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Documentation Panel. The Jewellery Store. By Cara Jack LE#2 – E- tivity #10.

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Documentation Panel

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Documentation panel

Documentation Panel

  • The Jewellery Store

  • By Cara Jack

  • LE#2 – E-tivity #10


Documentation panel

Nov. 2013 - Eve enjoys making patterns using math cubes. “Look Mrs. Jack. I can make a ABCD pattern. Yellow, red, dark blue, light blue.”Dec. 2014 - A small group of students create garlands for the Holiday Tree in the school foyer. They create and extend different patterns with construction paper. Gracie says, “I am making a red/green garland and Braylee is making a green/yellow/red garland.”Personal and Social Development - demonstrate self-motivation, initiative, and confidence in their approach to learning by selecting and completing learning tasks (2.3)- interact cooperatively with others in classroom events and activities (2.5)Mathematics – identify, create, reproduce, and extend repeating patterns through investigations, using a variety of materials and actions (P4.1)


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Jan. 2014 - A small group of students continue to want to explore patterns, so Mrs. Jack provides beads and different strings. Rowan says, “I am trying to make a bracelet. Can you help me make a knot so the beads don’t fall off again?”Health and Physical Activity – begin to demonstrate control of small muscles in activities at a variety of learning centres and when using a variety of materials or equipment (4.1)


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Feb. 2014 – The principal of Plainville Public School, Mrs. Strain, gives the Kindergarten class a toy cash register with coins. A small group of students explore the new materials together. Lily asks, “What is this coin called? It has a sailboat on it.” Carter says, “I like to push the buttons. It pops open!” Ayden says, “Me pop it!”. Mrs. Jack verbally prompts students to talk about the materials and use their words to take turns “popping” the cash register.Mathematics – explore different Canadian coins, using coin manipulatives (NS1.10)Language – use language to talk about their thinking, to reflect, and to solve problems (1.6)Personal and Social Development – use a variety of simple strategies to solve social problems (2.1)


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April 2014 – A couple students play with plastic Easter eggs and the coins. Mrs. Jack provides a sorting tray for the students to use. Aurora says, “I don’t know what this coin is.” Mrs. Jack writes 1 cent on a post-it note and places it in the section where the 1 cent coins are. Ella asks, “What is this coin?” Mrs. Jack writes $1 on a post-it note and places it in the section where Ella puts the $1 coins. They continue to work together to label and sort all of the coins. Personal and Social Development – demonstrate a willingness to try new activities and to adapt to new situations (2.2)Mathematics – sort, classify, and compare objects and describe the attributes used (DM 5.1)


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May 2014 – The original small group that started beading in January wants to add to their collection and use the cash register and coins to sell the jewellery they make. These students make a “Jewellery Factory” in the Drama Centre, sort beads, and make rings, bracelets, and necklaces to sell.


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May 2014 – The students are ready to sell their jewellery. Mrs. Jack asks, “What do you need so that your friends know this is a Jewellery Store?” Eve says, “We need a sign. We can do it on the chalk board with the magnetic letters.” Mrs. Jack asks, “How will your customers know how much each piece of jewellery costs?” Grace says,” We need price tags. Can we use the sticky things?” Braylee says, “I want to make more signs for the wall”Language – demonstrate knowledge of most letters of the alphabet in different contexts (2.8) – demonstrate an interest in writing and choose to write in a variety of contexts (4.1)


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May 2014 - Students decide on prices for rings, bracelets, and necklaces. They work on making price tags out of labels , write the price on each item, and then hang each item on a tack under the appropriate sign. Mrs. Jack asks, “How much should each item cost?” Eve says, “The rings are the smallest so they should cost the smallest.” Grace says, “1 cent is the smallest so rings can be that. 5 cents is next so bracelets can be that.” Gracie says, “Necklaces are the biggest so they can be what is next.” Grace says, “That is 10 cents then.”Mathematics – use, read, and represent whole numbers to 10 in a variety of meaningful contexts (NS 1.9)


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May 2014 – More students join in the Jewellery Store Project. They sort, price, display, and make more jewellery in the factory.


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May 2014 – The jewellery store is open! Lily says, “I want to buy this ring. It says 1 cent on the price tag so what do I do?” Jackson says, “You need to give me a penny. The brown one. I press the 1 button here.” Mathematics – explore different Canadian coins, using coin manipulatives (NS 1.10)


Documentation panel

May 2014 – The jewellery store in action! Aurora says, “I want to buy this bracelet.” Gracie says, “Bracelets are 5 cents and you gave me 10 cents so I give you back 5 cents. Have a nice day!”Mathematics – investigate addition and subtraction in everyday activities through the use of manipulatives, visual models, or oral exploration (NS 1.12)


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May 2014 – A small group of students are writing about their interests. Ella draws a picture , writes the date, and labels her jewellery picture.Language – write simple messages using a combination of pictures, symbols, knowledge of the correspondence between letters and sounds and familiar words (4.3)- begin to use classroom resources to support their writing (4.4)


Documentation panel

  • Possible next steps:

  • The prices of the items could be changed

  • Students could be provided with paper or small notebooks to write out bills or receipts

  • Students could sell other items of interest

  • How the document could be shared with parents:

  • This power point could be played during “Welcome to Kindergarten”

  • Put power point on class website

  • Create physical panel for classroom, hallway, or front foyer


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