4. demonstrate an ability to use problem-solving skills in a variety of contexts, including social contexts
   (BC, SRWB, PSI)
9. demonstrate literacy behaviours that enable beginning readers to make sense of a variety of texts (DLMB, PSI)
10. demonstrate literacy behaviours that enable beginning writers to communicate with others (DLMB, PSI)
29. demonstrate an understanding of the natural world and the need to care for and respect the environment (BC)

None
Educators observe, listen, and ask probing questions in order to document and interpret the children’s thinking and learning and, in their interactions with the children, to develop a shared understanding of what they are learning and what the next steps in their learning should be. (The Kindergarten Program, 2016, p.36)
  • Interactive whiteboard, SMARTboard or LCD projector to display video and Spring Planting Algorithm Images visual
  • Seeds
  • Small Flower Pots Soil
  • Various stickers
  • Spring Planting Algorithm Images Sheet

Learning Opportunity or Plan for Provocation

Provide an opportunity to view the video: Growing Plants and Vegetables as an initial provocation. After viewing, ask children if anyone is interested in learning more, such as planting seeds.

If there is not an interest, next day the educator may set out flower pots as the provocation. Invite children who wish to be part of further learning, to create a seed planting algorithm.

Growing Plants and Vegetables

Open Spring Planting Algorithm Images on the interactive whiteboard or LCD projector. Use the strategy for noticing and naming to view the images. Have children determine which images are not needed for a plant to grow? (ex. playing soccer, flying a kite, brushing your teeth). Then have children determine the order or algorithm.

Children who wish to plant seeds over next several days, could decorate a flower pot. Then have children plant seeds.

Boy sitting at a desk planting seeds.

Boy Planting Seeds

Rows of pots, with dirt and seeds inside, siting on a counter, in front of a window.

Seed Pots on Counter

Gather children involved back for discussion using the following guiding questions (or come up with your own):

  • How did having an algorithm help you plant your seeds?
  • Have you used an algorithm before, if so when?
  • When else could an algorithm be helpful?
Have children to to create other algorithms. For example: putting on winter clothes for recess.

  • This provocation could take place over several days based on interest.
  • The number of children completing the provocation may vary depending on their interest.
  • Have students create an algorithm using pictures or explanation for other activities (i.e., making a sandwich, getting dressed for outdoor recess in the winter, cleaning the house centre, etc.).
  • Create an algorithm for moving around obstacles in the gym.
  • Extension with technology: www.kodable.com