To conclude, this project was able to support children in achieving the three goals.
Children were able to learn the names of the eggs and different parts of the eggs through main activities and extension activities. Also, they were able to understand where the eggs come from through circle time and works in the cultural area.
Furthermore, children were able to experience and learn different ways of cooking eggs. Overall, the planned activities were able to help children in increasing the knowledge of eggs.
From the experience of pre-test, children provided me with interesting and unexpected answers. For example, when asking them, “Do you know where this egg comes from?” I have never expected children to say, “Japan”, “USA”, “Australia”
or “Supermarket”. And for the question, “Do you know how to cook this egg?” A child said, “My grandma knows, you may ask her”. This experience reminded me that we should never assume what children know or do not know something. No matter it is a mixed age classroom, or children of the same age, their understanding of certain knowledge may vary. The pre-test and post-test are great tools of testing what children have already understand. When designing and giving individual lessons, we can follow the child and adjust the level that suits children’s needs.
There are several changes and additions that could have improved learning outcomes and post-test results. First, since the egg shells of salted duck egg and chicken egg (with white egg shells) look alike, when preparing pictures for the pre-test and post-test, it is suggested to provide picture of salted duck egg with
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“salted charcoal”, which is black, so that children can differentiate easily from the outlook. Second, for weighing the eggs activity, it would be better to provide an electronic scale to the children who can managed to do decimal system, so as to get a more accurate result.
Vocabulary cards and written labels (3 part cards) Materials:
• A tray/container
• Three Part Cards of chicken egg, salted duck egg and quail egg
• Folder for putting the 3 part cards
Subjects:
Ages are from 3-6. No prerequisites.
Presentation:
1. Invite the child to do the exercise.
2. Carry tray with both hands carefully to an appropriate workplace.
3. Place the tray on the table.
4. Seat the child to your sub-dominant side.
5. Show the child the tray and the contents.
6. Say to the child, “We are going to match.”
7. Place all picture/name cards in a row working from left to right along the top of your mat, leaving space between each card.
8. Take out all the picture only cards, place them in the bottom left corner of the mat. Say, “These are the pictures.”
9. Take out all of the labels, place them at the bottom of the mat next to the picture only cards. Say, “These are labels.”
10. Start matching with picture only cards first. Take the first picture card from the stack and move it along beneath the picture/name cards until it matches the card above. Leave the picture card below its match. Continue matching all remaining picture cards.
11. Start matching labels next. Say to the child, “Now, I am going to match the labels.” Take the first label from the stack and move it along beneath the picture only cards. Point to the letters on the label to demonstrate that they do or do not match with the picture/name cards. Leave the label below its match.
12. After matching the first label, point to the letter name card and then point to the completed picture only card/label set. Say to the child, “Now this card is the same as this card.” Continue matching all remaining labels.
13. Say the names of each egg while pointing to the names on the cards. For example, “chicken egg, salted duck egg, quail egg”.
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14. Stack the picture/name cards and put them into the folder, followed by picture only cards and labels.
15. Return the tray back to the shelf.
Points of Interest
1. The visual interest of the egg pictures.
2. Seeing the picture/name cards matches the picture only cards and labels.
Controls of Error
1. Seeing all cards placed on the mat, with an empty folder.
2. Seeing the picture matches the picture/name cards.
3. Seeing the labels are the same as the picture/name cards.
Goals:
1. Order
2. Coordination 3. Concentration 4. Independence 5. Logical thinking
6. Visual discrimination/matching 7. Identify different kinds of eggs
Grinding egg shells
Materials:
• Mortar & Pestle
• A bowl
• Washed, rinsed and dried egg shells
Subjects:
Ages are from 3-6. No prerequisites.
Presentation:
1. Invite the child to do the exercise.
2. Put on apron.
3. Carry tray with both hands carefully to an appropriate workspace.
4. Place the tray on the table.
5. Seat the child beside you.
6. Name the parts of the activity Use precise language: Mortar & Pestle, bowl, egg shells.
7. Put an egg shell into the bowl of the mortar.
8. Use the pestle to grind the egg shells.
9. When the egg shells have been grinded finely enough, transfer them into the bowl.
10. Return the tray slowly and carefully to its place on the shelf.
11. Tell the child it is his/her turn.
Points of Interest
1. The feel and texture of the mortar and pestle.
2. The color of the egg shells.
3. The sounds made when grinding the egg shells.
4. The finely grinded egg shells.
Control of Error
1. Seeing, hearing egg shells spilling on the tray, table or the floor.
2. Seeing egg shells not placed in the bowl.
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Goals:
1.Order
2.Coordination
3. Concentration
4. Independence
Variations:
1. Change the color of the chicken egg shells (brown, white).
2. Change the types of egg shells (chicken egg, salted duck egg, quail egg).
3. Change the size of the mortar and pestle.
Egg Tasting Materials:
• Tray
• 3 bowls
• Toothpicks
• Chicken Egg (cut into small pieces)
• Salted Duck Egg (cut into small pieces)
• Quail Egg (cut into small pieces)
• Blindfold
• A glass of water
Subjects:
Ages are from 3-6. No prerequisites.
Presentation:
1. Invite the child to do the exercise.
2. Put on apron.
3. Carry tray with both hands carefully to an appropriate workspace.
4. Place the tray on the table.
5. Seat the child beside you.
6. Name the parts of the activity. Use precise language: bowls, toothpicks, chicken egg, salted duck egg, quail egg.
7. Use a toothpick to get a piece of chicken egg and let the child taste it. Tell the child,
“This is chicken egg.”
8. Ask the child to drink some water.
9. Use a toothpick to get a piece of salted duck egg and let the child taste it. Tell the child, “This is salted duck egg.”
10. Ask the child to drink some water.
11. Use a toothpick to get a piece of quail egg and let the child taste it. Tell the child,
“This is quail egg.”
12. Ask the child to put on the blindfold.
13. Use a toothpick to get a piece of chicken egg/salted duck egg/quail egg and let the child taste it. Ask the child, “What egg is it?”
14. Invite the child to drink some water.
15. Continue the activity by letting the child to taste other kinds of eggs.
16. Return the tray slowly and carefully to its place on the shelf.
17. Tell the child it is his/her turn.
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1. The 3 kinds of eggs cut into pieces.
2. The taste of the eggs.
3. The blindfold
Control of Error
1. The taste of the eggs.
2. The color of the egg yolks.
Goals:
1. Order
2. Coordination
3. Concentration
4. Independence
5. Discriminate the taste of chicken egg, salted duck egg and quail egg.
Variations:
1. Change the way of cutting the chicken eggs, salted duck eggs and quail eggs.
2. Change the container of placing the eggs
Making an Egg Book Materials:
• A tray
• Color papers (cover of the book)
• Strings and holder
• Print outs (Different parts of the eggs, including yolk, egg white, shell membrane, shell)
• Tray for print outs
• Colored pencils
Subjects:
Ages are from 3-6. No prerequisites.
Presentation:
1. Invite the child to do the exercise.
2. Carry tray with both hands carefully to an appropriate workplace.
3. Place the tray on the table.
4. Seat the child to your sub-dominant side.
5. Show the child the tray and the contents.
6. Say to the child, “We are going to make a book.”
7. Take out a set of print out. Use color pencil to color or indicate the parts of the eggs.
8. Take a color paper. Design the cover of the egg book by drawing an egg and write the title of the book “Parts of an egg”.
9. Use a string to bind the set of print out with a color paper cover.
10. Return the tray back to the shelf.
Points of Interest
1. The visual interest of the egg pictures.
2. The self designed book cover.
3. The colored paper and string.
Controls of Error
1. Seeing different parts of the eggs correctly labeled.
2. Seeing the print outs bind with a string and cover.
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Goals:
1. Order
2. Coordination 3. Concentration 4. Independence
5. Learning different parts of the eggs 6. Identify different parts of the eggs