Task 2- Option 2- Pre-primary- Data Source- Nature Hunt Booklet


Resource: Data sources can be found everywhere: online or in various indoor and outdoor settings: parks, homes and schools. Data sources are useful for teachers because they can be integrated across the curriculum.

Here is a resource I located on Pinterest, which led to this printable nature booklet: https://www.theresourcefulmama.com/wp-content/uploads/2015/06/Nature-scavenger-hunt.pdf.

Each page has an image of a natural item and the written word under each image.

Students could use this resource to go on a nature hunt. Next, students could collect samples from each page of the booklet. Then, students could sort the items they compiled into categories. Students could orally describe the patterns they noticed in the categories. To represent the patterns, students may choose to draw pictures, symbols or diagrams. Students could then draw and write the number of each item above or under their representations. To scaffold students’ understanding, the teacher may develop a class graph using a graphing maker site: https://www.meta-chart.com/bar and then students could create one in groups. Finally, students could independently generate a bar graph. This resource would be engaging for students because it promotes hands-on activities and aims to assist students’ development of data representation skills.

Curriculum

In relation to the Pre-primary Digital Technologies Curriculum, this resource would assist students with recognis[ing] and explor[ing] patterns in data and represent[ing] data as pictures, symbols and diagrams (ACTDIK002) and collect[ing], explor[ing] and sort[ing] data, and us[ing] digital systems to present the data creatively (ACTDIP003). The Cross-curricular priorities of sustainability, connections with Asia and Indigenous and Torre Strait Islander cultures can also be integrated by students finding natural items. Regarding assessment, this resource can be utilised diagnostically, to view students’ prior knowledge of data representation; formatively, to view sections of information that students require assistance with and as a summative assessment, to view students’ content knowledge.

Integration

This resource could be integrated with most curriculum areas:

  • English: attempting to read words in the booklet and explaining how they categorised their nature items.
  • Mathematics: trying to develop graphs.
  • Science: planting seeds.
  • Arts: drawing or painting a nature scene.
  • Physical Education: participating in the nature hunt.

Criticism/Concerns

In being critical of this resource, the main criticism I have is it could be a time-consuming to create a class set of booklets. Additionally, not everything that is found in the park may be in the booklet. A final criticism is that perhaps the booklet could be made bigger.

 

 

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