1. Experiences
Number sense and Arithmetic
This picture shows how everything was placed on the panel with pictures which
described the children activity based on their interest. The first and most important stage
in this experience was children`s collaboration demonstrated understanding of
mathematical concepts. For instance, the children lead the activity by choosing only
spiders from large collection and demonstrated their knowledge of mathematical concept
of classification.During learning process I let the children figure out what they were
thinking to do with those materials, then spontaneously one of them said let count how
many small spiders we have on the carpet. The other said let us count the biggest one.
Then I said great job! I like the way you are taking initiative to count. The children were
encouraged to count, then add more and recount. After a couple of time I asked them if
three spiders hide behind a rock, and one walks away, how many are left? They laughed,
and said two. Meanwhile the activity children were interesting in compared size of
spiders and sorted large or small. Also they were invited to identify numbers and placed
on cards to match actual number. Suddenly, one of the children subdivided a set of 9
spiders into three equal sets when they were told to share these items among three toy
spiders and placed in actual card number, and I asked her how many spiders are in a card
number she saidthree, then other child came over and looked at me and said “how many

2. hours leftbefore lunch time? I said two hours exactly then I took her close to the watch
pointed my finger to the numbers and explained how long it will take clockwise to get to
the lunch time.
By providing a variety of materials and arranging an environment that is rich in materials
and choices the children were interesting, participating, and leading the activity.
However, the experience was developmentally appropriate practice for the children. As a
result, the children weresetting; manipulating materials were typically well organized to
let them lead this experience.

3. This picture shows how collaboration was part of this experience because the children
were sharing ideas and enrich time together.The children were checked by matching up
the members of each set in one-to-one correspondence. Then they said miss nothing left
over, another one said is the same. Then Leon said how many left? By this moment I
helped him to count when he have done. Then I encouraged them to arrange sets of
spiders in order of relative size.
In this picture, Mackenzie and Charlie are counting spiders, and placed on spider`s web.

4. By sharing these experience, I was able to observe children`s thinking and mind at work.
The children get to practice specific mathematical tasks. The most important of all was
that children get a life lesson about motivation and learning. I was showing them that we
learn about numbers through play and exploration, and that mathematical thinking is part
of everyday life. The children learned a lot about math concept which help them to make
more sense of their physical and social world. At the same time children lead the activity
to the language area by asking me how to say spider in French, so I was able to teach
them how to say spider in French which is araignée, and I used this opportunity to teach
them how to count numbers in French as well as how to say sizes. Also children were
able to identify different colours of spiders. I find that the children can learn about math
everywhere they look, inside and outside of play, mathematical literacy is essential for
succeeding in a competitive word, and it also support language literacy, reasoning, and
communicating. As a teacher I made this experience easy and fun for them, I knew each
child learns and develops at their own pace.Some children werecatching the skill quickly,
while others need repeated practice.So the repetition was important, they were exposed to
concepts over and over have a more concrete understanding because they've had time to
dig deeper into the skill.

5. Creative Arts
This picture shows how I placed children`s documentation on the panel. Meanwhile this
activity, I created an environment which stimulates creativity by providing enough
materials for children to use. I displayed art project at children`s level. The children were
interesting in painting spiders with their hands.
The environment was stimulating the creativity for the children to be involved in painting
with their hands. I encouragedthe children to feel free to touch paint by helping them too.

6. When they finished to paint I wrote down children`s name on their work and I praised
the creativity and methods used during the execution of a task, as opposed only the
completed project. Also children were exposed with letters of the world spiders which
were placed on the table to allow their imagination to use them to write spider world by
using them with paint as well.
This the display of another creative art I did with children based on their interest because
this project gave opportunities for investigation in various curriculum areas.

7. This picture shows how children were interesting painting Styrofoam balls to build later
spider in their own imagination, this activity helped children developed fine and gross
motors skills.
Here Alyssa was assembling the objects to make the spider, and Aisha was concentred
fixing spider legs. The children were experimenting the concrete learning by touching,
smelling, seeing, hearing, and feeling what they were doing at the moment together with
their peers.

8. Laura was using glue to stick her spider eye by copying what other children did.
This is how children build spiders from their own imagination and I helped them when
they were asking for help. Also preschoolers learn best by doing, so I choose art activity
that emphasizes hands on experiences to develop on children social, cognitive, emotion,
and physical skills as well. The children were collaborating between them.

9. This is one of the examples of children creativity.
This is how the children ending with this activity in creative area.

10. Science and Discovery
This is how I displayed the activity on the panel. During this experience the children were
investigating to found a real spider based on their interest. After researching around the
school by chance we discover a real spider in his web, and we captured it and kept it in
the cup.
This picture shows how the children were observing a real spider crawling into a cup.

11. The children were interesting in science activities which permitted them to explore on
their own without making them conscious of the science method. I`m convinced that
these activity was extremely valuable because the children enjoyed more structured
activities that explicitly teach by introducing them to observe, predict, and check.
The children were asking question about spiders by observing it closely. Also they got
turns to watch spider.

12. Also the children asked to observe spider out of the cup, so I took this opportunity to give
them magnifying then they were able to observe a real spider crawling on the table, and
the children were naturally curious to make sense of their experiences and constructing
their own understanding of the world. After a couple of time I took the book I brought for
them to see. Then I placed the book on the table to respond about the question which was
“AS THE SPIDERS HAVE SKELETON?” through the book I was able to show them
spider skeleton how it looks like, and I got this opportunity to teach them that spiders are
built in a completely different ways, their skeleton are joints and are outside of their
bodies, like a portable case. The case is made of curved plates and tubes, and it supports
the spider`s body from outside. It known as an exoskeleton.(e. guides Pg. 14). Then
children were asking to draw spider skeleton as it was seeing in the book.

13. Field experience
While this field experience I took small group of children in the neighbourhood to search
of spiders, but the children asked to return in school so we went back. Then we restart
searching spider in the hall of the school and we found many spiders web without spiders
in it. By chance we went close to the window we found a real spider making his web.
Then we captured this spider and took it inside of the class for the children to have the
opportunity to look at the spider. The children were excited to found a real spider after
spent time of looking around for it. Also I look this opportunity to asked open and ended
question such as what do you see in the spiders web? The responses were different from
children some of them said “I see a bee in this web” and asked me why this bee is there? I
said most of spidertrap small insects and other spiders in their webs and eat them, that
why you can see this dead bee in this web. And I extended the knowledge by explained to
them that spiders a few large species of spiders prey on small birds and lizards. One
species is vegetarian, feeding on acacia trees. Some baby spiders eat plant nectar. In
captivity, spiders have been known to eat egg yolk, bananas, marmalade, milk and
sausages.Most spiders live on their own. A few species of spiders build webs together
and live in communities. Another child asked me why we cannot found spiders in this
web now? I told her that because of the weather, sometimes when it`s getting cold they
dead. However, some spiders like to come in with us in our nice warm home because of
the winter time. Others will leave their eggs sacs well protected to hatch out the next
spring.

14. This picture shows Isabella pointed her finger to show other a dead bee inside of the
spider`s web.
This is when I was showing the children spider`s web up to the window. I explained to
them why we couldn`t found spiders there in this moment because of the weather.

15. After the children finished observing spider in class they decided totake it back where we
found it, and I helped Charlie to let it go.
After the children let the spider go, they waved and said “Bye, bye spider”

16. Documentation Panel
This picture shows how I displayed the documentation panel in the field with variety of
the Hundred Language of children.