Drawing Eyes

The children made drawings of eyes and then labeled the different parts of the eye. They used pictures and stencils to create their drawings. Standards Covered
Recognize that words are made up of letters (e.g., c-a-t . !nderstand the meaning of new words from conte"t of conversations, the use of pictures that accompany te"t or the use of concrete ob#ects. $etermine the meaning of un%nown words with assistance or cues from an adult (e.g., providing a frame of reference, conte"t or comparison . &"plore and identify parts and wholes of familiar ob#ects.

Covered Eyes Drawing

'or this activity the children(s eyes were covered with scarves. They were then instructed to draw either their name or a picture. The children used their sense of touch to feel the edges of the paper. They could not tell which color mar%er they were using for their wor%. Their classmates helped by telling them which color they were using and finding colors they as%ed for. The children also helped our college S)& when he tried the activity.

Looking through the window

The children went on a color hunt around the center. The activity was planned as an outdoor activity but due to rain it was moved inside. &ach child was given a chart with colors on it and when they saw one of the colors they mar%ed it off on their chart. The children searched for the colors in the hallways and by loo%ing through the windows to the outdoors.

Standards *ame items in common categories (e.g., animals, food, clothing, transportation, etc. . 'ollow simple oral directions Sort, order and classify ob#ects by one attribute (e.g., size, color, shape, use . $emonstrate the safe use of tools, such as scissors, hammers, writing utensils, with adult guidance.

The teachers made small windows for the children to use with a variety of books. The intention was to have the children focus on small parts of each page instead of the whole page at one time. The children used the windows in the books and described what they saw in the window. Sometimes the children could see a whole picture and other times just a small part of the picture. They were then asked to describe what they were seeing.

Standards
Demonstrate and begin to use the language of the relative position of objects in the environment and play situations e.g.! up! down! over! under! top! bottom! inside! outside! in front! behind! between! ne"t to! right side up and upside down#. $"plore and identify parts and wholes of familiar objects e.g.! books! toys! furniture#. %se one or more of the senses to observe and learn about objects! organisms and phenomena for a purpose e.g.! to record! classify! compare! talk about#. $"plore objects! organisms and events using simple e&uipment e.g.! magnets and magnifiers! standard and non'standard measuring tools#. Demonstrate and use terms related to location! direction and distance e.g.! up! down! over! under! front! back! here! there#. (ain information through participation in e"periences with objects! media! books and engaging in conversations with peers.

Making Water Magnifiers

!sing baggies, water and eye droppers the children made water magnifiers. They then placed the magnifiers over a variety of ob#ects and observed the changes. The teachers noted the children(s observations.

Standards
Explore and compare materials that provide many different sensory experiences (e.g., sand, water, wood).

!se familiar ob#ects to accomplish a purpose, complete a tas% or solve a problem (e.g., using scissors to create paper tic%ets for a puppet show, creating a ramp for a toy truc% . +redict what will happen ne"t based on previous e"periences (e.g., when a glass falls off the table and hits the tile floor, it most li%ely will brea% .

Whats Missing?
$uring several group times the class played the game ,hat(s -issing. The teacher would put out a display and give the children time to loo% at it before covering it up. She would then remove one item. .fter uncovering the tray the children would ta%e turns guessing what item was missing. This was done with mar%ers, cars and plastic animals. The game was also done by adding something new to a group of items on the tray.

Standards Covered
*ame items in common categories (e.g., animals, food, clothing, transportation, etc. . $emonstrate or orally communicate position and directional words (e.g., inside, outside, in front of, behind . Count to /0 in the conte"t of daily activities and play (e.g., number songs . $emonstrate and begin to use the language of the relative position of ob#ects in the environment and play situations (e.g., up, down, over, under, top, bottom, inside, outside, in front, behind, between, ne"t to, right side up and upside down .

Whats Missing?
Child directed

!sing classroom materials the ,hat(s missing game was set up so that the children could play it with each other. The children too% turns removing the ob#ects and guessing what ob#ect was removed from the tray.

*ame items in common categories (e.g., animals, food, clothing, transportation, etc. .

Standards covered

$emonstrate or orally communicate position and directional words (e.g., inside, outside, in *ame items common front of,in behind . categories (e.g., animals, food, clothing, transportation, etc. . $emonstrate or in orally communicate position and directional words (e.g.,songs inside, Count to /0 the conte"t of daily activities and play (e.g., number . outside, in front of, behind . $emonstrate and begin to use the language of the relative position of ob#ects in the Count to /0 in the conte"t of daily activities and play (e.g., number . inside, outside, in environment and play situations (e.g., up, down, over, under, top,songs bottom, front, behind, between, ne"t to, right side up and upside down . $emonstrate and begin to use the language of the relative position of ob#ects in the environment and play situations (e.g., up, down, over, under, top, bottom, inside, outside, in front, behind, between, ne"t to, right side up and upside down .

)hile focusing on the sense of sight the children made binoculars out of construction paper. The children used their binoculars to e"plore the outdoor environment. They described what they saw to the teachers and others. The binoculars helped the children to narrow their focus to a particular object and to notice it in more detail than they normally would.

Standards 1dentify the intended purpose of familiar tools (e.g., scissors, hammer, paintbrush, coo%ie cutter . &"plore new uses for familiar materials through play, art or drama (e.g., paper towel rolls as %azoos, pan for a hat . !se one or more of the senses to observe and learn about ob#ects, organisms and phenomena for a purpose (e.g., to record, classify, compare, and tal% about . &"plore ob#ects, organisms and events using simple e2uipment (e.g., magnets and magnifiers, standard and non-standard measuring tools .