Fishing rods - 24th September 2010

As part of our programme planning this week based on our children interest about sea creatures, fish and fishing rods, they had create and made there own fish and fishing rods. So at our mat time we went through our karakia, so that the tamariki could have some fruit.






When they had all finished eating we sangs some waiata, (the waiata that I had mention in my last story; Making fishing rods-23rd September 2010), and did lots of actions by making lots of fish and sea creature noises or sounds. And pretending that we were in the water swimming aroud like a fish.
  
Then we had a story about fishing, the children were allow to share there experiences of fishing or eating fish. It was good to hear about their whanau going fishing and some of their whanau members would take them along too. When some of our whanau do go fishing the teachers in our Centre are give some...yummy fish!
While still here on the whaariki (mat) I was able to introduce to our tamariki real fishing  rods. Again from the books that we had looked at I showed them the parts of the rod and while pointing to these parts I got the children to repeat after me.  

Our tamariki were really keen to have a go, as I show them what they needed to do. So who would like to have a turn on the fishing rods. All our tamariki were keen to have a turn.

Making fishing rods - 23rd September 2010

Selecting our materials to making our fishing rods

Putting the finishing touches on our rod.

Trying out our rods"look I caught a fish"

Both tamariki are trying out there rods.

So did we catch a big fish? "No but my Dad goes fishing and so does my brother".

"My Dad and my Uncle they go fishing too" 

From our children's interest in sea creatures especially fish and fishing this week was all about making and using rods. Today its making rods. Some of the children and I looked through books first on how we could make a fishing rod. Then we made a list of some of the materials that we might need to make our rods.

Items:

• Nylon string, wool or plain string
• Long ice block sticks
• Scissor
• cellotape
• glue
• paper clips
• magnetic strips
• paper to make fish 
• crayons, chalk, markers or other materials to decorate fish - glitter, foam, wool...
• Pen or pencil

Now that we have all these materials lets make our rods. Some of the children wanted to make their fish first and even though we looked through books and seen real fish ( we have a fish tank in the Centre) they were happy to create and design there own fish and even though some had parts missing it didn't matter, because they looked great. And for the children, as long as they can catch it with there rod. There were lots of different shapes, sizes and coloured fish and the children were showing others that were next to them or across the table, even showing me. While working with them we did some waiata that are about fish or sea creatures; Fish alive, One day a taniwha, Toru nga ika, Tohoraha. When doing these experiences children enjoy putting things together and decorating when finished provided they have the opportunities to explore their interest that these experiences for them will be memorable and from time to time we as educators can revisit with children whenever the subject or topic comes up. Smorti (1999) agrees that when looking at technology "educators are indeed providing children with opportunities to explore technology"(p. 7).
When the children started on there rods the conversation was about the ice block sticks - how did we get these sticks like this? where did the ice-cream or ice block go? Talking with the children and telling them that you can buy the ice block sticks like this and without the things that they had mentioned and that you can make your own ice-blocks. So we can guess what there next interest could be! Then to finish off the rods the children used tape to stick down our string and we use tape and paper clip for the magnetic strip to make a fish hook. Great we have finished so are we ready to go fishing? "Yes, they all said"

Making banana fruit smoothie - 16th September 2010

Discussing the process of what we are doing and making?

We get more friends joining in to help

The questions just keep on coming

Everyone has something to do

Role-modelling how to use the can opener and supporting those that are doing it.

Pouring the fruit into the jug

What's happening here? Any ideas?

Yes, its blending time

Our last ingredient

This morning in my Centre the children have been interested in the different gadgets or tools that we have been using to make drinks. Today we are using a blender to make 'banana fruit smoothie' and a 'can opner' to open our fruit tins. I connected up the blender along with all the other equipment needed and food. Some of the equipment that we used were knives. So when the children do come its ensuring that they know how to use the knife safely. I chose not to invite children rather I waited to see who would come. At first a couple of children came asking me "what are you doing? what are you making? And most importantly, what is that?". Rather than tell them what I was doing?making? and what the gadget was? I told them that I was waiting for some friends to come along and help me. Then I asked them what they thought the gadget was? " umm...dunno", "I never seen one of those", according to MacNaughton & Williams (2004) "open question - there are many 'openings' for the person to answering the question to express what they know, yhink, feel or believe"(p. 145), and what they thought we are making? "cakes, biscuits, muffins, cookies, drink". By this time more children came to see what was happening and they too wanted to know what we were making or cooking or doing. Again I chose not to respond, I gave some children bananas to peel and the other children the fruit tins to open, using the can opener. I looked on at the children who were using the can opener, some were confident in using the opener, others weren't to sure about it, so I role-model and supported them, along with the others supporting them too by holding on to the can, according to MacNaughton & Williams (2004) " children learn how to behave by copying (modelling) the behaviour of others" (p. 125). Then pouring this into the jug and the other tamariki who were peeling the bananas did the same too putting them in to the jug - Tino pai to mahi tamariki ma - We are nearly there! And lastly we added the milk and then we switched on the blender. Then all the tamariki said 'we made milk fruit drink". Ae! Ka pai tamariki ma Ae! it is a drink. We call this type of drink "banana fruit smoothie". They all could wait to try it...um...me too! When looking at the use of technology - Food technology is used and involves all groups of people. And when engaging in cooking and eating it is loved by all and for children it is an experience full of fun and excitment!
Te Whaariki links :

• Belonging Goal 3: Children and their families experience an environment where they feel comfortable with the routines, customs, and regular events. L/O: 1, (p. 60)
• Contribution Goal 3: Children experience an environment where they are encoraged to learn with and alongside others. L/O: 1, (p. 70)
• Communication Goal 2: children experience an environment where they develop verbal communication skills for a range of purposes. L/O: 8, (p. 76)
• Exploration Goal 2: Children experience an environment where they gain confidence in and control of their bodies. L/O: 3,(p. 86)
• Exploration Goal 3: children experience an environment where they learn strategies for active exploration, thinking, and reasoning. L/O: 1,(p. 88)