Supporting the Represent component of ERA using iPads - Session will start at 4pm. While we wait, use the pencil tool to draw a picture. Everyone ...
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
8/12/20
Session will start at 4pm.
While we wait, use the pencil tool to draw a picture.
Everyone else, use the text tool to type your guesses.
Supporting the
Represent component
of ERA using iPads
Platypus’s - 2020
App 2:
Patterns and Relationships
1
8/12/20
What is your favorite STEM practice?
Little helpers
App Activities
Represent spatial language by moving objects to
match the picture and the words
Support App Play
Using manipulatives
During app play, ask child to match the position word
on the app by:
• selecting the same position card
• creating the same word using objects in the centre
• Using their hands to gesture the spatial relation
Challenge the children after app play, by asking them to
recall the words they saw in their app session in the
same ways (picking position cards, creating using
objects, gesturing with their hands)
2
8/12/20
Little helpers
App Activities
Represent spatial language by moving objects to
match the picture and the words
Support App Play
Using manipulatives
Saying position words out loud
Children can verbalise each action as they complete it
(I am moving the purple block off the shelf. Now I am
moving the red block off the shelf etc)
Children can also recall their moves at the end or every
few cards (e.g., I moved all the objects off the shelf).
Challenge the child after app play by asking them to
make up a story using the spatial words shown on the
app (use the position cards to help).
Hide and Seek
App Activities
Educator/Children hide the animal card and describe
to their friends where they have hidden it using
spatial and descriptive language.
Support App Play
Use the position cards to help describe where the animal
card is hidden
Encourage children to gesture to show what they mean
Children can make up stories about where the animal
went to hide
Describe a path/route the children must follow to find the
animal card using the position cards and pictures of
objects in your playground/centre (go past the sandpit,
between the logs etc)
3
8/12/20
Hide and Seek
App Activities
Educator/Children hide the animal card and
describe to their friends where they have hidden it
using spatial and descriptive language
Support App Play
When the animal card animates, have the children
describe the features and attributes of the animal. E.g.,
How many toes does it have? What can you tell about
where the animal lives?
The children can also describe the position and location
of the animals (e.g., the crocodile is between the rocks
and in front of the river. The koala is on the tree trunk
and under the tree leaves.)
Playground
App Activities
Place objects on playground (bird’s eye view)
Describes location
Takes Photo (person’s view)
Figure out who took the photo (bird’s eye)
Support App Play
Start with 1 object, then 2, 3,…
Children describe aloud (to themselves or a friend)
where the budsies are using spatial words
Children use hands to represent the photo
on the map
4
8/12/20
Playground
Developing Generalised Skills – Perspective-taking
Imagine and describe the views of each Budsie
Guess which Budsie took the photo
Explain why using observations & spatial words
Click to see if you are right
Playground
Developing Generalised Skills – Map Reading
Educators make your own playground, screen shot, and print
Ask children to copy your playground map before guessing photos
Extension: modify playground -> modify map
5
8/12/20
Playground
Developing Generalised Skills – Map Reading
Numeracy Patterns
2
2
3
3
Directions
App Activities
Remi on map of zoo
Use finger to tell Remi where to go
App challenge to visit animals in given order
App says spatial words where appropriate
Children reflect on animals they visited
Support App Play
Imagine complete route before moving Remi
Describe pathway using spatial words
6
8/12/20
Direction
Developing Generalised Skills
Perspective-taking
If standing at the kangaroo, could you see the
possum? Why not, what is in your way?
Map-Reading
Draw map, recreate scene using toys, use map to
physically move through space
Spatial Words
Challenge students to visit animal by taking a
path that goes “over,” “under,” or “across”
something
Next Steps
• Download ELSA apps and register and set kids up in ELSA Educator
app
• Suggested approach: each week focus on one ELSA skills using ERA
• Week 9 and 10 – SPLAT App
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Weeks 9-10
SPLAT
App
Webinar Webinar
focusing on focusing on
App 1 App 2
7
8/12/20
Questions or
Comments?
Game Ideas – Little Helpers
• Let’s Play in Pairs
• Child one plays Little Helpers on the iPad, and instructs their partner to move an object in the
same way as they do on app. Child two will need a few objects (ball, teddy etc) and a table or
chair to place object above and under as Child one instructs.
• Can you find my partner?
• In the educator App for Little Helpers, there is link to download the spatial term cards.
Children can use these cards to play with a partner.
• Child one listens to Piper give an instruction of where to move the red ball but does not show
their partner. Child two has to find the matching card that represents the same proposition.
Then move the objects in the app.
8
8/12/20
Game Ideas – Hide and Seek
• Where do I live?
• An extension to the Hide and Seek game is for children to consider the animal
they have selected, and what their actual habitat and environment would
look like. You can provide different materials or props for children to use (e.g.,
a blue rug to represent water). Children can then create a scene in which to
hide an animal. For example, if they selected a Possum, the child should try to
hide the card in or near a tree. Then, they can give clues like – you will find
me somewhere leafy, but only during the night. This way children are
connecting the attributes and characteristics of the actual animal to their real
life habitat.
Game Ideas – Directions
• Incorporating Child Generated UCG
• A picture of the route the children took in the game will be saved to the
tablet. Ensure children take the opportunity to narrate the path they took
using the microphone tool, to record their descriptions.
• Using the saved route, ask the child to narrate the path to a friend if they
were travelling in the opposite direction. That is, the first animal they visited
now becomes the last; what was on their left is now to their right and so on.
• This is quite a challenge so the use of gesture and even re-enacting their path
using classroom objects to model the different animals will be useful.
9
You can also read
