Professional Documents
Culture Documents
*Overall Expectations (OE): Knowledge and skills described, in general terms, in each frame. Educators
focus on the overall expectations when co-constructing learning with the children.
31 – Demonstrate knowledge and skills gained through exposure to and engagement in drama, dance,
music, and visual arts.
As mentioned in the Educator’s Intentional Interactions, the focus in this activity will be on the students’
own work. The educator will encourage students to talk about their creations and ask them why they
are choosing the materials they are choosing to add to their images. Students will be encouraged to
express themselves as individuals, but we will also be having a procedural discussion about what a
typical snowman “has” that we could use different materials to represent. Students may also share their
experiences with others or the educator. Several students have already shared stories about building
snow forts or snow families with their parents or siblings.
Assessment Documentation:
The students will be assessed using the attached assessment at-a-glance sheet, which will indicate
whether or not they have come to the activity and demonstrated a desire to explore the materials
available. Space has also been left for recording anecdotal observations of the students’ discussions.
Materials Required:
Shaving cream
White school glue
Paper cups
Popsicle sticks
Craft paper
Materials for adding details such as pipe cleaners, googly eyes, twigs, buttons, and feathers
Laptop and whiteboard
Assessment sheet
Students are continually being encouraged to share their personal experiences and make connections
between what they do at home and what we create at school. This activity is a good opportunity for
students to talk to one another and/or to the educator about their experiences and their creations. This
is just a small part of the ongoing process of trying to build positive and constructive relationships
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between students and with students. Students are working on pro-social behaviours like waiting their
turn or listening to others. There are some students in our class who occasionally struggle with impulse
control and we will continue to give opportunities for them to practise their patience.
Minds On:
We will transition from the end of the first nutrition break into this activity by playing the Super Simple
Songs “Snowman” song on YouTube on the whiteboard. This is a cute song that goes over all of the
snowman’s accessories. The class often watches children’s songs or videos on YouTube during this
nutrition break, so this will make a natural segue into the activity. After the song, I will introduce the
activity.
“Good afternoon, everyone! I hope you all enjoyed your snack. How many of you like slime? How many
of you like ooey-gooey sticky stuff? Today we will be making a special kind of puffy paint that looks just
like snow and feels a lot like slime! I will need five friends to come with me to do this activity and I’m
going to choose the ones who are sitting criss-cross with listening ears just like Dinah taught us (Dinah is
a dragon puppet our AT uses to perform self-regulation themed puppet shows for the class). When you
come to the table, I want to see you all patiently waiting for your turn to get some paint without
touching or pushing ahead anyone else.”
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