Support children to connect with the natural environmentCHCECE037

Student Name

Student Number

Unit Code/s & Name/s

CHCECE037 Support children to connect with the natural environment

Cluster Name
If applicable

N/A

Assessment Type

?Case Study ?Assignment ?Project ?Other(specify)

Assessment Name

Assignment 2

Assessment Task No.

2 of 3

Assessment Due Date

Date Submitted

/ /

Assessor Name

Student Declaration:I declare that this assessment is my own work. Any ideas and comments made by other people have been acknowledged as references. I understand that if this statement is found to be false, it will be regarded as misconduct and will be subject to disciplinary action as outlined in the TAFE Queensland Student Rules. I understand that by emailing or submitting this assessment electronically, I agree to this Declaration in lieu of a written signature.

Student Signature

Date

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Instructions to Student

General Instructions:

There aretwo (2) Tasks for this assessment.

Task 1Eight (8) questions and answers

Task 2has three (3) steps:

Step 1 Gathering information (already completed for you)

Step 2 Mind mapping (already completed for you)

Step 3 Learning Experience ideas (student to complete)

There are no word limits for questions unless a particular question stipulates this. Once all questions have been answered in this one document and you are satisfied with the responses, the assessment is to be uploaded to Connect as one document for submission to gather feedback from the assessor. This will then be assessed.

Information / Materials Provided:

Learning management system CONNECT, Learner Guide, other relevant handouts and resources found on CONNECT in additional resources.

Assessment Criteria:

To achieve a satisfactory result, your assessor will be looking for your ability to demonstrate the following key skills/tasks/knowledge to an acceptable industry standard:

The ability to gather teaching resources to enhance childrens connection to the natural world.

The ability to gather information, and provide planned learning experience ideas relating to children connecting to the natural world.

Number of Attempts:

You will receive up to two (2) attempts at this assessment task. Should your 1^stattempt be unsatisfactory (U), your teacher will provide feedback and discuss the relevant sections / questions with you and will arrange a due date for the submission of your 2^ndattempt. If your 2^ndsubmission is unsatisfactory (U), or you fail to submit a 2^ndattempt, you will receive an overall unsatisfactory result for this assessment task. Only one re-assessment attempt may be granted for each assessment task.

For more information, refer to the Student Rules.

Submission Details

Your submission of your assessment is your consent to be assessed according to the individual assessment requirements and these assessment instructions. Uploading your assessment via CONNECT acts as your consent to being assessed according to these instructions.

Due dates for assessment submissions are set out as per your study schedules.

You are required to submit this Word document with your responses under each question.

TAFE Queensland Learning Management System: Connect url:https://connect.tafeqld.edu.au/d2l/login

Username; 9 digit student number

For Password: Reset password go to https://passwordreset.tafeqld.edu.au/default.aspx

Instructions for the Assessor

This assessment piece is theory based. Students will find content in their learner guide to assist in answering the questions and may at times be required to conduct their own research. Students will receive feedback on their original submissions and can have a second submission if deemed necessary as per the TAFE Queensland Student Rules.

This assessment is to be submitted online, through CONNECT. Online submission act in lieu of coversheet/signature and act as students consent to be assessed.

This assessment piece is to be marked in conjunction with the benchmark responses provided.

Note to Student

An overview of all Assessment Tasks relevant to this unit is located in the Unit Study Guide.

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Scenario

Chelseas Family Day Care is set on a seaside suburban house block with a large veranda and natural yard. Much of each day at the service is spent outdoors. Currently, Chelsea provides care and education for her own child aged 2.4 years plus one child aged 3.7 years and another aged 4.5 years.

Lately, the children have become very interested in items they have found outdoors and have been investigating what they find. Chelsea and the children have created a Learning Journal by recording this information in a large sketchbook complete with photos, drawings and descriptions.

Today, Chelsea and the children discovered a discarded birds nest on the ground under a large mango tree. There is a single feather woven into the sea grass it is made from. The children are very excited to see the nest! They can see the nest is old and no longer in use so they sit around it on the ground to observe it. Later, Chelsea adds this information into the days Learning Journal. (See Step One Learning Journal entry sample below).

Chelsea wants to know what the children already know or are interested in learning about the nest. She decides to record this information then use it later to plan for the childrens learning. To do this she creates a mind map and with the childrens help they fill it with interests, knowledge and questions. Chelsea adds some intentional teaching ideas too. Two key learning areas she wants to encourage are caring for the environment and children helping each other to learn. (See Step 2 Mind mapping sample below).

Learning Journal Entry

Children involved (initials and ages)

Louis (2.4), Hei (3.7) and Marli (4.5)

Educators involved

Chelsea

Other adults present

Janice (Marlis mum)

What were the children doing/saying?

Marli was walking around the base of the mango tree. She said she was going to look for mangoes! We all (Chelsea, Louis, Hei and Janice) walked toward the tree to search for fallen mangoes too. Louis noticed something and pointed to the ground.

The children and adults gathered around a fallen birds nest. We decided to sit around it in a circle to have a closer look and a discussion about it. We noticed that it looked old and unused. Chelsea said if it was still being used we could have tried to put it back. Hei noticed it was made out of grass and had one feather woven into it. Marli wondered what type of bird had made the nest and where the grass had come from to make the nest. She said she would like to make her own birds nest.

How did you the Educator support the childrens connection with the natural environment? What did you/they do or say? How can you encourage respect, understanding and care for the natural environment?

We supported childrens connection with nature with most days spent outdoors with freedom to move around the yard. Marlis mango hunt idea was encouraged as everyone joined her. Once Louis found the nest we took notice and explored. We took the time to observe and discuss what we knew (it was a nest, it was old, it was made of grass and a feather) as well as wondering what else we could find out (what type of birds feather was it and where did the grass come from). We encouraged respect, understanding and care by not picking up the nest straight away and making sure it was old. We talked about replacing the nest if it was still in use.

Further planning idea

Refer to Shorebird ID booklet in digital media. Take a walk in the local community to try to spot the bird and the grasses used in the nest. Take the services camera to record our journey then later create another Learning Journal entry about our community walk. Make nests using non-living found items from our walk.