Professional Documents
Culture Documents
Assignment The 4
Frames
A School of Fish
Pinterest url: https://www.pinterest.com/pin/574068283734894281/
Pin to the ECE Fleming Pinterest Board: Belonging and Contributing
(Kindergarten Frames)
Instructions:
1. Kindergarten students are given various colours of card stock and are
asked to trace a fish with a pencil. JK and SK students will vary in their
ability to do this task and will be asked to help each other.
2. Students will then cut out their fish (again, some adult support and
guidance may be required if cutting skills are not developed yet for
younger 4s)
3. Once the fish are cut out, students can decorate their fish with
markers, crayons and/or tissue paper.
4. Groups of students can work on cutting out the letters for the board.
Others can work on putting up the tissue paper and border for the
bulletin board.
5. We could kept this bulletin up all year as a reminder of how our
classroom community will swim together. It also shows how unique
each person (fish) in our classroom is.
Their own thinking and feelings, and their recognition of and respect
for differences in the thinking and feelings of others;
Regulating their emotions, adapting to distractions, and assessing
consequences of actions in a way that enables them to engage in
learning;
Their physical and mental health and wellness.
In connection with this frame, it is important for educators to consider:
(Kindergarten Frames)
Instructions:
1. Kindergarten students will be provided with a square piece of paper
that is pre-folded into 4 separated labelled sections. Two sections will
be labelled hold in for 4 and the other two will be labelled breathe out
for 4.
2. The explanation of the breathing squares will be discussed with the
students. The students will know that the squares they create will be
available at all times to help when they are feeling overwhelmed,
frustrated or just need time to calm themselves down. They children
will follow the direction of the 4 squares. They will start with hold in for
4 seconds and then go to breathe out for 4 seconds. They will rotate
through the four squares as many times they need to help them calm
down.
3. Students will have many different materials to make the breathing
squares their own. They can decorate them with stickers, markers,
crayons and/or paint.
4. The breathing squares will need to be left out to dry.
Instructions:
1. Kindergarten students will be given the same amount of craft sticks per
number of letters there are in their first name, for example Shannon
would get 7 sticks.
2. The sticks will have the letters dotted on them to allow for the children
to trace each letter of their name on the craft stick.
3. They then will be able to put their puzzle together so it spells their
name. The students will then be asked to draw a picture on all the
sticks of something that they love. For example in the picture above
Jonathan drew a picture of cars because he loves them.
4. After the sticks are finished the students can mess up their own or
others up and try to solve the puzzle. Students can also switch puzzles
with their peers.
Demonstrate Literacy and Mathematics Behaviours links to
expectations
Overall Expectation (Kindergarten Program Pg. 216)
15. Demonstrate an understanding of numbers, using concrete materials to
explore and investigate counting, quantity, and number relationships
Specific Expectations (Kindergarten Program Pg. 217-219)
15.1 Investigate (e.g., using a number line, a hundreds carpet, a board game
with numbered squares) the idea that a numbers position in the counting
sequence determines its magnitude (e.g., the quantity is greater when
counting forward and less when counting backward)
15.2 Investigate some concepts of quantity and equality through identifying
and comparing sets with more, fewer, or the same number of objects (e.g.,
find out which of two cups contains more or fewer beans [i.e., the concept of
one-to-one correspondence]; investigate the ideas of more, less, or the
same, using concrete materials such as counters or five and ten frames;
recognize that the last number counted represents the number of objects in
the set [i.e., the concept of cardinality])
15.4 Demonstrate an understanding of the counting concepts of stable order
(i.e., the concept that the counting sequence is always the same 1 is
followed by 2, 2 by 3, and so on) and of order irrelevance (i.e., the concept
that the number of objects in a set will be the same regardless of which
object is used to begin the counting)
Explanation
During the process of creating their own name puzzle the children will learn
how to write letters, and spell their name. When using this puzzles they will
learn about how many letters are in their name and other students names.
The puzzle allows for the students to compare the amount of letters in each
of their names and they get a visual of how long their name is compared to
students. They will learn who has the longest name and the shortest in the
class for example Victoria and Tia.
Instructions:
1. Kindergarten students will paired up together, one Jk and one Sk. Each
pair will receive a baggie full of the same materials. The baggies will
contain 12 flat blocks, 30 cube blocks and 1 apple.
2. Students will then need to take their baggies and empty the content on
the floor
3. Then using all the materials from the baggies the children will need to
create the tallest tower with their partner that will support their apple
4. Once the towers are built students will use a ruler to measure how tall
the tower is
5. Pairs can continue to build the tower to see if they can make it taller