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EDU10003 Assignment 4 Template

Assignment 4: Folio
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Theme: Hands on learning

Resource: Popsicle sticks Popsicle sticks or craft sticks are wooden sticks, they come in different colours, sizes,
and quantities and can be found in most craft stores.

Figure 1: Popsticks. Retrieved from

https://www.creativeclassrooms.co.nz/funstix-assorted-colours.html

Age Group/ Year Level: Grade 2

Grade 2
Curriculum link/s: Year 2: Measurement and Geometry - Shape
(copy and paste, with citation) ACMMG042: “Describe and draw two-dimensional shapes, with and without digital
technologies” (ACARA, 2018, version 8.4).

Activity Explanation (approx. 200 words)

The teacher can introduce this activity by drawing two shapes on the board and asking the students to identify
them. This will help to engage the students and activate their prior knowledge. The teacher can then demonstrate
how to create these shapes using popsicle sticks. Then the teacher can divide the students into small groups and
provide them with the materials they need to create their shapes.

The teacher can pose a realistic problem and ask the students to use accurate math language such as “vertex” and
“side” as they collaborate and create their shapes. Ask questions such as “how many sides dose a square have?” or
“what is the difference between a rectangle and square?” or “can you create a 3D shape using popsicle sticks?” to
encourage deeper thinking and understanding.

The students will work with the concrete materials to explore different possibilities. They will have the opportunity
to experiment with different shapes and sizes of popsicle sticks to create 2D shapes.

At the end of the session, the students will be encouraged to share their ideas and discoveries with the class. This
will give them an opportunity to practice their communication skills and share their learning with others. As they
listen to their classmates ‘ideas’ they will also be exposed to different ways of thinking and problem-solving, which
can help broaden their own understanding.
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Justification (approx. 200 words)

Hands on learning is beneficial because “children are beginning to be able to demonstrate much more logical
thinking, although they need concrete materials to help them reach the correct
conclusions. Thus, in this stage you will see children working on mathematical problems” (State of New South Wales,
Department of Education and Training, 2006, p. 5). This is supported by Piaget’s views of “he believed children were
active learners” (State of New South Wales, Department of Education and Training, 2006, p. 4). The popsicle activity
providing a visual and tactile way to understand mathematical concepts in fun and engaging way.

The popsicle activity draws on student interest by providing a creative and unique way to learn maths. This is
beneficial because “thinking in unordered heaps” (State of New South Wales, Department of Education and
Training, 2006, p. 6). This is aligning with Vygotsky zone of proximal development “Vygotsky saw the
children ability to think logically as developing in stages”. (State of New South Wales, Department of
Education and Training, 2006, p. 6).

Collaboration enhances learning by allowing students to work together and share ideas “Vygotsky believed that
children’s cognitive understandings were enriched and deepened when they were “scaffolded” by parents, teachers,
or peers”. (Berk, 1996, State of New South Wales, Department of Education and Training, 2006, p. 5). For example,
students can work together to build geometric shapes and structures. They can collaborate to use math concepts
measure angels and calculate dimensions.
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Theme: Using ICT in Maths

Resource: Cash Register
An electronic cash register toy that
simulates a real cash register. It
includes features such as a
calculator, scanner, and pretend
money.

Figure 1: Cash register. Retrieved from

https://www.creativeclassrooms.co.nz/cash-register.html

Age Group/ Year Level: 4 – 5 years old

kindergarten
Curriculum Link/s: Learning outcome: 2.1 “Children develop a sense of belonging to groups and
(copy and paste, with citation) communities and an understanding of the reciprocal rights and responsibilities
necessary for active community participation” (DET, 2019, P. 28).

Activity Explanation (approx. 200 words)

The teacher can introduce the digital cash register toy by sitting up ice cream truck with cash register toy includes,
paper money, coins, buttons, and ice-cream toys the teacher can encourage children to engage in imaginative play,
practice social skills, and develop numeracy skills, all while having fun.

The teacher can pose a realistic problem by asking children “what are some of the different buttons and functions on
the cash register in the ice cream truck?” or “can you use the cash register to play different roles in the ice cream
truck like the owner or the customer? If so, how would you do it?”.

Children can explore possibilities by experimenting with different combination of items and prices, and then using
cash register to calculate the total cost and change. They can also practice role-playing different scenarios, such as
being the customer or the cashier, and work collaboratively to solve problem and make decisions. By engaging open-
ended play, children can develop their creativity, imagination, social skills.

At the end of the session, the children might discuss the challenges they faced and how overcame them and offer
feedback and support to their peers. This type of reflection and collaborating can help children deepen their
understanding and develop their communication skills.
Justification (approx. 200 words)

ICT is beneficial because it helps students develop important digital literacy skills that are essential in today’s world.
“ICT tools that can assist in the learning and teaching of mathematics” (Knaus, 2015, pp. 82). Cash register in ice-
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cream truck allowed hands on learning by providing a fun and engaging way for children to practice counting,
addition, subtraction. It also helped critical thinking and problem-solving skills.

This activity can enhance engagement by providing fun and interactive way for children to learn about money and
maths concepts. It can also help students develop important life skills, “it is a tool that can enhance students’
learning if used effectively” (Siemon, 2011, Knaus, 2015, pp. 84). Such as money management and financial literacy.

The cash register activity draws on students’ interest by provides a real-world context for learning math concepts,
making the learning experience meaningful and relevant to students’ lives, “Children are using their physical or
motor skills and their senses to explore their world and develop their cognitive understandings”. (State of New
South Wales, Department of Education and Training, 2006, p. 5). This is aligning with Piaget “emphasised the
importance of language development, learning and teaching to the child’s cognitive
Development” (State of New South Wales, Department of Education and Training, 2006, p. 5).

Collaboration enhances learning for this activity by provides opportunities for children to practice important life
skills such as communication, negotiation, which are essential for success in the real world, “Student understand
that technology can be used to better understand the world around them, such as exploring digital images to
understand math concepts or collecting data from their school or community that they can manipulate and use to
answer real-world questions” (Cennamo, Ross, & Ertmer, 2014, p. 4).
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Theme: Learning Environment

Learning Space: Middle Park
– Mud kitchen Mud kitchen is an outdoor play station
that allows children to engage in
pretend and messy play. Mud kitchen is
water and set of bowls, and different
colours of scoops and containers,
different size of pots.

Figure 5: Middle Park – Mud kitchen. Retrieved from

https://middlepark.co.uk/mud-kitchen/

Age Group/ Year Level: 4 – 5 years old

Kindergarten
Curriculum Link/s: Learning outcome: 4.1 “Children develop dispositions for learning such as curiosity,
(copy and paste, with citation)cooperation, confidence, creativity, commitment, enthusiasm, persistence,
imagination and reflexivity” (DET, 2019, P. 37).
Activity Explanation (approx. 200 words)

In a mud kitchen activity, the learning space will be used to encourage children to engage in sensory play, explore
the natural world, and develop their creativity, imagination, and social skills.

The teacher can provide the children with opportunities to explore, experiment, and create with natural materials.
Teachers can encourage children to engage in sensory play, ask them question such as “how does it feel when you
mix the mud and water together?” or “how many cups of sand do you need to add to your mixture to make it
thicker:” the teacher can help children to develop their social skills by modelling positive behaviours, and providing
feedback.

Mud kitchen can be a play-based activity because it allows children to explore, create, and experiment with different
textures and materials while engaging in imaginative play. For example, children might create their own recipes,
experiment with different ingredients, and engage in imaginative play. Mud kitchen can be linked to the real world
because they allow children to engage in hands-on learning experiences that relate to cooking.

Children might play with mud, sand, water, natural materials (such as sticks, leaves, and stones), and various tools
(such as spoons, bowls, and pots) in this activity. They can use materials to create their own recipes, build structures
and engage in imaginative play.

At the end, children can clean up their materials and reflect on their experiences. Teacher can ask question to
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encourage children to share what they learned and enjoyed about activity.

Justification (approx. 200 words)

Mud kitchen activity is beneficial because it provides children with opportunities to explore and experiment with
natural materials, develop their sensory skills, and engage in imaginative play. “They promote opportunities for
sustained shared thinking and collaborative learning”, (DET, 2019, p. 18).

Mud kitchen activity engages children by providing them with open-ended opportunities to explore and experiment
with natural materials. “Creating physical and social learning environments that have a positive impact on children’s
learning”, (Connor, 2011, p. 3). Children can use their imaginations to create their own recipes, mixtures, and
connections, and practice skills like pouring, measuring, and stirring. Additionally, mud kitchen can provide
opportunities for children to work together, communicate, and develop social skills. For example, children might
work together to make mud pie, by sharing tools and materials or to figure out how create a certain shape.

This activity draws on children’s interest by providing them with opportunities to engage in messy, sensory-based
play, which many children find highly appealing. Children are naturally curious about the world around them,
“Having the opportunity to explore their environment taps into the natural curiosity of children and young people to
understand the world and their place within it” (Pound, Linda, and Trisha Lee. Teaching Mathematics Creatively,
Routledge, 2011, p. 103).
Mud kitchens provide them with opportunities to explore and experiment with the natural materials, such as dirt,
water, and rocks. This is beneficial because children are more likely to be engaged and motivated when they are
interested in the activity. This can lead to deeper learning and more positive learning experiences.
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References

Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2018a). Australian Curriculum: F-10 overview:

Australian Curriculum v.8.4. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/

Department of Education and Training [DET]. (2019). Belonging, being & becoming - The early years learning framework

for Australia. Retrieved from https://docs.education.gov.au/documents/belonging-being-becoming-early-years-learning-

framework-australia.

State of New South Wales, Department of Education and Training (2006). A basic introduction to child development

theories. Retrieved from https://mhs.mcsd.org/UserFiles/Servers/Server_21163/File/Library%20Media%20Center/

theories_outline.pdf.

Knaus, M. (2015). Maths is all around you: developing mathematical concepts in the early years. Albert Park: Teaching

Solutions.

Cennamo, K., Ross, J., & Ertmer, P. (2014). Technology integration for meaningful classroom use: A standards-based

approach. Australia: Wadsworth Cengage Learning.

Connor, J. (2011). Creating 'enabling' environment. The early years learning framework professional practice program, 13.

Pound, L., & Lee, T. (2011). Teaching mathematics creatively. Hoboken: Taylor & Francis.

Creative classrooms, Popsticks - Assorted Colours, New Zealand. (23. 05. 2023).

https://www.creativeclassrooms.co.nz/funstix-assorted-colours.html

Creative Classrooms, Cash Register, New Zealand. (24. 05. 2023). https://www.creativeclassrooms.co.nz/cash-

register.html

MiddlePark Primary School, Mud Kitchen, London. (27. 05. 2023). https://middlepark.co.uk/mud-kitchen/
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