose. Then the children will be divided into two groups or I will put two circles of different colors on the ground to let the children choose the color they like and become a group (choose according to the actual situation). Then children’s parents will participate the activity with children. 

Middle: The children and parents will draw the shape of the cardboard ramp to be made on paper, and then use crayons and markers to draw the desired pattern and the parts to be cut on the original cardboard box. When the children and their parents finish painting, the parents will help them cut off the extra parts and help the children glue the necessary parts together. During this process, I will ask some open questions, such as: "Why did you choose to cut this part? If you cut this part, what is your prediction? What will the paper look like?" Let the children participate in this hands-on experience. Children may answer: "If I cut this part, the carton will become longer, and the ramp will become longer." In addition, some children (for example, parents who cannot participate in activities for some reason) may encounter some difficulties such as the ramp cannot stand upright. At this time, I first ask the child: "What happened? Do you need help?" After the child shares the question, I will say: "If you put this article on the left and connect the following papers together, it will happen. What?" Give children some hints to guide their thinking. In addition, because this is a group activity, children may not be able to fully express their thoughts and emotions in sentences. At present, my parents and I will work together and support the children, modeling and providing words for the children to help them express their opinions and improve the cooperation ability between the children and the positive interaction with the parents.

End: After all the children in the group have completed their cardboard ramp, they will place it on two tables. And I will use the camera to take pictures of the children and their parents and the works they have completed together. Then, the children will take turns to visit and observe the works of other groups, and the children will exchange ideas and feelings about their works. There is about 10 minutes for the children to observe freely. After the observation, I will have the children sit in a circle, organize the children to attend class, show their cardboard ramps to another group, share their drawings and test during the cardboard ramp and the manufacturing process. The materials tested are trolleys, plastic eggs and empty bottles. Of course, children can choose any material they like to test, or they can test all materials. In addition, children can ask other children the questions they want. During the lecture, children act like teachers, sharing their experience and knowledge gained in learning opportunities.

Some parents may miss out on activities because they don’t have time, so educators can create daily reports. The daily report records the children's activities during the day, which can enable parents to better understand the children's learning process throughout the day.

This learning opportunity helps children improve their creative skills, communication skills, fine motor skills, cooperation skills and social skills. Before making cardboard ramps, children need to draw the shape and structure of the ramps they want to make on paper. They can also design by observing the pictures provided by educators. And they will draw the patterns they want on the cardboard, which also improves the children's creative skills. After designing and drawing the ramps, the children will carefully use scissors and glue with the help of educators to cut out the unwanted parts and the parts that need to be glued, thus improving their fine motor skills. Because this is a group activity, in the process, the children will communicate with the children, share ideas, thoughts, feelings and emotions. When children are speaking, other children will listen to their peers, which also improve the children’s social skills. After all the children have completed the manufacture of cardboard ramps, the children will present their finished products in circle time and share their thoughts and ideas with other children, so this improves the children's communication skills.

Every child has different views on things, different thinking, different ways of speaking and different languages, and so on. "The child is made of one hundred. The child has a hundred languages, a hundred hands, a hundred thoughts, a hundred ways of thinking, of playing, of speaking. A hundred, always a hundred ways of listening..... "(Loris Malaguzzi) This learning opportunity provides a good opportunity for children to demonstrate their cognition and knowledge of ramps, so that they can demonstrate their manual skills, creative skills and social skills during the activity. First, children can show their creative skills on paper, and they will create and draw their understanding of the shape of the ramps in their minds. Second, the process of making cardboard ramps provides children with a way to demonstrate their manual skills and tool use skills. They learn how to cut and glue two positions to construct a ramp. Children will demonstrate their social skills in the process of co-operation share their thoughts and express emotions with each other. As an educator, I will provide them with words and modeling sentences to help them communicate with each other better. Finally, the children will present their finished products to other children in Circle time, sharing their thoughts and feelings about the finished products, thus reflecting their knowledge of making cardboard ramps. 

Picture Link: https://alittlepinchofperfect.com/how-to-make-a-cardboard-box-car-ramp/

Q: Why do we need ramps in our lives?

Answer: Children know the shape of the ramps, but they don't know the function of the ramps. In the community route prescribed by the teacher, the children explored in the field trip, looking for and discovering the ramps surrounding life and their functions. Children also learned the different importance and functions of different types of ramps.

This learning opportunity help children improve their (1.7) Empathy, (1.8) Taking others person’s point to view in Emotional domains. During the process of learning opportunity, children are able to sharing their emotions and express their feeling with adults and peers. Also, they are able to describing their ideas and emotions to their peers in the circle time. It improve their (4.5) Observing, (5.3) Fine Motor Skill, and (4.2) Problem solving in Cognition domains. Children are gaining information while observing how staff uses the ramps to move the objects, they have the opportunity to test and experiencing uses the ramps as the staffs in a safety environment, and they are able to finding the solution and take the action when they meet the problems by teacher’s supports.  It improve children (3.6) Listening to others in Communication domains. The person in charge of the mall will explain to the children the use and operation of the elevator and its benefits. The children will listen carefully to the whole process.

 

·          Contact the main person in charge of the field inspection site (shopping mall), and inform the person in charge of the main places and methods the children explore in the mall, and formulate a series of time and exploration opportunities arrangements and ensure the safety of the venue to ensure that the children are in The safety and health of this process.

·         Develop an exploration route around the school and the community. For example, the ramps encountered on the way back from the mall to the park and back to the school after the park. Let the children explore freely in the environment of the prescribed route.

·         One week before the implementation of the field trip visit, send a written form or email to the parents to inform them of the detailed plan of the learning opportunity and ask the parents to sign and return the form for approval at the end, including the specific field trip route and the destination of the visit Address, departure and return time, inform parents that they need to prepare necessary items for their children’s backpacks such as changeable clothes, hats and sunscreen, as well as plenty of water and snacks.

·         Provide children with sufficient and diverse exploration and recording materials, such as clipboard, pencil, crayons or markers.

·         Ask open closing questions in the process, such as "Do you think there is a ramp/slope in this mall? Where do you think you can find this ramp/slope? Why do you think it is a ramp/slope?"

·         Using camera to documenting children’s actions, works and interactions during the process of this field trip.

·         Setting up a circle time for children o share their works, their feeling, thoughts and their knowledge and experience they learn in the end of the learning opportunity in classroom.

 

Materials: Book: “Sloping Up and Down: The Inclined Plan” by Gerry Bailey, Felecia Law, Illustrator - Mike Spoor, clipboards, pencils, markets, crayons, and children’s gloves.

At the beginning: I will first read the book with the children: “Sloping Up and Down: The Inclined Plane ", and then ask some questions such as: "Do you know what ramps are in our lives? Where have you seen them? Which ramps have you used to help you? Do something? Tell me about this. The children will share their experiences and ideas. Then I will explain to the children where to go and the route we will go through (use the blackboard to show the children the specific route) and colleagues Discuss and assign each task, such as head count, always pay attention to the children's direction and reaction, and observe the roadside situation to ensure the safety of the children.

Middle: The first place to arrive is the nearby mall (Walmart). Lead the children to familiarize themselves with the environment inside the mall, and you can lead the children to stroll around the mall first. Then ask: "Do you think there is a ramp/slope in this mall? Where do you think you can find this ramp/slope? Why do you think it is a ramp/slope?" Some children might guess that the escalator in the mall is a ramp, some children may answer that they don’t know or that the escalator is not a ramp/slope. At this time I will say: "Okay, now let us test and see if the escalator is a ramp." Then I will lead the children to an escalator under the leadership and arrangement of the person in charge, and give them time to come. Observe the structure and operation of the escalator. Then asked: "Which one of you has tried to use this escalator? What do you think it does? What do you think it can help us? Do you predict what will happen to it if you stand up or the object is on it? Do you think the object Will it roll down?" Then, with the consent of the person in charge and the company of my colleagues to ensure safety, I will borrow a stroller to let the children experience and explore the operation and function of the escalator. During the process, I will ask: "How do you feel? Are you tired?" After everyone has experienced it, the person in charge of the mall will explain to the children why the mall should build an escalator and its functions and benefits. In this process, I will ask the children to draw a picture of the direction of the escalator and the situation of objects on it in the clipboard. At the end of this session, the children will go to the storage area of ​​the mall to observe how the staff uses ramps to unload the goods on the truck to the ground and deliver the goods to the designated location. After the observation, the children will conduct a small activity to experience and explore the role of ramps. First, put on safety helmets and gloves for the children, prepare a small cart, and put some small items under the approval of the person in charge for the children to explore how to use ramps to transport items from the ground to the designated place. After completing the field inspection of the mall, we will return to the school on the planned route. On the way back, I will ask the children to observe the surrounding environment and ask: "Looking around you, what ramps do you think are near us? Draw the shape you think is the ramps."

 

End: After returning to school, I will organize a circle time for the children to show the patterns drawn on their clipboards and the pictures they recorded through observation and exploration. In circle time, children will share their knowledge and ideas gained during this field trip and shopping mall with teachers and other children, as well as their feelings.

This learning opportunity helps children develop their listening skill, creative skill, social skill, problem-solving skill and fine motor skill. As the children are exploring the escalator, the person in charge of the mall will explain to the children the role and benefits of the escalator and why we need it. During the explanation by the person in charge, the children's listening skills were developed. Second, after the children have tested and experienced the feelings and observations of individuals and objects on the escalator, the children will draw a picture of the objects and people on the escalator and the direction of the escalator. In addition, on the way back to school, children have the opportunity to observe the surrounding environment and draw shapes and objects that they think are ramps on the clipboard, which also develops their creative skills. Third, after observing the escalators in the shopping mall, the children will go to the storage area of ​​the shopping mall to observe how the staffs use the ramp to unload the goods and transport them to the designated location. To ensure the safety of the activity, children have the opportunity to experience and explore the situation of objects on the ramp and how to use the ramp. They may encounter different problems, such as objects stuck on a slope and cannot move upwards. The children will find solutions to the problems under the guidance of teachers and staff. In addition to gaining more knowledge of slopes, they also improve problem-solving skills. At the same time, the children will help each other, after the field trip visit is over, the children will share the experiences, feelings, ideas and ideas gained in the mall in the circle time, and develop their social skills. During the whole process, children will use clipboard and pencil and other crayons to record through drawing, and during the experience process, children need to hold the object with their hands and transport the object to the designated position through the slope, which is developed Children's fine motor skills.

 

Children have different views and experiences of ramps. This learning opportunity gives children a good opportunity to carefully observe our surrounding environment and the diversity and benefits of ramps, and increase children's experiences and knowledge of ramps in life. For example, under the leadership of their parents, children know that there are escalators in shopping malls and have experienced how they operate on escalators, but they may not know much about escalators. Therefore, by arranging the person in charge to carefully explain to the children the role and benefits of the escalator as a ramp, coupled with personal experience and use of materials to continuously explore the role of the escalator, the children learned that the escalator is in our daily life, the indispensable reason and importance. In addition, children have the opportunity to see and truly experience the importance of ramp for the staff responsible for unloading in the mall. By experiencing the operation and function of two different ramps, children learn that different ramps have different effects on different things and people. At the same time, during the entire fieldwork exploration process, children have the opportunity to demonstrate their social skills, communicate with others and ask questions. Children demonstrate their creative skills. Even after each child has participated in and experienced the same thing or activity, their thoughts will not be the same because every child is unique, even if they are asked to draw the escalator. The direction of operation and the rolling down of the object are different from what they imagined, and what they drew is one of a hundred ideas among them. On the return route, children have the opportunity to observe the surrounding environment and buildings, and find out what they think are ramps. Here, children are also shown their knowledge and imagination of ramps. Moreover, after the field trip, the children will show their knowledge and experience gained in the circle time, as well as show and talk about the patterns they drew in the return route, so as to reflect on their field trip visit process.


Picture link:
https://foursquare.com/v/walmart-supercentre/4adc8d3cf964a520252d21e3/photos

Observation Date: February 19th

Time: 11:00am

Place: Classroom

Setting: Testing different types of balls on different ramps

Children’s age: 5 years old

Observer:  Katy Dai

At the beginning of the video, two girls were sitting together. The short-haired girl (I call her Jessica) picked up a small football and threw it to Somera. Then Jessica picked up another yellow ball with her hand. Jessica said to Somera: “Throw it. "Then Jessica threw the yellow ball at Somera. Somera picked up a corner of the book with the fingers of her left hand, held the ball in her right hand and placed the ball under the book, thus creating a ramp on the book. Somera used her fingers to pick up a small ball and placed it on the slope of the book, then released the finger to let the ball roll freely from the ramp of the book. Then Jessica said: "The ball rolls down the book pretty fast." Somera opened the book and folded it back. Jessica looked at the teacher and said: "Amazing while I gotta ramp." Jessica stretched her legs and bent her feet, then picked up the ball with her hands on her knees and let the ball roll down with her knees. And said: "My leg is a good ramp." When the ball fell to the ground, Jessica repeated the action just now. She put the ball on her leg, and then moved the direction of the foot to the left, and said to the teacher: "When I move my foot like this, it turns in a different direction." After that, Jessica let go of her fingers and asked for the ball to roll down to the ground in the direction of the leg. Jessica repeated this action and said: "See." When Jessica finished repeatedly showing the ball slipping from her leg, she said: "We have ramp made out of a book, we have a finish line made out of a book, and we have two balls." After that, Jessica held two different balls with both hands. When Jessica raised her left hand to show the ball inside, she said: "This ball is heavy." Then she put down her left hand, raised her right hand and showed another ball, she said: "This ball is light and we gonna see which one wins a race." Then, Jessica squatted on the ground, put the two balls on the slope made of books, and held the two balls with the fingers of both hands to hold the two sides of the pencil. Then began the countdown: "3, 2, 1, 0..." Then Jessica held  both sides of the pencil with her fingers and lifted it. When the two balls fell to another book, Jessica observed and said: "The wooden book hit the finish line first. I wonder why the heavier wooden ball won the races."

After that, Jessica held a small football in one hand and a marble in the other. She said: "These are about the same weight, but one is bigger, one is smaller." Then, Jessica put the small marbles on the slope made of paper, then let go and let the marbles roll down. And said: "I am using a bigger ramp and the little ball goes pretty fast." Then Jessica picked up another small football, put it on the paper slope and let it roll down. When the little football fell to the ground, she said: "I wonder why the bigger ball went further than the little ball." After that, Jessica and Somera stood up two paper towels and put one on top of the paper towel cup, then put the ball in the cup. Jessica said: "We are making a kind of bowling game, see what happens when you play different ramps and balls." Then Jessica and Somera sits on the sofa, Somera picks up with her fingers and holds the paper, letting it become a slope. Then Jessica picked up a ball and placed it on the paper, then let go and let the ball fall to a bowling ball made of paper towel. The ball hit one of the paper towels.

I will prepare a circle time and invite the children to participate in the seminar. I will prepare a blackboard and write our project theme on it: "Ramps". Then ask the children: "Tell me what you know now? What have you learned?" Then give each child a drawing and some pencils, so that they can draw on the drawing what they know about the topic of "Ramps". Then the children can review and discuss each other's work. Then I will write what they think of on the blackboard for them to read. Finally, I will ask: "What methods do you think we can show our work because we have so many photos? How about we making a posters and put the pictures on it? What do you want your parents to learn and what do you want to tell your parents?" Then I made a show based on the children's ideas, and made a parent letter to invite the children's parents to join us Culminating activity.

I will make one or more posters, and then post the learning process and their work products recorded by the children in learning opportunities, and attach what the children did and say in each learning opportunities, and then post them in Put it on the board wall to show parents the learning process of the children and the teacher and the knowledge and experience gained. Second, I will make all the recorded photos/videos into a PowerPoint, and then perform a slide show. Third, I will put the children’s artifacts (cardboard ramps) on the prepared table to let them review how to make it. Experience and ask them to provide an opportunity to speak to their parents and show their production process. I will first, I will give parents some time to visit the classroom and review the activities and learning content of the children in this project. Then I will ask the children to lead their parents to the corresponding position for the slide show, reviewing the learning opportunities, the learning process and the finished work of the children in this project. Throughout the celebration process, I will gradually introduce and show the children their exploration and investigation process in each learning opportunity, the artifacts they made, and at that time invite the children to the stage to give a speech on what they already know in the entire learning opportunities. For example, when the slide show focuses on Child A and Child B when conducting investigations and exploring answers, such as testing and recording the falling time and distance of objects (loose part) on a playground slide, then I will ask: "You are here What did you find here? What did you learn?” Then Child A and Child B will answer their knowledge by reviewing their work process and the recorded sketchbook. In addition, I will put the latest drawing completed by the children in Circle time on another board wall, so that the children can see and find the different between drawings they did in the learning opportunities and the most recent drawing during the review process. It can improve their critical thinking and experience about "Ramps" by constantly reviewing and discovering different points.


Link: http://playfullylearning.blogspot.com/2011/02/documentation-panels.html 

Physical domain: The children will draw in circle time, and draw on paper the knowledge and content they have acquired from Ramps during the survey. Then the children will work with me to select the picture and glue the picture to the poster. This process develops the children's fine motor skill through drawing and picking.

Social and Emotional domain: When the children finish painting for the second time, they will have the opportunity to share their thoughts and ideas with their peers. They exchange and observe each other’s work, comment on each other’s work, think and feel, and compare their own work. In addition, the children will complete the activity of picking and pasting photos to the posters together. In the activity, they will help and cooperate with each other. This process develops the children's social and emotional development.

Cognitive domain: The children represented their ideas with paintings, and expressed their ideas and knowledge by reviewing their own experiences and crafts during the slide show.

Language domain: In circle time, children have the opportunity to communicate with each other, share thoughts, ideas and feelings about their content about Ramps. And they will observe, comment and communicate with their peers' work. At the same time, during the slide show, the children will have the opportunity to talk to teachers and parents about what they have learned and what they have learned in the designated photos. For example, if the children are using different materials to complete the cardboard box, the children will review and recall the activity and give a speech to everyone. During the speech, the children’s language and vocabulary were developed.

 
Link: http://playfullylearning.blogspot.com/2011/02/documentation-panels.html