Welcome back (CRCOS) #00212K Day 2 STEM Practices IDEAS METHODS - - PowerPoint PPT Presentation

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Welcome back

Day 2

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STEM Practices

IDEAS METHODS VALUES

Problem Finding Exploring and Challenging Proposing Finding and Validating Evidence Designing and Building Questioning Generating Ideas Thinking Critically Using Appropriate Language and Vocabulary Processing Information Using Tools to Produce Artefacts Encoding and Decoding Information Curiosity Persistence Creativity Fairness Teamwork Imagination

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Experience… through off-app

activities to establish foundation concepts

Represent… by showing an

understanding of concepts through the use of on-app activities

Apply… by demonstrating concepts

• ff-app across different contexts

ERA loop

STEM Practices Ideas Methods Values

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• At your table, share how YOU have

implemented the ERA in your preschool.

• What was successful?
• What advice would you give new ELSA

educators?

Implementing ERA

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ELSA books

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• Patterns in nature are

visible regularities of form found in the natural world.

• Natural patterns include

symmetries, trees, spirals, meanders, waves, foams, tessellations, cracks and stripes.

Patterns in nature

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Not all patterns in nature are mathematical patterns

Patterns in nature

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ELSA Book 2

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ELSA apps in practice

App Two – Location and Arrangement

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App 2 Location and Arrangement

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Location and Arrangement - overview

EYLF

Being Exploring and making sense of the world around us Belonging Children build a sense of belonging to their environments as they explore space and location Becoming Through spatial language, engagement and play, children build the necessary skills to grow

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Orientation: Movement through space; following directions Arrangement: Others and objects in space; visual perspective taking Location: Objects in space Hide and Seek; How do I get there? Position: Me in space Where am I now? Above/Below/Beside Prepositional language

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Location and Arrangement: What do we mean?

Position

• Language development with spatial prepositions (e.g., under,
• n top, above, inside, near, etc.)

Location

• Fixed point; multi points; moving agent, me and others,

following directions, giving directions

Arrangement

• Representing people and objects in space (using
• bjects/pictures to make/show enclosures, visual perspective

taking)

Orientation

• Following and giving directions in a spatial environment that

may not be from your own viewpoint

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Children learn about position through the use of spatial language and by participating in play that allows them to demonstrate notions of position. Spatial prepositions include words such as “on” “under” “below” “through”

• Passive / Static spatial language – prepositions that denote

placement and arrangement (e.g. on, above, inside).

• Active / Dynamic spatial language – prepositions that

denote movement or transformation (e.g. through, across, into).

Position – Core Ideas

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Describing different fixed-point locations within a familiar environment, including details regarding placement and position. Children begin to develop an understanding of relative location; namely, that many locations are described in relation to themselves, an

• bject or someone else.

Location – Core Ideas

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• Relative location – any location that can be described in

relation to yourself, someone else or an object (e.g. the desk is next to me).

• Landmarks – fixed objects used when describing the location
• f other objects or people (e.g. the gum tree or the tap).
• Adjectives – a word naming an attribute of a noun (e.g. the

blue flowerpot, the large door). Helping children to use adjectives allows them to describe locations with more accuracy (e.g. the blue flowerpot is between the large door and the yellow bucket).

Location – Core Ideas

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• This activity will engage you with

positional language

• Use the positional cards to move friends

into the position depicted on the card

Position - Experience

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Positions: Little Helpers- Represent

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• After the children have played the Little

Helpers game, they can describe positions

• ff-app
• Use the materials on your table and the

position cards to create and represent as many of the positional words as possible.

Position - Apply

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Previous educator E and A activities

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• Let’s play ‘Simon says!’
• Use positional and directional language to

follow directions

– Listen carefully to the descriptive language being used

Location - Experience

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Location: Hide and Seek - Represent

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• After on-app Represent activities, children will

be ready to Apply the core concept of location into new contexts in their own environments

Location - Apply

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Previous educator E and A activities

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Previous educator E and A activities

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• Children begin to understand that their world can be

represented in different ways.

• Maps and models are visual representations of the

real world and that we can look at them from different perspectives.

• Mapping provides a way of representing and

communicating about space, requiring a consideration of position and orientation

Arrangement – Core Ideas

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• Recognise that objects can be arranged within an

environment and in different ways

• Symbols – the notion that objects and places in the

real world can be represented by different symbols.

• Perspective taking – the ability to imagine how

something would appear if viewed from a different

• rientation or perspective.

Arrangement – Core Ideas

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Arrangement - Experience

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Arrangement: Playground - Represent

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Arrangement - Apply

• Using the materials on your table, create a

scene.

• Draw a map of your table scene from your

perspective.

• Mess up your scene!
• Swap your maps with other table and

recreate the scene.

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Previous educator E and A activities

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Previous educator E and A activities

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• Orientation focuses on understanding

relationships between different positions in space and finding your way through space.

• Children will explore and play in new spaces,

taking note of landmarks and other reference points, eventually building a mental map of the environment

Orientation – Core Ideas

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• Listening to and giving accurate directions helps to

aid navigation through various environments

• Developmentally, to successfully navigate a route,

children need to:

– review which landmarks are to be passed – remember in what order they passed them – know which landmarks are used to indicate a change

• f direction

Orientation – Core Ideas

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• Routes – sequences of landmarks linked

by paths or movements connecting them.

• Directions – a list of commands indicating

a route to follow.

• Destination – the landmark that is the

endpoint of the navigation.

Orientation – Core Ideas

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• Follow the leader!
• Teacher models the instructions… “Slowly

walk behind the tables to door”

• Everyone take a turn of being the leader,

providing clear, descriptive instructions using the spatial language. Can you include more than one landmark?

Orientation - Experience

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Orientation: Directions - Represent

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Orientation - Apply

• Using the materials on your table, create a

maze that has landmarks. Do you have an end destination?

• Navigate your partner around the maze.
• Can you navigate them from the end to

the beginning?

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Previous educator E and A activities

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• Describe position and movement
• Demonstrate awareness of position of self

and objects in relation to everyday contexts

• Follow directions to demonstrate

understanding of common position words and movements Pathways to AC Mathematics (and Numeracy GC)

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• Science involves observing, asking questions

about, and describing changes in, objects and events

• Participate in guided investigations and make
• bservations using the senses
• The way objects move depends on a variety of

factors, including their size and shape

• Share observations and ideas

Pathways to AC Science

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• Recognise and explore digital systems (hardware

and software components) for a purpose

• Follow, describe and represent a sequence of

steps and decisions needed to solve simple problems

• Generate, develop and record design ideas

through describing, drawing and modelling

Pathways to AC Technologies (Digital Technologies)

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Educator App

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Educator app

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• Setting up
• Managing devices
• Managing children’s time on devices
• Engaging parents with ELSA

World Café

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• How can I engage in the Community of

practice?

• Share your ideas of activities that worked
• r haven’t worked
• Each week will be a new prompt for

discussion (during term time)

Community of Practice

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• How does the new platform work?
• Managed by ELSA Team
• Can change password
• More like social platforms you might

already use e.g. ability to like, comment, ask questions, upload files

Community of Practice

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What would you like to see on the Community of Practice site?

• Content
• Ideas for weekly topics
• Technical ideas

Community of Practice

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Create your own mind map of the past day/s

• STEM
• STEM Practices
• ERA
• Questioning
• Patterning
• Location

Reflection activity

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Workshops in June

Upcoming workshops

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Thank you