Teaching and Learning Activities Research Paper 2022

0
Running Head: TEACHING AND LEARNING ACTIVITIES
TEACHING AND LEARNING ACTIVITIES
Name of the Student
Name of the University
Author’s Note

1
TEACHING AND LEARNING ACTIVITIES
Name of the Activity:
The activity that can be included in the teaching and developing the mind of a child in his
or her early childhood is milk painting method.
Explanation for the design and pedagogical approach:
Milk is used as the primary medium instead of water for making the painting. The colors
added into milk in small proportions. Then the colors are mixed well in the milk and then with
the help of the brush the children will paint on the paper that will be provided.
Environment and/or resources:
Small paint brushes, art papers, milk, water color plates.
Objective:
 The students will be learning colors get mixed into liquid medium.
 They will be able to differentiate that the medium of water and that of milk is quite
different yet in some way similar.
 The colors getting mixed in milk will appear a lot more interesting and will have a fading
effect which will interest in the painting more (Cutcher & Boyd, 2018).
Target age group/class (and approximate numbers involved):
The students should be ranging from the age of 2-5 years and the maximum strength of the
students will be 10- 15.
Curriculum framework/setting:
The setting can be in the class rooms so that the student can get desks and paint as they wish. .

2
TEACHING AND LEARNING ACTIVITIES
Activity:
 The teacher will show paintings that were done previously and also show them some
samples by doing a few paintings by him/her-self.
 The teacher will then tell how the students should hold their brushes and show them how
to mix colors in the milk and use the brush to paint as they wish.
Reference List:
Cutcher, A., & Boyd, W. (2018). Preschool children, painting and palimpsest: collaboration as
pedagogy, practice and learning. International Journal of Art & Design Education, 37(1),
53-64.
Liu, X. (2019, August). Research on the Reform of Preschool Professional Art Teaching. In 5th
International Conference on Arts, Design and Contemporary Education (ICADCE 2019).
Atlantis Press.

3
TEACHING AND LEARNING ACTIVITIES
Name of the Activity:
Making of Ooblek or 2 ingredient goop recipe. This will definitely interest the mind of
the children, and they will be able to have fun with their own goop. Now a days the popularity of
gello, or ooblek is very and people are having fun using the. It has become a great pass-time
stress buster for the adults whereas a for children it is a fun toy (Yalcin, 2016).
Explanation for the design and pedagogical approach:
The students will be given the ingredients and the teacher will be directing the students on how
to make the goop and the how will it become. The students may have known and [plyed with
goop previously but they will making goop for the first time, therefore they will very excited
about this activity.
Environment and/or resources:
Cornstarch (corn flour in U.K.), cold water, shallow pan, bin or baking sheet, liquid water colors.
Objective:
 To give make the children know about how goop can also be home-made and how it is
fun and easy to make.
 To keep the students involved and have fun while learning and doing science activities. .
Target age group/class (and approximate numbers involved):
The students should be ranging from the age of 2-5 years and the maximum strength of the
students will be 10- 15.

4
TEACHING AND LEARNING ACTIVITIES
Curriculum framework/setting:
The activity will be done in the activity room.
Activity:
 The teacher will introduce the ingredients to each and every one of the students.
 The students will be given same ingredients by the teacher. He will be helping the
students in making the goop. He will first make a goop and mention the preparatory
stages one by one so that the students can easily understand his work and process of
making the goop (Morais & Araújo, 2019).
Reference List:
Morais, C., & Araújo, J. L. (2019). Awakening to chemistry through storytelling and practical
activities: middle school
Yalcin, M. N. A. (2016). The Effect of Active Learning Based Science Camp Activities on
Primary School Students’ Opinions Towards Scientific Knowledge and Scientific Process
Skills. International students interacting with pre-school children. Chemistry Education
Research and Practice, 20(1), 302-315.Electronic Journal of Environmental Education,
6(2), 108-125.

5
TEACHING AND LEARNING ACTIVITIES
Name of the Activity:
The next activity that can be done is making a Butterfly Feeder. It will appear very
interesting to the preschool children as they are always attracted to butterflies and also love
seeing the phenomenon of nature. The children will love to make these and see what happens
after making the butterfly feeder.
Explanation for the design and pedagogical approach:
The students will be instructed by the teacher; how to make a butterfly feeder. The
students will be very eager in performing these tasks together. They will pluck flowers that they
find suitable and think which appear attractive to them. Then they will attach the flowers to the
plastic glasses that will hold them straight with thin rubber bands. And after some time
butterflies will come in search for nectar. This will be the ultimate goal that the butterflies come
and have nectar from the flowers attached (Yıldırım & Akamca, 2017).
Environment and/or resources:
Plastic glasses, flowers, rubber bands.
Objective:
The objective is to show the children the phenomenon of nature that how the butterflies feed on
flowers. The children will be highly attracted to this activity. They will also be able to
understand what a practical work means like. And since they will be performing in groups they
will also learn to work together.

6
TEACHING AND LEARNING ACTIVITIES
Target age group/class (and approximate numbers involved):
The students should be ranging from the age of 2-5 years and the maximum strength of the
students will be 10- 15.
Curriculum framework/setting:
The activity may take place in in an open space, and the school playground and the garden area
will be the best place for performing the activity. The butterflies will be able to come and easily
find the feeders there and have their nectar.
Activity:
 The teacher will introduce the idea to the class and then will show a sample work and
will instruct them and to do the work will doing the activity.
 Then the teacher will show the children how the feeder will work and how the butterflies
will come and feed on the flowers.
 The teacher will then help the children hang their feeders where they find suitable for the
butterflies to come (Thulin & Redfors, 2017).
Reference List:
Thulin, S., & Redfors, A. (2017). Student preschool teachers’ experiences of science and its role
in preschool. Early Childhood Education Journal, 45(4), 509-520.
Yıldırım, G., & Akamca, G. Ö. (2017). The effect of outdoor learning activities on the
development of preschool children. South African Journal of Education, 37(2).

7
TEACHING AND LEARNING ACTIVITIES
Name of the Activity:
Collecting of seeds of different plants from fruits.
Explanation for the design and pedagogical approach:
The students will be able to understand the differences in the seeds and will take interest in
observing them and spotting out the differences (Guo, Piasta & Bowles, 2015).
Environmental and resources:
Gloves, various types of fruits (5-6 variables),
Objective:
 The students will be able to see the different types and the number of seeds in each type
of fruits.
 They will be given time and also will be directed to denote differences in the seeds.
 To make the students aware if their surroundings and that their environment.
Target age group/class (and approximate numbers involved):
The students should be ranging from the age of 5-12 years and the maximum strength of the
students will be 15- 20.
Curriculum framework/setting:
The activity will be taking place in the classroom.

8
TEACHING AND LEARNING ACTIVITIES
Activity:
 The student will be guided by the teacher concerned and they will together practice and
participate in the activity.
 The fruits will be dissected by the teachers and the seeds will be collected by the teacher
and presented by the teacher to the students.
 The teacher will help each and every student with the problems that they will be facing
and equally manage the class. (Ayriza, Setiawati & Triyanto, 2016).
Reference List:
Ayriza, Y., Setiawati, F. A., & Triyanto, A. (2016). Career interest and knowledge of lower
grade students of primary school. In International Conference of Computer, Environment,
Social Science, Engineering and Technology (ICEST 2016).
Guo, Y., Piasta, S. B., & Bowles, R. P. (2015). Exploring preschool children's science content
knowledge. Early education and development, 26(1), 125-146.

9
TEACHING AND LEARNING ACTIVITIES
Name of the Activity:
Making Coffee Can ice cream.
Explanation for the design and pedagogical approach:
The students will be learning about how to make ice cream by following a very simple
method using the coffee cans. The students will be preparing ice creams all by themselves, there
may be a lot of first timers. And since ice cream is an all-time favorite for every child therefore
they will very much eager in doing the activity (Obe, 2018).
Environmental and resources:
Coffee cans (small and extra-large), milk, salt, sugar, vanilla essence, ice cream salt, mixing
bowl, whipping cream, spoon, and ice.
Objective:
 To teach the students how to make ice cream at home.
 To help the student develop a cooking activity feeling.
 To enhance the students’ capability of working practically and developing in them that
they can do things by themselves.
Target age group/class (and approximate numbers involved):
The students should be ranging from the age of 5-12 years and the maximum strength of the
students will be 15- 20.
Curriculum framework/setting:
In the activity room.

10
TEACHING AND LEARNING ACTIVITIES
Activity:
 The teacher will instruct the students in each process and will help the studentsin each
stage while working together with them.
 The students will be doing their activities all by themselves, each student will be making
a coffee can ice cream and the best one will be rewarded by the teacher (García-Carmona,
Criado & Cruz-Guzmán, 2018).
Reference List:
García-Carmona, A., Criado, A. M., & Cruz-Guzmán, M. (2018). Prospective primary teachers’
prior experiences, conceptions, and pedagogical valuations of experimental activities in
science education. International Journal of Science and Mathematics Education, 16(2),
237-253.
Obe, W. H. (2018). The teaching of science in primary schools. David Fulton Publishers.

11
TEACHING AND LEARNING ACTIVITIES
Name of the Activity:
The Microwave Ivory Soap Experiment.
Explanation for the design and pedagogical approach:
The activity will help the students develop a scientific notion of the fact that soaps
expand when exposed to heat. They can analyze the whole situation and learn from the activity
that is performed. This will raise the student’s curiosity for scientific experiments and also help
them gain interest in science (Li, et al. 2016, July).
Environmental and resources:
Microwave oven, Ivory Soap and microwave utensils.
Objective:
 The development of curiosity in the mind of the students will take place and will help the
students analyze and take interest in the matter of science.
 The students will be learning about the anomalous expansion of the soap.
 The students wil be able to notice the change easily and they will be looking forward for
doing such experiments in the near future.
Target age group/class (and approximate numbers involved):
The students should be ranging from the age of 5-12 years and the maximum strength of the
students will be 15- 20.
Curriculum framework/setting:
The setting of the activity will be in the classroom.

12
TEACHING AND LEARNING ACTIVITIES
Activity:
 The students will help the teacher make arrangements for setting up the experimental
activity.
 The entire experiment will be done under the supervision of the teacher.
 Some actions will be performed by the teacher like heating the soap and taking it out of
the microwave. The teacher will be handling the process and he/she show the students
regarding the changes (Çetinkaya, 2019).
Reference List:
Çetinkaya, M. (2019). The effect of inquiry-based science activities on prospective science
teachers’ scientific process skills. International Online Journal of Education and
Teaching, 6(1), 56-70.
Li, W., Wu, S., & Ni, M. (2016, July). A study of scientific inquiry activities in smart classrooms
of a primary school. In International Conference on Blended Learning (pp. 24-36).
Springer, Cham.