Using Math in Animal Exploration

Elements of the child’s inquiry process	When children are engaged in the inquiry process, they:	When team members are modelling or supporting the inquiry process, they:
Initial Engagement noticing, wondering, playing	• Stating their favorite animals, what they are looking forward to see at the zoo, as well as previous experiences at the zoo (who has had them who hasn't) - Sing songs that involve numbers and different species of animals	• Recording them in a graph or some or multiple visual diagrams to show the children where everyone is at. the teachers can discover what the children already know about animal - While singing the song hand out items that the children can hold onto while they sing the songs for one-to-one correspondance
Exploration exploring, observing, questioning	- Children attempt to sort animal figurines, may be add some new animals they have seen before. - The children use numeracy skills (i.e. counting) at the zoo. - the children use comparison words when describing the different animals they see (bigger, smaller, longer, shorter)	• act as facilitators to guide children with thoughtful, open-ended questions • encourage children to observe and talk among themselves and to the team
Investigation planning, using observations, reflecting	- Set up a field trip schedule with the children by providing time slots.  - Ask the children what they want to see how much time they want to spend there.	• Provide each children with a small adjustable clock so they can follow the team members as they go through what is going to happen on the day of the field trip You could probably make your own out of paper plates. • model how to plan observe, and reflect
Communication sharing findings, discussing ideas	- Revisit your graphs and start collecting new data about what the children's favorite animals are. - Set up the dramatic play area as a Zoo. - The children to bring the blocks and plastic animal figurines into other areas of the classroom and design their own zoo.	listen to the children to help them make connections between prior knowledge and new discoveries - Invite the children to use mathematical concepts to create their own zoo.

Curriculum Expectations

Mathematics - Big Idea: Young children have a conceptual understanding of mathematics thinking and reasoning.

NS1. demonstrate an understanding of numbers, using concrete materials to explore and investigate counting, quantity, and number relationships;

M2. measure and compare length, mass, capacity, area, and temperature of objects/materials, and the passage of time, using non-standard and standard units, through free exploration, focused exploration, and guided activity;

G3. describe, sort, classify, build, and compare two-dimensional shapes and three-dimensional figures, and describe the location and movement of objects through investigation;

P4. explore, recognize, describe, and create patterns, using a variety of materials in different contexts;

DM5. sort, classify, and display a variety of concrete objects, collect data, begin to read and describe displays of data, and begin to explore the concept of probability in everyday contexts.

Where you can extend this Big Idea:

Phys. Ed.

- Through a game called Wolf & Deer you can demonstrate the growth and balance within populations that rely on each other for food. To set the game up you need to pick two children to be wolves and the rest of the children become deer. The deer should stand on the far side of a large open area (the children will be running, make sure there is space) and wolves will stand in the middle. The wolves are hungry and when the deer run through the "meadow" they have to make sure not to get eaten (tagged) by one of the wolves because if a deer gets eaten then they become a wolf. However as the population in wolf increases and then deer population decreases. Suddenly a lot of the wolves are finding it hard to find food, so if a wolf cannot find a deer to eat when the small population runs past the meadow then they must die and become a deer again. Let this game play out a few rounds so the children can see the fluctuation in the group sizes. This could help children make connections with the balance within our ecosystems.

 

References:

The full-day early learning kindergarten program: 2010-11. (Draft ver. ed.). (2010). Toronto, ON: Ministry of Education.

Chaillé, C. (2008). Constructivism across the curriculum in early childhood classrooms: big ideas as inspiration. Boston: Allyn & Bacon.