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Science & Nature

Make and Use a Rain Gauge to Measure the Weather | Play Based Kindergarten & Preschool

Learn counting, measuring, writing, science, problem-solving & social skills as we play, tell stories, experiment, imagine, make friends, & use hands-on making to build our very own rain gauge & practice using it to measure the weather
Alice Campbell | MTeach., MPlayTherapy., BNursing
136 total reviews for this teacher
4 reviews for this class
Completed by 11 learners
  There are no upcoming classes.
Class
40 minutes
per class
Meets once
4-7
year olds
1-5
learners per class
per learner

How does aOne-Timeclass work?

Meets once at a scheduled time
Live video chat, recorded and monitored for safety and quality
Great for exploring new interests and different styles of teachers

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Description

Class Experience

The intended learning outcomes for this class are aligned with the Australian and UK early years curricula. They are also consistent with the preschool/ early years curricula for NZ, China, Korea and most European countries. This class utilises the Michigan Essential Literacy Practices Framework, and the Mathematics Learning Trajectories. 

______________________________
Intended Learning Outcomes
1. I can explore, infer, predict and hypothesise to develop my understanding of relationships between the environment, land, people, plants and animals. 
2. I can observe, sort and order different events and patterns in the natural world. 
3. I can increasingly understand measurement and number using vocabulary to describe size, length, volume, capacity and names of numbers.

______________________________
Critical Thinking Question(s)
1. How much is "a lot"?
2. What do these measurements tell me? What do they tell me about what did happen? What do they tell me about what might happen?
______________________________
Science Content and Concepts
~ Scientific thinking involves reasoning based on evidence
~ Evidence can include systematic observation and repeat measurements.

______________________________
Mathematics Content and Concepts
~ Counting.
~ Comparing number.
~ Adding/ subtracting.
~ 3D shapes.
~ Composing 3D shapes.
~ Spatial visualisation and imagery.
~ Spatial orientation. 
~ Measurement (length).
~ Measurement (volume).
~ Measurement (area).

______________________________
Vocabulary and Speech
This class will provide a setting for children to develop and practice their vocabulary and speech relating to the content, concepts, and activities we are exploring. The words we will be using will include nouns, verbs, adjectives, adverbs, prepositions, conjunctions and interjections. 

​Vocabulary (or knowledge of words) includes understanding their structure (morphology), use (grammar) and meanings (semantics). It also includes understanding how one word links to other words (word/semantic relationships). Oral and aural vocabulary skills (or, for non-speaking children, visual vocabulary skills) are absolutely crucial to later development of literacy decoding and reading comprehension and fluency. 

Because this is such an important skill gained in early childhood, I use a strong evidence-based and developmentally appropriate approach to vocabulary and speech development. This includes: 

𝗘𝘅𝗽𝗹𝗶𝗰𝗶𝘁 𝗩𝗼𝗰𝗮𝗯𝘂𝗹𝗮𝗿𝘆 𝗗𝗶𝘀𝗰𝘂𝘀𝘀𝗶𝗼𝗻
Explicit vocabulary discussion means that, in this class we not only use words, but we may also sometimes talk about them. We might discuss, for example:
~ what does this word mean?
~ what words would communicate what we want? 
~ what other words can we use for this?

While these discussions are explicit, they are not a discrete part of our classes or delivered as a "lesson". Instead, we weave these into our organic discussions while we play, create and tell stories. I do not choose or have a "list" of specific words that children "must" learn. My approach is to respond to children's interests by offering explicit vocabulary discussion that is purposeful, and which helps each child engage with their goals, interests and motivations. This means that children are developing their vocabulary (and self-awareness of it) in a meaningful, relevant and active way. 

𝗘𝘅𝘁𝗲𝗻𝘀𝗶𝘃𝗲 𝗖𝗼𝗻𝘃𝗲𝗿𝘀𝗮𝘁𝗶𝗼𝗻
While it may seem "efficient" to get children to memorise, or rote learn, words - this approach has been shown to have no real value in speech/ language development generally, including vocabulary development. Rather, evidence confirms that the critical requirement for strong vocabulary and speech development is sufficient opportunity for children to engage in meaningful, two-way conversations that are interesting to them. 

To provide this for your child, I maintain very small class sizes and a child-led approach to learning. This ensures that each child has many opportunities to "chat" and "talk" with me and other learners throughout this class about the things that have captured their interest or that they are discovering. I focus on finding opportunities within these conversations to not only introduce new vocabulary, but to also extend and stretch each child's confidence in using and understanding vocabulary in speech. 
I hold a Master of Teaching (Early Childhood) and have specialist skills in designing immersive education programs for very young children. I am a former member of Mensa.
There is no homework in this class. However, children may wish to continue working on their projects after class. I will also provide a handout after each class with suggestions for (optional) activities, play and art to extend children's learning and interests between sessions.  

Children will need assistance from an adult to prepare and set-up prior to the session. Once you have the materials, this will typically take approximately 10 minutes.  
 2 files available upon enrollment
For this class you will need: ~ A tray, plastic tub, towel or length of foil to protect your surface from water. ~ Small stones or pebbles ~ A two or three litre plastic soft drink (soda) bottle or plastic milk carton. ~ A ruler ( a printable ruler will be provided on enrollment) ~ Scissors (parental supervision or assistance during class may be required) ~ A sharpie or permanent marker. ~ 1 -2 litres of water.
Learners will not need to use any apps or websites beyond the standard Outschool tools.
I do not use tests or other standardised approaches to assessing children's progress. In this age group, testing it is not developmentally appropriate and in some cases may be psychologically and academically harmful. 

However, as a teacher, I do believe it is important for me to be accountable to both children and parents. I aim to deliver classes that are not just "busy work" or entertainment, but which actively contribute to each child's learning in meaningful and sustainable ways. 

To do this, I use continuous observation of children's activity and conversation. When I make these observations, I am specifically considering the child's development in relation to the learning outcomes of the class (see above). 

I then routinely provide feedback to children. This may consist of: 
~ positive affirmation (e.g. "I really liked the way you communicated your idea with that painting");
~ positive reflection (e.g. "I wonder how you came up with that idea?"); and/ or
~ positive stretching (e.g. "I wonder if you could show that idea in other ways?). 

This is a wholistic approach to assessment. The child's response to my feedback helps me understand of "how far" they have traveled in their learning, and then "what comes next" in their learning. 

I welcome questions and inquiries from parents about their child's learning progress. 
40 minutes per week in class, and no time outside of class.
~ Children will need assistance to prepare and set-up prior to each session. This will typically take around 10 minutes.  

~ This class includes a strong focus on children's hands-on participation and agency. I suggest having a large tray, towel or sheet to ensure easy clean-up following the class. Children should wear clothes that you are comfortable if they get messy or stained.  

Teacher

Alice Campbell | MTeach., MPlayTherapy., BNursing
🇦🇺
Lives in Australia
Heart-Based Teaching - Small Personalised Groups - Play-Based & Nature-Based Learning - Humanised Relationships
136 total reviews
249 completed classes

About Me

𝗛𝗲𝗹𝗹𝗼! 𝗠𝘆 𝗻𝗮𝗺𝗲 𝗶𝘀 𝗔𝗹𝗶𝗰𝗲.

I help families from all over the world, who have had trouble finding meaningful alternatives to high-pressure and standardised teaching approaches. An increasing number of parents recognise the unique importance of an... 
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