By Vivian Owens
You will identify different kinds of flowers. After collecting and describing each flower in terms of number of blooms and stems, you will paste (or glue) each flower onto a sheet of paper. Name each flower by its kind – as in Daffodil, Rose, Hydrangea, or any flowers common to your environment. You will also want to point out the differences in characteristics among the Flower kinds. For simple learning purposes, the number of selected flowers will be limited to three (3) kinds.
As the identification process unravels in this simple activity, your child engages in several learning steps: Decision making that will involve choosing and selecting; Organizing information and data; Cultivating the ability to examine first-hand information; Distinguishing characteristics that will positively characterize a particular species; and Developing all the basic learning needs of young learners in terms of color, counting, labeling, reading, and writing.And, of course, the major goal of this activity is to participate in the act of “Identifying,” which is accomplished through all of the above learning steps.
To “Identify” or to engage in “Identification” is one of the cornerstones of science.
You may want to extend the number of different kinds of flowers to accommodate the age and interest of your child or children.
Daffodil Science: This is a term I have coined to embody very simple science experiments that will involve flowers, other kinds of plants, and soil related issues.
Blossom is interchangeable with the word “Flower,” although a flower may contain several blossoms.
Petals refer to the individual leaves that surround the reproductive part of a flower. Usually, petals are the smooth, separate parts around the center of a single blossom.
Identify refers to the act of making known; to categorize; to specifically relate one piece of knowledge to another.
By Vivian Owens
Age group: 5 Years Old and Up
This activity allows you to engage your child in one-to-one correspondence,counting, writing, and matching. It teaches the child to recognize when specific similar relationships exist between objects.
One-to-One Correspondence: “A sense of numbers” skill that involves the act of counting each object in a set just once– counting and associating a number with each object. Touching and matching.
By Vivian Owens
Age group: 2 years old and up
20 or more 4-inch squares of different colors with different patterns
You must purchase different pieces of cloth and cut four to ten squaresfrom each piece of fabric.
Fill a box with fabric squares that have a mix of patterns. Ask your child to separate squares and group according to patterns.
This activity teaches simple decision-making, observational skills, immediate recognition skills,arithmetic thinking, sequencing, and all manner of grouping necessary for a range of subject matter.
By Vivian Owens
Age group: 2 years old and up
Count the total number of balls used to fill the triangle.
Remove the balls from the very top row. How many did you remove? Place the ones you removed inside the oatmeal canister. How many balls are left inside the triangle? Remove the next row. How many did you remove? How many are left? Continue removing rows of balls and counting the number left inside.
Add the number of balls removed to the number of balls left.
Does that number equal the number that first filled the triangle?
By Vivian Owens
Age group: 4years old and up
Some words are learned through hearing. Early in their development, children listen to the sounds around them and pick up words and language.
Children learn some words from their parents, as parents teach them to repeat selected words.
For reading purposes, children learn words by looking at the words, hearing the sounds of the words, spelling the words, and writing the words. Given time, they will say the words and pronounce the words correctly.
Look at the activity below and try to carry out the activity with your child.
30 pieces of candy, popcorn, or objects that can’t be swallowed by a small child. We will call these “rocks”.
Form other short words, like pet, dog, cow, bee, farm, fan, apple, and milk.
This is an activity you can perform with your child on a regular basis three times a week. Very soon, you will see your child attempting to form words without asking for your help. As he grows accustomed to thinking about words, he will begin to broaden his use of familiar words. Talking and reading will become easier for him, because he will have discovered that “rocks talk.”
This website is copyright protected. Please do not copy any material from this webste.