Learning shapes with matching and geoboards. "One, two, twee circles." On the left, he is recognizing the differences of the circles and squares and counting. On the right, another child makes circles with the board. This is also is fine motor which helps his finger coordination develop.
" Look! My letters look different on a yellow square. This one on the blue square looks purple." Children used a light table, colored cubes, flash lights, and lighted spinners to explore light and how it changes with movement and color.
"When I stopped spinning, it is red and blue, but now it looks purple."
Measuring, scooping, patting and mixing: Making play dough teaches children about volume, and exposes children to a variety of cognitive and sensory experiences. We felt the flour, and sniffed the Kool Aid, and listened to the"squishy" sound. A couple even tasted it, but realized it smelled good, but was not tasty. This activity encourages fine motor skills and discovery.
This is the final product of our designed volcano. Unfortunately the camera was not working for the first part. The children crumpled newspapers around a juice can and paper towel tube. It was a messy project. Some of the children did not want to put paper glue strips on the top of the crumpled papers, but others enjoyed being"sticky monsters". J said,"I am a volcano glue monster." E said,"My mountain strip is the longest." After waiting for a completely dry mountain( about 5 days), the children had paintbrushes, and brown paint to "give the dirt" as one said while creating this.
In this lesson children learn the cause and effect from pushing or changing the direction of an item that will cause speed to an object or make it stop and stay still. Some investigating went into this as different children tried. In trying the spool, a child put it the way it was standing in front of the ramp, 'It won't roll." How do you think it might roll? What can you do?""Let's investigate." This is difficult for the younger children, but soon the older 4's got the tape roll, the spool, and the tree cookie to roll, but they explained the square block "is not round". Children started to try different objects around the classroom, and I still would like to make a graph with them. We continued this outside with water ramps and balls.
This table has loose parts with 10 small shells, 10 cubes, ten redwood cones, and ten wood slices. in the wooden pineapples, there are 5 yellow lady bugs and 5 red lady bugs in one, and the other one has 5 large stones and 5 colored stones, so to allow children to determine the quantity of objects in a small set without counting. This is called subitizing. We also do this with balls and hoops.
This is just one part of our hands-on math. Children choose math blocks with number cards and together we count. In this picture above, M says,"Look Miss Lisa. I made my fingers like the blocks; 5 here and 5 here."
After digging holes and adding sticks and rocks,children began to talk about rivers and ponds. This led to more talk about a dinosaur and led to this project that helped create an engineering project that included an erupting volcano. Some language that was heard. . ." We need some bigger rocks." "Yeah, what's that in the Earth?" "That is the hottest middle, remember?" "Yeah, that's the core." This language was encouraged by reading The Earth and Sky by Gallimard Jeunesse and Jean- Pierre Verder. It is a First discovery book from Scholastic that has clear pages to give a changing experience of the pictures.