1
Long Term Projects
Rosalee Otaki
FAM1247
July 4, 2021
, 2
Phase One
Discussion
Knowledge In asking their families for balls to bring to class, the children already had knowledge of what was considered or could
be considered a ball. The children knew enough of the topic to discuss if a ball should be recognized only as
something to be played with or for other uses (Katz, 1999).
Questions The questions the children asked during the course of this phase included whether or not a globe would be considered
a ball (Katz, 1999). The children also questioned if balls were considered something only to be played with or could
serve a functional purpose as well (Katz, 1999).
Representatio The children showed their knowledge of what a ball was by bringing them to class to be examined and learned about
n (Katz, 1999). The children also showed their knowledge of the topic by engaging in discussions about what the use of
a ball should include as well as the shape of a ball (Katz, 1999).
Long Term Projects
Rosalee Otaki
FAM1247
July 4, 2021
, 2
Phase One
Discussion
Knowledge In asking their families for balls to bring to class, the children already had knowledge of what was considered or could
be considered a ball. The children knew enough of the topic to discuss if a ball should be recognized only as
something to be played with or for other uses (Katz, 1999).
Questions The questions the children asked during the course of this phase included whether or not a globe would be considered
a ball (Katz, 1999). The children also questioned if balls were considered something only to be played with or could
serve a functional purpose as well (Katz, 1999).
Representatio The children showed their knowledge of what a ball was by bringing them to class to be examined and learned about
n (Katz, 1999). The children also showed their knowledge of the topic by engaging in discussions about what the use of
a ball should include as well as the shape of a ball (Katz, 1999).
