This is a picture of the blackboard in my classroom. 

 

Form:  rectangle, flat 

 

Function: writing on, or posting things on  

 

Causation: being flat suits its purpose, allowing for easy use 

 

Change: Since you can post things on it using magnets you can change it to use during different lessons. You can post a poster sized paper on it to make charts for classroom collaboration. 

 

Connection: You can use it to display many things. 

 

Perspective: Would it be as useful if it were a different shape, or if it was not flat? 

 

Responsibility: Teaches students to care for classroom materials by taking turns cleaning the board. 

 

Reflection: Students can think about if the blackboard suits its purpose by drawing on it and using it themselves. 

 

Form:  board is square and flat, has many different shapes on it. 

 

Function: identifying and matching shapes 

 

Causation: the board allows for easy storage and use, the pegs on the shapes help us hold them. 

 

Change: we can use the pieces separately to explore other ways shapes are used. 

 

Connection: Can sort them by color, or size, can see what you can make if you put them together 

 

Perspective: would the board be useful if it was a different shape or if it were a cube?  

 

Responsibility: students learn to respect materials by keeping track of the pieces, making sure they clean up nicely. 

 

Reflection: Why do the shapes only fit in one spot on the board? How do we know this? 

 

Function: place for pretend play

Change: Children use this area as a kitchen. They also change this area into a hospital or airport or whatever they need for the pretend play at the moment. 

Connection: By using a window on the kitchen wall, children can play other things such as a puppet show. 

Responsibility: Children share the space with other friends. They also take care of the toys.

Form: Dried twigs and dried acorns. 

Causation: After a typhoon, we found lots of twigs and acorns on the ground in a park. 

Change: We use the twigs and the acorns to make autumn ornaments. We also use some acorns for counting. 

Responsibility: Since twigs are pointy, children pay attention not to hurt themselves and friends when they use them. 

Function – They can make your teeth cleaner.

Causation – After lunch, your teeth are required to be cleaned. 

Connection – You need a toothbrush, toothpaste, water, cup to clean your teeth.

Change – Your teeth will be whiter or cleaner after brushing.

Responsibility – it deals with self-management and daily routine activity.

Perspective – It is about wellbeing and cleanliness.

Reflection – We have to clean our teeth every day, so that we can be healthy. 

Function – To cook food.

Causation – After cooking, it will have a good smell

Connection – eggs, water, oil

Change – Raw eggs change into solid state with white color. 

Responsibility – Students must be careful when they are frying the eggs.

Perspective – Frying egg is a good way to cook clean food. 

 

Function to know the main function of the train that must run on the tracks.

Perspective makes a picture of the train in the imagination of children.

Responsibility I have to finish my work on time.

Change can be connected to Lego with their own creativity.

Responsibility When the toy is finished, the toy must be stored.

Reflection Lego toys will reflect the imagination of children's play. By shaping shapes.

Form: Two rectangular signs telling what it is; two bears to dress according to weather

Function: tells the weather outside; shows students what to wear outside

Causation: so children can know the weather and explain the changes that are happening in the world around them

Change: weather changes daily

Connection: Tells children how they should dress, if they should go outside, what they should bring with them, etc

Perspective: children might see a cloudy day differently from others; gives children a change to express different opinions on the outside world (likes the cold, hates the rain, likes it cloudy, likes it sunny, etc)

Responsibility: Children have a responsibility to be aware of their surroundings, make observations; “special” person checks weather and reports back to class about observations

Reflection: Children all have different perspectives; see what different children decide to wear in different types of weather

Form: Books of all shapes and sizes

Function: visual aid to remind students of what we are learning this week; provide print experience and awareness for students; provide information on weekly themed topic

Causation: source of information that students can refer to and explore; teach print awareness, interactive letter recognition, and parts of books

Change: change weekly based on theme, letter of the week, and different activities

Connection: All themes connect to an overarching monthly theme

Perspective: books provide students with experiences of different people and their world views

Responsibility: student’s responsibility to treat books properly; learn about the word around them

Reflection: students can tell what information is provided by the books; visual aids provide learning for visual learners; auditory learning available for auditory learners

Form: Rectangular monthly calendar

Function: daily morning calendar time; count how many days until Halloween, count how many days in the month so far; read our ABAB pattern; understanding how many days there are until a future event

Causation: To tell children what day of the week it is; what day in the month it is; gives them a sense of time and sequencing; extend pattern; understanding concept of before and after

Change: Date changes daily; month changes every 30/31 days;

Connection: ABAB pattern connects to a month theme of Halloween and pumpkins; Connects to computer lab time as well as morning interactive writing

Perspective: Every day is a new day; new things to learn and room for personal growth

Responsibility: being able to tell digits that make up the individual number; extending their rote counting skill; count to tell how many

Reflection: children can measure their learning by how much they could do at the beginning of the month, at the middle of the month, and at the end of the month

Form: Rectangular bulletin boards with rectangular month sign and rectangular vocabulary cards

Function: children can use vocabulary word wall for writing; oral story-starters; visual aids

Causation: visual aids provide a base for visual learners; tactile aids for kinethestic learners;

Change: Changes monthly based on themes

Connection: connects to monthly themes 

Perspective: children have different perspective on the vocabulary words and different opinions

Responsibility: children are responsible for being able to recognize vocab words and use them correctly

Reflection: children can accurately use vocabulary words in stories, sentences, and context