develop vocabulary and use language to bring meaning to what is seen, felt, smelled, heard, tasted, and thought (e.g., observe and describe their sensory experiences with living things, objects, and materials; observe and describe similarities and differences in living things, objects, and materials)
explore and select different ways to represent ideas, actions, and experiences and to communicate with others (e.g., experiment with and choose pictures, diagrams, or symbols to represent ideas, actions, and experiences in their environment)
detect consistency and pattern in objects and events and use language to describe these patterns (e.g., explore sound patterns through listening, singing, and speaking activities; explore visual patterns by observing their surroundings; recognize patterns that are found in recurring events and in ways that things change)
explore how characteristics of materials may change as a result of manipulating them (e.g., initiate and describe actions that involve moving, mixing, and manipulating materials; observe and describe in general terms changes in size, shape, and number and characteristics of the parts)
identify and explore ways to use tools to help carry out a variety of useful tasks (e.g., identify processes used for joining things, such as stapling and hammering, and the tools used in these processes; identify tools and processes used in cooking)
choose materials to build a variety of real and imaginary settings, and play roles that correspond to these settings (e.g., create real and imaginary settings using manipulative and tactile materials, and play roles appropriate to those settings by, for example, miming animals, persons, or objects)
ask questions that lead to exploration and investigation (e.g., ask questions about a balancing toy)
select and use materials to carry out their own explorations (e.g., try different ways to make a toy balance and tip to one side or the other)
follow a simple procedure where instructions are given one step at a time (e.g., follow step-by-step a set of instructions for moving a model dog in and around a doll house)
manipulate materials purposefully (e.g., use boards and blocks to make a model)
observe, using one or a combination of the senses (e.g., describe a mystery object they can feel but not see)
use personal observations when asked to describe characteristics of materials and objects studied (e.g., describe materials they used in making a model)
place materials and objects in a sequence or in groups according to one or more attributes (e.g., arrange a set of toys from largest to smallest)
communicate questions, ideas, and intentions while conducting their explorations (e.g., indicate a problem encountered in a building task)
identify common objects and events, using terminology and language that others understand (e.g., describe an encounter between two animals)
respond to the ideas and actions of others and acknowledge their ideas and contributions (e.g., use building materials offered by another student in making a model)
Children have a natural curiosity about their surroundings a desire to explore and investigate, see inside things, find out how things work, and find answers to their questions. In a learning environment rich in materials to explore, and with appropriate support and guidance, students can be led to develop confidence in manipulating, exploring, and creating with a variety of materials. In the process, they learn to bring focus to their activities, develop language to express and enlarge upon their experience, and develop understandings about materials and their use.
Students manipulate and explore materials at activity centres.
Students explore a sand table and try different ways to move a variety of objects over the sand and through the sand.
The above exploration may lead to the following question:
What can we do with these materials and what can we find out while using them?
Students engage in focussed activities with particular questions or problems to investigate.
Students investigate ways to move sand and to make a flat surface like a road or a yard.
Students use materials in more elaborate explorations.
Students make a road or pathway through the sand, and use blocks, figurines, model buildings, miniature vehicles, or other materials to represent various human activities.
This illustrative example suggests ways students can be led to attain the following learning outcomes:
STSE/Knowledge: 100-2, 101-1
Skills: 201-2, 201-4
Attitudes: 401, 402
Framework table of contents or Learning outcomes presented by grade or Next section or Title page