Name of material: Landforms Image(s): Photo(s) courtesy of - PDF document

Name of material: Landforms Image(s): Photo(s) courtesy of Montessori Child. Visit www.montessorichild.com.au ¡ Video : Point(s) of interest: The presence of real water in the Landform trays provides a sensory experience that invites and maintains interest. Primary purpose: Main objective Introduction of the names of various landforms. Secondary purposes

Incidental benefits To promote an awareness of, and connection to, the world. Control of error: The relationship to the Tactile Globe (distinction of water/land) provides a method for the child to independently problem-solve when discriminating between the land and water in the model landforms. EYLF Outcome 1.2: Children develop their emerging autonomy, inter-dependence, resilience and sense of agency by engaging in self-correction to notice a mistake and seek a solution (rather than relying on an adult to identify the error and suggest the answer). Presentation : Please ¡note: ¡Montessori ¡presentations ¡will ¡vary ¡slightly ¡according ¡to ¡the ¡specific ¡training ¡ institute, ¡Album ¡or ¡educator’s ¡experience. ¡The ¡following ¡outline ¡is ¡intended ¡as ¡a ¡guide ¡and ¡ highlights ¡important ¡points/procedures. ¡Educators ¡should ¡build ¡on ¡this ¡from ¡their ¡own ¡ experience ¡and ¡their ¡understanding ¡of ¡the ¡children ¡in ¡their ¡care, ¡so ¡that ¡all ¡presentations ¡will ¡ have ¡some ¡universal ¡similarities ¡but ¡no ¡two ¡will ¡be ¡completely ¡identical ¡because ¡of ¡the ¡unique ¡ needs ¡of ¡the ¡child, ¡cultural ¡context ¡of ¡the ¡school ¡and ¡interactions ¡between ¡educator ¡and ¡student. ¡ Preparation : • The teacher sits to the right of the child if the adult is right-handed and to the left of the child if the adult is left-handed (this avoids the issue of having the adult’s hand/arm block the field of vision of the child). Lesson 1: Sensory Exploration • The educator invites the child to bring the landforms to the table. • The educator asks the child to collect a small jug and fill it with water. • The educator explains, “These are the landforms. They show us all the different ways that land and water can fit together on the Earth.” • The educator invites the child to pour water into the trays and together they engage in exploration of, and discussion about, the landforms. • When the child has had enough exploration the educator shows him/her how to carry the trays to empty them (preferably into the garden or a pot plant to recycle the water) and then carefully dry them before returning them to the shelf. Optional: Water transferring tools, such as a syringe or baster, can be used to fill and empty the water trays. Lesson 2: 3 Period lesson for names The same presentation is used for introducing all landforms but it is best to introduce only a few at a time rather than the whole set at once.

• The educator invites the child to bring two pairs of the Landforms to the table or mat (eg. lake & island, bay & cape). • The educator explains, “Today we will learn the names of the landforms.” • The educator presents a 3 Period Lesson for the landforms. For example; Period 1 • Place the island in front of the child and explain, “This is an island”. • Place the island out of the child’s sight. • Place the lake in front of the child and explain, “This is a lake.” • Place the lake out of the child’s sight. • Place the bay in front of the child and explain, “This is a bay”. • Place the bay out of the child’s sight. • Place the cape in front of the child and explain, “This is a cape”. • Place the cape out of the child’s sight. Period 2 • Place the landforms random order on the mat close to the child. • Ask, “where is the island?” or “point to the island” . The child responds by identifying the island landform. • Ask, “where is the lake?” or “point to the lake” . The child responds by identifying the lake landform. • Ask, “where is the bay?” or “point to the bay” . The child responds by identifying the bay landform. • Ask, “where is the cape?” or “point to the cape” . The child responds by identifying the cape landform. Assessment for learning: If the child successfully identifies the landforms move on to Period 3. If the child is not able to identify the landforms then the educator returns to the prior period. Period 3 • Remove the landforms from the child’s sight and place only the island on the mat in front of him/her. • Ask, “what is this?”. The child responds by identifying “the island”. • Remove the island from the child’s sight and place only the lake on the mat in front of him/her. • Ask, “what is this?”. The child responds by identifying “the lake”. • Remove the lake from the child’s sight and place only the bay on the mat in front of him/her. • Ask, “what is this?”. The child responds by identifying “the bay”. • Remove the bay from the child’s sight and place only the cape on the mat in front of him/her. • Ask, “what is this?”. The child responds by identifying “the cape”. Assessment for learning: If the child is not yet able to articulate the names of the landforms then the educator returns to the Period 2. If the child successfully identifies the three continent pieces the educator may move on to introducing the continents from the other half of the puzzle map.

Conclusion : • After the presentation, say to the child, “We have explored the Landforms. You are welcome to work with the Landforms whenever you like.” • Ensure that you guide the child to replace it to its correct spot on the shelf. This empowers the child to know where it is located so that he/she can independently choose the material again when he/she is ready and interested. This contributes towards the creation of a learning environment and promotes EYLF Outcome 4.4: Children resource their own learning through connecting with people, place, technologies and natural and processed materials. Links to the Early Years Learning Framework Outcomes: Participating in the Landform presentation with an educator and peers helps the child progress towards the following Learning Outcomes; 1.1: Children feel safe, secure and supported by engaging in one-on-one interactions with a nurturing and supportive adult. 2: Children are connected to and contribute to their world by being invited to take another step towards a global perspective of thinking. 3.2: Children become strong in their social and emotional wellbeing by feeling supported by the individualised attention of a caring educator. 5: Children are effective communicators & 5.1: Children interact verbally and non- verbally with others for a range of purposes by encouraging verbal and non-verbal (body language, facial cues etc) interaction between educator and child. Revisiting the Landforms for independent attempts helps the child progress towards the following Learning Outcomes; 4.1: Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity by starting to comprehend the scope of the world and, therefore, spark interest about all the fascinating elements within it. 5.4: Children begin to understand how symbols and pattern systems work by making sense of a small, symbolic representation of a physical concept. Observation and assessment for learning: When the child is working independently the educator can gather and analyse information about what the child knows, can do and understands by observing the following: Indicators of progress ;