Ramps and Pathways

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 Ericka Ravenel Str3am 


What is ramp provocation?


Ramp provocations are activities set by kindergarten teachers to respond to children's ideas and interests. Notably, teachers set ramp provocations to allow children to test, practice and construct their theories and concepts taught in the classroom. Ramp provocation encourages kids to experience the world through open-ended activities without necessarily being guided by their educators. Ramps materials provide some exciting challenges for kids of all ages and levels of development (Zan & Geiken, 2010). One of the valuable aspects of ramp provocation is how it addresses curriculum activities. For example, children use spatial reasoning in mathematics by deciding where to place blocks and aligning ramp sections. Children also learn how to use angles since marbles turn corners. In this case, children count blocks, compare their height, and predict the required number.


What STR2EAM concept areas are covered in Ramps and Pathways?


Pathways and ramps are some of the best science activities to engage children and their educators in inquiry learning. One of the STR²EAM concepts children learn from ramps and pathways is connections between actions and reactions. For instance, children understand that marbles travel fast if four blocks are put in compared to two blocks with high-end ramps (Zan & Geiken, 2010). This helps children understand the relationship between the marble's speed and the incline's degree. Kids are introduced to force, motion, technology, and space concepts in ramps and pathways through Cove molding. Pathways and ramps allow kids to develop good relationships by working in groups. Children can learn engineering concepts in ramps and develop their pathways through art and design. Moreover, through ramps and pathways, children learn math concepts and develop problem–solving skills. They can also use concepts to measure weight and height.




How can we add in the other STR2EAM concepts to promote learning in all areas?


Teacher inquiry is the central concept that should be added in STR²EAM to promote learning. By allowing children to examine using pathways and ramps, they become curious about their surrounding environment. When children learn based on their interests in different subjects and topics, they improve self-development. Additionally, educators should encourage children to draw pictures connected to topics covered in class.








Video Critique




I would rate this video 5 out 5. The video is educative and exciting to watch. I enjoyed listening to educators on how pathways and ramps help children develop creative skills. The video helped to understand how children can develop engineering plays, mathematical concepts, and physical science(Kodo Kids,2016). The video can benefit educators wishing to introduce kodo ramps in the classroom. In this case, educators can learn how to do ramps to help children grow in areas where they can test theories taught in the classroom and refine designs. The video helps me understand how children develop critical skills when collaborating with peers in solving problems arising during investigations and engineering plays. However, the video could have been more beneficial if one saw educators asking children questions, giving clues, and being involved in ramp play.








Article Critique

I would rate this article 4 out of 5. The article allows the reader to connect with learners using pathways and ramps. It clearly describes the classroom setting, materials, and space required when developing ramps and pathways. In this case, the article benefits educators wishing to introduce STR²EAM concepts in the classroom. Additionally, describe five ideas for effectively implementing pathways, ramps, and physical science in the classroom. For example, educators need experience with classroom materials to help them understand learning possibilities (Zan & Geiken, 2010). In regards to Florida's early learning and development standards, the article accentuates the importance of physical development among children by using graphs and hand to promote eye coordination. Lastly, the article clearly explains how to ramp activities provide numerous opportunities for children to learn mathematical concepts.





Extension Activities


S- Building the ramps and pathways

T- Video on examples of how to build a ramp and pathway

R- Hebrews 3:4 “For every house is built by someone, but God is the builder of everything.”

R- Read the book Roll, Slope and Slide: A Book About Ramps by Michael Dahl

E-Designing the ramps

A-Draw and paint a ramp and pathway

M- Counting marbles











References

Counsell, S., Escalada, L., Geiken, R., Sander, M., Uhlenberg, J., Van Meeteren, B.,
Yoshizawa, S., & Zan, B. (2015). STEM Learning with Young Children: Inquiry Teaching
with Ramps and Pathways. Teachers College Press.

Hebrews 3:4 (NIV). (n.d.). Bible
Gateway. https://www.biblegateway.com/passage/?search=Hebrews%203%3A4&ve
rsion=NIV

Kodo Kids. (2016, November 8). Learning STEM concepts through ramp play. YouTube. https://youtu.be/5p_bOLGkhrM

Michelle Dean. (2022, May 4). Ramps and Pathways [Video].
YouTube. https://www.youtube.com/watch?v=WTLaChZkn-I

Module 3. (n.d.). https://saintleo.brightspace.com/d2l/le/content/147877/Home

Zan, B., & Geiken, R. (2010). Ramps and pathways: Developmentally appropriate, intellectually rigorous, and fun physical science. YC Young Children, 65(1), 12





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