*Frames of Learning (Highlight frames for which you are preparing)

*Conceptual Understandings: Conceptual understandings are statements of essential ideas that accompany each of the overall
expectations. Conceptual understandings include concepts, skills, attitudes, and habits of mind.

The inquiry process helpd us to discover new information and to confirm or question our theories about the world.

*Overall Expectations (OE): Knowledge and skills described, in general terms, in each frame. Educators focus on the overall
expectations when co-constructing learning with the children.

13. As children progress through the kindergarten program they: use the processes and skills of an inquiry stance (i.e., questioning,
planning, predicting, observing, and communicating).

BC − Belonging and DLMB − Demonstrating PSI − Problem Solving

SRWB – Self Regulation and and Innovating
Contributing Literacy and Mathematics
Well Being Behaviours

*Noticing and Naming Learning : Making Learning Visible

Learning Goals: Enable children to think about and to begin to direct
their own learning. Support the knowledge and skills described in the
overall expectations and conceptual understandings.
We will learn through investigation that by using
different prisms, the number of lights projected will be
different for every prism.
Success Criteria: Enable children to know when and what they are
learning. Accomplishments along the way.
I can use different prisms to display different
lights.
I can determine the number of different projectors for
the different prisms.

We will first predict how many lights passages it will I can communicate my answers to the class using
create. numbers, pictures, or words.

Ways in Which Children Might The Educators’ Intentional Interactions

Specific Expectations: describe in
greater detail the knowledge and skills
related to overall expectations.
13. 2 – make predictions and
observations before and during
investigation.
13.4 – communicate results and findings
from individual and group investigations.
How educators engage with children’s learning-
Demonstrate Their Learning:
Children are not required to demonstrate students; strategies; materials; environment – based
on observations
their learning in all three ways.
SAY DO REPRESENT RESPOND CHALLENGE EXTEND
SAY: RESPOND
“I think the small prism will show more/less The educator will decide to listen more and wait
projections” before asking questions or prompting children’s
“I think the larger prism will show more/less thinking. Will then ask questions like:
projections” - “What did you notice”
“I think if I put the prism in a different spot - “What do you think is going to happen”
on the projector, the light will display - “What conclusions have you made from
differently” this experiment?”

DO: CHALLENGE
In a small group, the children will put the “Why do you think it showed that many different
different sized prisms on the light to show projections?”
different light projections. They will also “Did your predictions match what happened in the
predict before placing the prism on the light experiment?”
table.

RESPRESENT: EXTEND

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 Some children will represent and present “What would happen if you tried projecting the
their findings in writing, drawing, numbers, light with a different light source? (flashlight, sun,
or chart, to display their findings. classroom lights)

Teacher Questions/Prompts:
- What did you notice?
- What do you think is going to happen?
- What conclusions have you made from this experiment?
- Why do you think it is showing all these different projections?
- Are your predictions matching your results?
- What would happen if you put two different prisms on the projector?
- What would happen if you were to put coloured paper on the projector with the prisms?

Assessment Documentation:
- Documentation of learning
- Documentation with pictures of children participating in the investigation
- Documentation of what the children are saying and how they are learning

Materials required:
- Different sized/shaped prisms
- Projector
- Paper
- Pencils, markers, crayons
- Camera/I-pad
- Notepad to take notes during experiment
- Chart paper (to make a prediction list)

Possible learning next steps for learning :

- Different sources of light, for example a flashlight, the natural light outside, the lights in the classroom.
- Using coloured projector sheets to display different coloured light.

MINDS ON
Script how you plan to engage the students with this opportunity.(if required)
I would gather the students together in a circle on the carpet. I would place the different sized prisms in the circle
and ask the students to make a list to predict what would happened when we used a different sized prism, with
using the previous knowledge collected yesterday from Will’s experiment with Tanner. Following the list, the
students would then go on and experiment by using the different sized prisms with the project.
Date: October 27, 2017 Learning Opportunity: Projection using

different sized prisms

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