Geometry: Exploring 3D Shapes

What do these household items have in common? How can they help your child develop concepts about math?

These simple objects give children a hands-on experience with geometry. We often teach about shapes like circles, squares, rectangles, and squares. Children see them on television shows and use them in art projects. See our post Blast Off to Math Readiness for one idea. But these are 2 dimensional shapes. It is important for children to have early hands-on guided experience with 3 dimensional shapes, too.

Give children a ball. Ask them what they notice about the ball. They may begin by talking about color but will eventually discuss shape. You can ask questions like, "How is the ball different than a circle?" or "What other objects are like this?" "Can you think of food that is like this?" You can tell them that this is called a sphere. Ask children to discuss the ways a circle and sphere are alike and ways they are different.

Show children other objects like a can of food. After they handle this and describe it, share the mathematical term, cylinder. Have them find other examples of cylinders. They can draw these items or just tell about these real-life examples of geometry.

Continue on with using the word, cube, for the toy shown in the photo. You may have dice, blocks, etc. that you can encourage children to touch and then describe. Have them compare cubes to squares.

If children have an understanding of the term rectangle, you can show them a box, as pictured above. This 3D item is a rectangular prism. Children should be encouraged to describe it and find other examples.

Throughout this discovery time, children can be encouraged to use words like edges and faces. They may notice that one of the faces on a rectangular prism looks like a rectangle. The same can be done for other shapes such as square for cube or even circle for the end of a cylinder.

Some children will be able to verbalize more about these 3D shapes than other children. Everyone is at a different stage. The key is that all children have the opportunity to touch and talk about 3D objects!

Standards Alignment:
NAEYC: 2.D.03; 2.D.06; 2.F.03; 2.F.06.
Head Start: VIII.B; X.C.

Earth Day Community Helpers

Community Helpers: an important unit in any preschool program! Put a new twist on this popular theme by asking children to think about those in the community who help the Earth. Invite children to close their eyes and picture the events in their minds* while you tell a story like the one below:

This morning Ian woke up and looked out his window. The birds were chirping and the ground looked clean. Ian stopped to think about this. Who made sure the birds had a good place to live? Who made sure the street was clean?

Ian and his dad walked to a city bus stop to ride to school. As Ian and his dad got on the bus, they said, “Good morning,” to the driver. She smiled at them.

Ian watched the people walking on the sidewalk. He saw some people riding bikes. They were on a special bike path, built just for them. Ian especially liked passing by the community garden. Mrs. Bertrand was standing at the gate, giving people tools to help them care for their plants.

Suddenly Ian saw a fire truck. It was not making a sound but was headed to the park. . He saw many people standing around a tree. A cat was stuck in the high branches. Ian’s dad explained that the firefighters would get out their ladder and help the cat get down.

When the bus stopped in front of Ian’s school, he and his dad waved to the driver. They said hello to the high school students who were picking up trash that had blown onto the playground. Ian took his dad’s hand as they walked into the classroom. He wanted to show him the thank you letter he and his friends made for the shopkeeper who had given the class birdseed for their window birdfeeders. Then Ian was ready to start his day!

After reading this little story (and we hope you will change names, events, etc. to make it more relevant for your area), ask children to retell it to encourage sequential thinking. You can hold up fingers to represent the events. This visual helps children think about the order of Ian’s morning.

Use a chart paper to make a list of the community helpers. Some of these community helpers are implied and you may need to ask leading questions such as the following:

Do you think someone who walks helps the community by not using gas? This keeps the air cleaner.

Do you think someone who drives a bus helps the community? This offers people a chance to ride together and keeps more cars off the roads.

Would people who made a bike path be community helpers? Tell why.

Do you think someone who works at a garden helps the community? Explain.

Were you surprised that firefighters help animals, too?

How are the high school students helping the community?

Do you think the shopkeeper is a community helper? Why?

Do you think Ian is a community helper? Tell why.

This little story gives our children a window into those that might not readily be thought of as community helpers. It shows that everyone, even preschoolers like Ian, can make a difference in the world.  As a follow-up, make a list of those who help around your school and neighborhood.  As you know, anytime we make charts and lists, we are modeling literacy concepts for our children.

*It is important and necessary to tell children to picture a story. I always suggest ‘making’ a movie of it in their minds. Throughout the years many children have told me they did not know they were allowed or supposed to do this!

Standards Alignment:

NAEYC – 2.D.01.; 2.D.03.;  2.D.06.; 2.E.03.

Head Start – V.A.; V.B.;VII.D.; VIII.A.; IX.C.;XI.B.

Earth Day – Keeping It Local

Help your children to look around your town, city, and even neighborhood this Earth Day and see the wonders of the area in which they live.  We like to begin by encouraging children to talk about what they like in your locale. Some children may begin naming stores or restaurants but likely someone will mention a park, body of water, or even an animal recently seen. We like to accept all responses but dramatically congratulate those who begin talking about nature. Saying, “You really have the spirit of Earth Day because you are seeing nature,” will help others to begin thinking about and noticing the beauty of your area.

 Children may name big areas like lakes, ponds, forests, or nearby mountains.

Other children may think about small areas of beauty such as the petals on a blossoming flower.

We suggest providing children with a large sheet of paper, even some from a bulletin board roll or freezer paper to draw a mural of their favorite local natural sights.  Ask children to talk about their drawings, after which you can label them. This helps with sound/symbol relationships and even sight word development.

Make it a part of your morning routine to talk about something special children have noticed in nature. Asking children to describe local natural areas of interest to them, helps develop an appreciation for Mother Earth, especially when they know you value this type of discussion.

And who knows….your eyes may even be opened to a spot, tree, or flower that you had previously taken for granted!

Standards Alignment:

NAEYC – 2.D.03.; 2.D.04.; 2.D.06.; 2.G.03.

Head Start – V.B.; VIII.A. & B.; XI.B.

Layers of the Earth Song!

The ABCs, Days of the Week, Months of the Year - these are examples of ways music helps young children learn. You can make up a song about anything by using easy tunes. This week our activity (available to you FREE when you sign up in the box to the right) focuses on layers of the earth. Here's a fun way to get children excited about this science concept. Sing it to the tune of "The Adams Family."
 

Layers of the earth -
Layers of the earth, layers of the earth, layers of the earth, layers of the earth.
The earth it has 3 layers – 3 layers all around. The core is at the center. It’s way deep underground.

Layers of the earth -

Layers of the earth, layers of the earth, layers of the earth, layers of the earth.

Above it is the mantle; it can get quite hot. It’s filled with miles of magma and lots of igneous rocks.
Layers of the earth -

Layers of the earth, layers of the earth, layers of the earth, layers of the earth.

The part that we can walk on, it is called the crust. It has rocks and mountains and even blowing dust.

Layers of the earth -
Layers of the earth, layers of the earth, layers of the earth, layers of the earth.
Our Earth it has three layers – the core, mantle, and crust. You can see I know them – so I’m a scientist!
Layers of the earth -
Layers of the earth, layers of the earth, layers of the earth, layers of the earth.

And here is your friend, Dr. Kathy, showing you how much fun this song can be:

Remember, when we encourage children to cross the center line (right hand to left side or left hand to right side) we are waking up brains. It's a great way to start the day!

Standards Alignment:
NAYEC: 2.G.02.; 2.G.07.; 2.G.08.; 2.J.
Head Start: III.A.; XI.B

Inquiry - The Great M&M Experiment

Some experiments are favorites of childhood. But the key to doing successful science is to encourage critical thinking on the part of the children. We like the M&M experiment and the many questions and observations it can prompt in a young child’s mind. 

All you need for this inquiry is a shallow bowl, a pack of M&Ms and some water. Show the children the pack of M&Ms first. Ask them what they know about these candies. You may want to make a list of responses to help children see literacy in action.

We like to divide children into groups, let them open a bag of M&Ms, and discuss their observations. During a recent experiment children were heard to name the colors, count the candies, and then divide the M&Ms into colors. They began to wonder if all M&M bags had the same number of colors in them. The groups can compare to see who has the most red, blue, green, etc. This could become a class chart that shows how numeracy is an important part of science.

We then talked about water. We asked children what might happen when water is poured into the bowl. Children discussed it and even thought some colors might “melt” faster than other colors. We took a poll about their predictions. These hypotheses can be charted to recheck later. 

The colors dissolve at different rates, making for interesting discussion and questions.

Children gently poured water to cover the M&Ms. Discussion using vocabulary like float, sink, and dissolve took place. Children noted the change in the M&Ms and began to examine, without prompting, what colors made other colors.  This observation led to valuable inquiry ideas like, “I wonder what would have happened if we had not separated the colors? I wonder what would have happened if there had been more blue M&Ms in the bag? I wonder what would happen if we used Mint M&Ms?” These kinds of child-generated questions are inquiry at its best.

Finally some children used the word, patience, as it related to science. They discussed the idea that sometimes experiments take time and you have to wait. We love when children come up with key concepts like this!

And…just as patience was discussed, the children observed floating white M’s in the water. This observation is very exciting and often elicits squeals of delight. Usually someone will stop and ask, “Wait a minute, are those M’s floating in my tummy, too?” This leads to a good discussion on the food we eat and how our bodies use that food.

The floating M's are always a big hit and a source of many questions!

So…what seems like a simple and easy to do experiment, can become more valuable if you let children pose their own questions, discuss freely, and even answer their own questions

Thanks to my young neighbor, Tim, for taking the photos of our experiment. This is another way to integrate technology with your lesson. And it brings up a good point – this activity is an easy one to share with families to do in their homes over spring break.

Standards Alignment:

NAEYC – 2D.05, 2.D.07, 2.G.- all.

Head Start – IV.A., XI. A. ,XI.B.

Healthy Treat Tricks!

It may be National Nutrition Month, but we know that healthy eating habits need to be emphasized throughout the year.  We find that children are excited about growing tall and becoming strong. When we help them to understand that healthy foods help them grow, they are more interested in good food choices.

Our free activity this week helps children think about the food on a healthy plate. Sign up on the right to receive this, but we even have a few more “tricks” to help you think about healthy treats, so read on!

We love to integrate language arts or math whenever possible and here’s a good way to do just that: Ask children to think about foods that sound soft and loud when chewed. This invites our young learners to try healthy snacks and it increases their vocabulary when you make a list of other words to describe foods such as carrot sticks.  Here’s how it works:

Provide children with a plate of snacks such as grapes, celery sticks, blueberries, carrots, cucumbers, sunflower seeds, cheese cubes, etc. Ask them to predict which foods will be loud when chewed and which foods will sound soft when eaten. They can put the soft foods on one side of the plate and the loud foods on the other side of the plate. You can make a chart to show the predictions. Count the number of children who have ideas about these treats.

Then have children eat the healthy snacks to test their guesses (prediction, hypotheses – use words that seem appropriate for your children).  Some children may disagree. That is great – just encourage them to tell why they might classify cheese as a loud food.

Extend the lesson by asking children to think of other (or better) words to describe loud and soft foods. They may use vocabulary such as noisy, crispy, crunchy, mushy, quiet, gentle, etc. This extends vocabulary in a meaningful way.

The chart is a natural way to integrate math skills. Ask questions such as, “How many children think cheese is a soft food?’ For language arts, you can ask children to find and circle letters like c. Post the chart on the wall and encourage children to “play school” and read the words. This encourages reading for meaning and the development of sight words.

Finally, look for more healthy foods that are loud and soft!

*As we know, it is important to be aware of any food allergies before using food in the classroom.

Standards Alignment:

NAEYC – 2.D.03., 2.D.06., 2.D.07., 2.E.03., 2.F.02., 2.F.03., 2.K.01., 2.K.02.
Head Start – I.B.4 & 5, VII. C & D, VIII. A & B, X. A.

Rock Around the Clock!

This week’s idea helps children count in order from 1 to 12, recognize numerals, and begin to think about clocks. We wanted to make this age-appropriate, so we are not even adding hands to the child-made clocks. They are just for motivating our preschoolers to “rock around the clock.” By the way, that song has a fun and catchy verse that I liked to involve my students in singing!

Start by giving children a paper with numerals from 1 to 12 on it. If children are practicing using scissors, have them cut out these numerals. Alternately, you can cut them out for children. You can even ask, “What number would you like me to cut first?” This helps children think about the numerals. 

Next give children either a paper plate or a large round circle. If children are working on saying the names of numbers, you may want to lightly write the numbers on the circle. If children have a more advanced understanding of counting from 1 to 12, you can just put a dot where each number should be glued. 

Ask children to glue the numbers on the circle to form a clock. Remember, squeezing a glue bottle helps develop hand muscles for fine motor control.

Finally, have children point to the numbers in the direction a clock’s hands would move. They can say or whisper these numbers. It helps acquaint children with the idea of clocks and telling time. Encourage them to look at other clocks and note the similarities among them.

And remember - it's TIME to sign-up for our FREE weekly printable activities. We won't share your email with anyone. We will just send you teacher-tested school readiness fun!

Standards Alignment:
NAEYC – 2.C.03, 2.F.02, 2.F.07, 2.F.13

Head Start – I.D., VI.B., X.A.