Student ID No: 20090482 Rolinda D’Souza

Report: Adventure of planes.

1. Purpose:

The main purpose was to extend and enhance learning about planes and to

implement various strategies to reach the goal. This purpose was formed to

build Zane and other children’s interest for planes by:

1. Enriching and widening the learning spectrum.

2. Increasing knowledge on importance, functions and parts of the

plane.(MoE,2007)

3. Exploring more about planes through activities i.e. learning by

doing.(MoE,1996)

2. Emergent interests:

The record of the interest in planes includes layers of noticing, recognising

and responding by the teacher, Zane and later by others in the centre.

(MoE,2004,p.7).

The interest emerged when Zane chose a book on planes, since

he had never been in a plane. He further expressed interest in

reading more books. Others showed curiosity in listening.

Later, the teacher noticed Zane and Bridget’s expressiveness in drawing and

developing their ideas on the paper.

“This is my army plane. It’s very big.” said Zane.

1
Student ID No: 20090482 Rolinda D’Souza

“Mine is a space plane.” added Bridget.

The teacher showed respect and interest by writing on their works.

(Brownlee,2007). Their interest created a spark in the centre and later many

got involved in sharing their experiences about planes.

“Once I saw a red plane.” added someone.

Children enjoyed communal finger-painting and new tactile activity to explore

their fingers in creating patterns.(Brownlee,2007). Rhyan took interest in

symmetrical patterns.(MoE,2009), while Jack tried a unique way of making

planes.

3. Content Knowledge and learning areas:

While reading books, the teacher highlighted on the parts, shapes and colours

of planes. Zane showed awareness in passenger and fighter planes. Drawing

attention to its functioning, the teacher explained how each part of the plane

operated. Jack showed knowledge about the cockpit, wings and body of the

plane.

This project focused on planes showing a deeper involvement in safety, art,

science, mathematics and technological literacy.

Learning in science and mathematics began right from the start.

In science, we talked about the air pressure which affects the movement of

the planes.

2
Student ID No: 20090482 Rolinda D’Souza

Mathematical skills were developed in terms of comparison of sizes, shapes

and classification of planes. They learnt about algebraic patterns.(Lee,2007).

Safety and hygienic conditions were observed while

handling scissors, paper-cutter, serrated edge of

sellotapes and washing hands after gluing.

Picture visuals showed rich interior environment of

the planes, thus developing curiosity, imagination and

forming a continuous process of learning.(MoE,1996)

Through arts, children explored their unique, aesthetic

expressions while using their fingerprints. They

developed imagination of patterns and sense for

touching and feeling, thus enhancing personal well-being and making learning

relevant, in-depth and meaningful.(MoE,1996,2007).

In social science, the teacher used social inquiry approach. As active

participants, children learnt about the impact of planes on societies and

environment. They shared their experiences and ideas here.(MoE,2007)

Knowledge on technology was based on mechanical power and power engine

which kept the planes moving. It runs on fuel and has gears underneath the

planes for landing. Children developed a broad technological knowledge on

3
Student ID No: 20090482 Rolinda D’Souza

how to evaluate structural design, understanding of material properties, how

planes functions and, why and how the different parts operate in the air.

Qualities:Usefulness, eco-friendly, transportation, functions, movement and

speed were reflected upon. Technological values were inculcated here.

(Mawson,2005).

4. Learning Objectives:

The learning objectives were:

• Initially, to gather, acquire, organize, and summarize

information on planes and then involve in model-building.

• Developing a basic knowledge of planes

• Connecting with science and technology to gain better

understanding.(MoE,2007)

Zane showed satisfaction for his knowledge on planes, while others showed

enthusiasm and wonderment. We met our learning objectives through this

project.

5. Teaching strategies and techniques:

The main strategy was to explore more about planes and then construct a

model by using different techniques and strategies.

Zane expressed his desire to read a book on planes. Using the Te Whāriki lens

of ‘exploration’, the teacher encouraged him to give reasons for his choice.

(MoE,1996,p.89). Reading books with open-ended questions enhanced

4
Student ID No: 20090482 Rolinda D’Souza

literacy and intellectual skills thereby creating an interest around us.

(MacNaughton & Williams,2009)

Many enjoyed participating in art activity since it

featured funny plane sketches. Fingers served as tools

to create patterns. Some used pointing fingers, while

others used their thumbs.

Malaya was seen using both hands while

Jett and his friend showed good social

skills.

Later, an on-going project was planned by us.

As the teacher placed the dried cut-outs of planes on

the chart-paper, Zane and few others commented,

“Where is the sun.?”

“There should be a sun in the sky.” added Bridgette.

They planned and decided to create a sun cut-out keeping

in mind the colour, design and features of the sun.

We moved to our next stage: model-building of planes.

Children were given the opportunity for choosing the box they liked. They

discussed on how to start the project.

Fingers were used for shredding strips of paper, thus

developing fine motor skills. They listened and

started constructing their planes.(MoE,1996)

5
Student ID No: 20090482 Rolinda D’Souza

The teacher examined the design pattern and documented

their co-constructing knowledge on planes. A strong

sense of belonging, co-operative learning, discussion and

sharing were encouraged in the group. Children met

challenges during: collage work, cutting foil-trays and cardboards and making

wide gaps around the boxes. Here, the teacher provided time, space,

encouragement and helping hand to tackle problems.

Rhyan was seen scaffolding, by showing Canyon how to

draw the wheels.

After completing his plane-model, Jack collected some

materials from the table and created his own work saying,

“This is my plane. I have made it so fast”.

Documenting this project was done by writing children’s

voices and photographing their works. Many open-ended and pro-active

questioning was based on the airplanes.

(MacNaughton & Williams,2009).

6. Resources:

We experienced varieties of resources in this project.

Children had a choice of colours to mix-match, squish

6
Student ID No: 20090482 Rolinda D’Souza

and touch paints, thus showing their knowledge on the properties of paints.

(MoE,2009). Sketches of planes were provided.

For making plane models we used:

• A4 size coloured papers.

• PVA glue, sellotape.

• Ice-cream sticks: to apply glue.

• Sketch pens

• Cardboard sheets and boxes: for body, rudder, wheels.

• Foil-trays: for wings.

• Scissors, paper-cutter.

• Wool- for hanging models.

These recycled materials linked children with technology and

‘exploration’ strand, thus making them explorers and inventors.

(Buckingham,2006)

7. Assessment Strategies:

This project was started with, on Zane’s interest and later got

many involved. Children’s interest was kept continuous

through their ideas, displayed art works and picture visuals of

planes. Brainstorming ideas, discussions, facilitating others,

problem-solving and questioning were used.(MacNaughton &

Williams,2009).

7
Student ID No: 20090482 Rolinda D’Souza

Parents participated by providing us many pictures of planes thus

exemplifying the principle of Te Whāriki: Family and Community.

(MoE,1996)

Four aspects of creativity were seen in this project-

• Experience through books

• Focus in their work

• Creative process

• Art product

(Brownlee,2007,p.8)

This project showed holistic development through:

• Exploration-Developing working theories and spatial

understanding of three-dimensional objects.(p.90-91)

• Communication–Creative and expressiveness in using their senses

in reading “pictures” for meaning. (p.75 )

• Belonging– Assisting others and expressing ideas.

• Well-being-Self-care skills.(p.53)

• Contribution –Working co-operatively as affirmed individuals.

(MoE,1996)

8. Review: what next?

Zane showed ongoing enthusiasm during this project, where he expressed his

feelings though books and art. His mum made connection to the past, thus

enriching Zane’s learning progress. It was exciting to see others exploring

8
Student ID No: 20090482 Rolinda D’Souza

same interest and working on the project with harmony and respect for each

other. Children experienced motor skills and mixed emotions: from frustration

while cutting thick cardboard sheets, sticky glue, finding the start-point of

sellotapes to happiness in achieving their goal.

Children were overjoyed

seeing

their hand-made planes hung

around the centre.

Knowledge of literacy grew at every stage in this project.

Even after the completion of project, the children are still seen playing with

paper-planes, drawing sketches, solving puzzles and constructing planes from

mobilos, thus keeping the spirit of planes alive around the centre. I wonder

later, if children develop an interest in spaceships: rockets, it could be our next

exciting adventurous project.

9
Student ID No: 20090482 Rolinda D’Souza

Reference list:

Blaiklock, K. (2008). A critique of the use of learning stories to assess the

Learning dispositions of young children. NZ Research in

Early Childhood Education, 11, 77-86.

Brownlee, P. (2007). Magic places: The adults’ guide to young children’s

creative art work. (Revised Edition). Waitakere City, New Zealand:

Playcentre Publications.

Buckingham, A. (2006, Autumn/Winter). What’s out the window? Early

Education, 39.

Elliott, S. & Davis, J. (2004). Mud pies and daisy chains: Connecting y oung

children and nature. In Every Child, 10(4), retrieved 29th October,

2009 from

www.earlychildhoodaustralia.org.au/pdf/every_child/ec0404_mudpies.

pdf

10
Student ID No: 20090482 Rolinda D’Souza

Lee, S. (2007). I think you are a hundred; Mathematics in early childhood.

paper presented at the Early Childhood Convention 2007, Rotorua,

New Zealand (CD-ROM.).

MacNaughton & Williams (2009). Techniques for teaching young

children: Choices in theory and practice (3rd ed.). Frenchs Forest,

NSW: Pearson Education.

Mawson, B. (2005). Where do I start? Technology in early childhood. ACE

papers, 16, 104-116. Retrieved October 29th, 2009 from

www.education.auckland.ac.nz/uoa/ace-issue16

Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mō

nga mokopuna o Aotearoa/Early childhood curriculum.

Wellington: Learning Media

Ministry of Education (2004). Kei Tu o te Pae: Assessment for learning:

Early Childhood Exemplars. Book 1, Wellington, New Zealand: Learning

Media.

Ministry of Education. (2007). The New Zealand curriculum for English-

medium teaching and learning in years 1-13. Wellington: Learning

Media.

11
Student ID No: 20090482 Rolinda D’Souza

Ministry of Education. (2009). Kei Tu o te Pae: Assessment for learning:

Early Childhood Exemplars. Books: 18, 19. Wellington, New Zealand:

Learning Media.

Smorti, S. (2007). Co-constructing the curriculum: Teachers’ noticing,

recognising and responding to childrens’ learning in science. Paper

presented at Early Childhood Convention 2007. Rotorua, New Zealand

(CD-ROM).

12