Hilal TÜN

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Name of the School: TAD ÇAYYOLU

Teacher Name: HİLAL TÜN

Number of the Children: 11

Activity Name: We are STRONG all together

Activity Type: Math integrated Art activity (Whole Group Activity)

Age Group: 48-60 Months

KAZANIM VE GÖSTERGELERİ

BİLİŞSEL GELİŞİM

Kazanım 2: Nesne/durum/olayla ilgili tahminde bulunur. (Göstergeleri:

Nesne/durum/olayla ilgili tahminlerini söyler. Gerçek durumu inceler.)

Kazanım 15: Parça-bütün ilişkisini kavrar. (Göstergeleri: Bir bütünün parçalarını söyler.
Parçaları birleştirerek bütün elde eder.)

Kazanım 19: problem durumlarına çözüm üretir. (Göstergeleri: Probleme çeşitli çözüm
yolları üretir.)

MOTOR GELİŞİM

Kazanım 4: Küçük kas kullanımı gerektiren hareketleri yapar. (Göstergeleri: Nesneleri

yeni şekiller oluşturacak şekilde bir araya getirir. Malzemeleri yapıştırır.)

MATERIALS

a printed picture of all students in the class, bag, glue, cardboard, scissors

CONCEPTS

Part-whole

WORDS

Part, picture, missing

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LEARNING PROCESS

Teacher prepares materials before the class. She glues the picture to the cardboard and
transform it to the puzzle. She prepares puzzle parts that should be one more than the number
of children. She prepares those parts and puts into a bag. She comes to the class with this bag
and she sits on the carpet. Then she calls children to the circle time by shaking the bag. “My
lovely children, there is a something for you! Let’s come and predict what it is. I am shaking;
listen the sound. Can you guess something? You can touch it. What is this do you think?”
then, she waits for the answers. After answers, she opens the bag and selects one part. She
shows it to children and asks again what it is. After answers, she shows another part and again
asks. After that, she says:

Düşün taşın bu gördüğüm nedir diye

Salla torbayı bir daha dene

Seç içinden bir parçayı rastgele

Haydi tahmin et elindeki de ne?

She holds bag for children one by one and she provides all children select one part. Then, she
says: “All you have selected one part from this bag. What do you see in these parts? Can you
guess? You can show your parts to your friends and talk about for a minute. I am waiting for
you think about it.” She waits their thinking, then asks again. After they say picture, she says
Do you think who are those people in the picture? What do you think a picture could be
about? Examine the picture detailly. After answers, she corrects them; “You are all together
in this picture and you are looking so happy. What can you do with those parts? Does it have
a mean by this way? It is like half of something. How could we make it meaningful? Try to
become together with your friend’s part. Does it look like a material that we loved? She waits
answers and continue after “puzzle” answer. “It is a puzzle, so you can do it, make those parts
together!” She waits for them to make puzzle. Then, when children realized that there is a one
missing part, she says Is there a missing part? What could it be on this missing part do you
think? I wonder how do you feel there is a missing part? Happy? Sad? Maybe missing part
could hide in our class? Let’s look for it together. Then, they look around in order to find
missing part. After they found the missing part, they complete the puzzle. Then teacher says,
now you are completed. Altogether, you are so strong, powerful and happy.

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Hepiniz yan yana

El ele, can cana

Haydi çiz şimdi resmini

Hayal ettiğin mutlu dostlarınla

Then, teacher gives coloring materials such as crayons and papers and asks; “When do you
feel happy? With whom do you feel happy? How do you feel about loving all our friends? Do
you think this emotion is so beautiful? Each person is so precious, and also loving our friends
is also very precious for me and I proud of you because you love and respect each other.”
They talk at the end of the activity like that and children paint about their friends. Afterwards,
they pass to assessment.

ASSESSMENT

Descriptive Questions

1) What did we do today?

2) How did you complete your puzzle?

Affective Questions

1) When you recognize there is a missing part, how did you feel?

2) What was the most difficult part in this activity?

Questions Related to Objective and Signs

1) While looking around for missing part, how did you guess where it is?

2) While you are making puzzle, how did you guess which part is should be with other one?

Daily Life Questions

1) In your home, what else puzzles can you do?

2) What other persons feel you strong and happy when you are together with?

PARENT INVOLVMENT

(Learning at Home)

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Teacher sends an e-mail to the parents same as the below:

“Dear parents,

Today, we have done a puzzle which is belong to our classroom picture. All children exist in
this picture. They have completed this puzzle, but one part was missing. While looking at for
this missing part in our classroom, they also recognized the importance of being together and
completed. While they are making puzzle, this activity also supported their math skills and
problem-solving skills. Afterwards, they painted their lovely friends. This is both supported
their art skills and social-emotional skills. In your home, you can make a puzzle from your
family picture and talk about being together. Then, you can send it to the class, by this way we
can use it on puzzle time and learn your family! 😊

Thank you for your kind effort”

ADAPTATION

If there is a child who has ADHD, teacher maybe peer with him and also she makes peer other
children. They can make puzzle with their peers. She can support his thinking by asking
questions. She can also support and direct while looking around for missing part in the
classroom. While doing this, it is possible that the child can lose his attention and looking
around the toys, he can begin to play with it. In order to prevent this, teacher both maybe
located the missing part far away from the toys area; or she can be with him while looking at
toys area. She should get his attention also making puzzle while holding with his hand. She
should observe him while using small muscle skills. Maybe she can make parts bigger.