EARLY LEARNING CENTRE LEARNING

EXPERIENCE
Student Name: Krystina Telesca Date: October 2nd, 2017 Age Group: JK/SK 3-6

Purpose: Reason for

developing learning
experience. This could be Purpose:
in response to an
observation, discussion The purpose of this experience is to allow children to become
with the site supervisor, familiar with counting, and also to encourage children to be able to
Ontario Curriculum match numbers with a corresponding number of objects. Through
Objective, etc. this experience children will exercise cognitive math skills, as well
as fine motor skills as they glue a number of pom poms to their
Observation corresponding ice cream cone.
- Document what you
saw and heard Observation
- Document non-verbal
communication (i.e., The children engage in math lessons every day after lunch where
body language, facial they learn about shapes, number of sides within each shape, and
expressions and voice numbers. The children were engaging in a math experience, the
tone) teacher in the classroom introduced the activity through a video on
- Document in detail:
who, what, where, and shapes. Different shapes were introduced, the teacher said, lets
when count together, how many sides does a square have? All of the
- Documentation should children answered, 1, 2, 3, 4! The teacher reinforced, good job!
be written in past How many sides does a pentagon have? The children counted
tense, objective, and in
anecdotal format together, 1, 2, 3, 4, 5! 5 sides! Said the children excitedly.
OR

Discussion

Document the discussion

between you and your site
supervisor that led to the
planning

OR

Curriculum Objective

Describe the curriculum

objective youre aiming
to meet/enhance through
this experience

Learning Experience

What are you planning in Numbered Ice Cream Scoops

response to your purpose?
I will implement an experience where children will be given a piece
- Label your experience of paper with numbered ice cream cones. The children will be
(e.g. Painting with
cars). encouraged to glue a number of pom poms on the ice cream cones,
- What are your 3 through matching the number on the cone, to the number of pom
objectives for this poms they will glue. I will also allow the children to use markers or
experience? (i.e. What crayons if they wish. This will allow children to recognize a number
interests are you
extending? What and connect it to hands on objects which they can use to count. This
strengths and experience will take place after math in the afternoon, at a small
opportunities for group table indoors. I will number the cones 1-5 for JKs and 6-10
growth are you for SKs.
enhancing/supporting?)
Please Note: You Materials
should refer to
appropriate pedagogy - Paper
to support your - Construction paper ice cream cones
discussion around - Pom poms and markers
strengths and
- Glue
opportunities for
growth (e.g. ELECT, Implementation
How Does Learning
Happen, Ontario FDK 1. I will invite the children over to a small group table.
Curriculum, etc). 2. I will give each child a paper, with numbered ice cream
cones on them.
3. The ice cream cones will be numbered 1-5 and 6-10.
Describe the experience: 4. I will give the children pom poms and glue, the pom poms
will be used for the ice cream scoops.
- Who will be involved
5. I will explain to the children that if they wish to use markers
in the experience?
- Where will the and colour ice cream scoops they can do that instead.
experience take place? 6. I will explain to the children that they will be gluing pom
(e.g. Indoors or poms to the ice cream cone, and that they need to count out
outdoors? In the
dramatic centre, the
as many scoops as the number on the cone.
creative table, etc). 7. The children will count out the corresponding number of
- List the materials and scoops, and place them on their numbered ice cream cones.
resources you will use
- Describe the
implementation of the
 experience, with a step Objectives
by step description
- List and describe 2 1. The children will (Self-Regulation and Well-Being: 8.4)
teaching strategies. demonstrate control of small muscles while working in a
How will you use
them? Why have you variety of learning areas and with a variety of materials as they
chosen these carefully glue the pom poms to the ice cream cones as scoops
strategies? using fine motor grasps (The Kindergarten Program, 2016, pg.
178).
2. The children will (Demonstrating Literacy and Mathematics
Behaviours: 15.1) investigate the idea that a numbers position
in the counting sequence determines its magnitude, as they see
that an ice cream cone with 3 scoops is smaller than an ice
cream scoop with 5, therefore as we count higher the quantity is
higher (The Kindergarten Program, 2016, pg., 219).
3. The children will (Demonstrating Literacy and Mathematics
Behaviours: 15.2) investigate concepts of quality and equality
through identifying and comparing sets with more, fewer, or the
same number of objects. They will do this through comparing
the amount of scoops on their ice cream cones, and recognizing
that a smaller ice cream cone has a smaller number of scoops,
while a larger ice cream cone has a higher quantity (The
Kindergarten Program, 2016, pg.220).

Teaching Strategies

Invitations: I will invite the children over to my small group table

by saying, who wants to come make ice cream cones with me?
This will give the children the cue to understand that I will be
implementing an experience, and they will join if they are curious to
be involved.

Modelling: I will create my own paper of ice cream cones that is

already completed, and I will go through it with the children as an
introduction to the experience. We will count the scoops together,
and discuss that the 5 scoops match with the number 5 on the cone. I
will do this with all of the cones.