Pre-K teaching times, Vol. 6, Issue 7 (Apr. 2010)

Pre-K Teaching Times

VOLUME 6, ISSUE 7

APRIL 2010

SPECIAL POINTS OF INTEREST:
Outdoor Water Play Ideas
Mentor Teacher Tips
Changes to the Learning Environment
Water-themed Science Activities

Water, Water, Everywhere!

Looking for an easy way to enhance your classroom? How about using something that exists in multiple forms (solid, liquid, warm, cold, even gas) and consequently makes a great teaching tool?

Something that your students can enjoy making a mess with, yet is still VERY easy to clean up? Even better, something you won`t have buy from a special school supply store. Any thoughts?

This month we`re talking WATER. With a little creativity and preparation, using water as your topic for instruction can be an exciting way to end your school year.

Inclusion in Pre-K

Including children with disabilities in early care and education settings benefits everyone: the children with disabilities and the other children in the classroom; the families of ALL the children; and the teachers who experience the satisfaction of supporting children to be successful while enhancing their own skills and abilities.
Effective inclusion doesn`t happen overnight. The children, families, and teachers need a lot of support, which is why Bright from the Start funds an Inclusion Coordina-

tor in every child care resource and referral agency. Inclusion Coordinators are community-based professionals who support inclusion by linking parents and providers with resources and information. The Inclusion Coordinators have the skills, knowledge, and experience to help teachers and families successfully include children with disabilities in their programs. Inclusion Coordinators provide training; consultation to families, child care providers, teachers, after-school care providers, and others to sup-

port successful inclusion; and help to identify needs and to link parents and teachers to community resources to meet those needs.
If you or one of your staff members needs support to help include a student, contact the Inclusion Coordinator in your area.
A list of Inclusion Coordinators can be found on the inclusion page on the Bright from the Start website at
(http://decal.ga.gov/ documents/attachments/ Inclusion_Coord.pdf)

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Small Group Activities Water

By this time in the school year, most teachers understand the developmental levels of most of the students in their classrooms. Additionally, using the Work Sampling System, you know what skills need to be observed in the final six week observation period for Spring semester. The topic Water, Water, Everywhere naturally lends itself to the Science Content Standards, but it can also apply to Social Studies. Consider these Content Standards:
Science:
SD 1c- Uses language to describe observations.
SD 1e- Records observations through dictating to an adult, drawing pictures, or using other forms of writing.
SD 1f- Predicts what will happen next based on previous experience.
SS 3e- Recognizes characteristics of other geographic regions and culture.
Following are simple water experiments that can address these content standards.
Put an ice cube on a piece of paper and trace it. Wait three minutes and trace the puddle. Wait three more minutes and trace a bigger puddle. Predict how long it will take to melt entirely.
Time objects as they sink in a tub of water. Note different times and discuss why some objects

sink faster than others.
Drop objects into a dishpan of water to explore how objects splash differently.
Ask children to predict how many drops of water will fit onto the top of the penny. Record predictions, and conduct experiment using an eyedropper and a penny. Compare and discuss results. (Surface tension).
In a plastic quart container, punch a hole one inch from the top; another hole three inches from the top; another six inches from the top. Fill the container with water and observe varying drainage flow.
Collect water from different outdoor sources (lakes, streams, creeks, sinks). Place water samples into clear, plastic containers (like a peanut butter jar). Shake the jar, and observe sediment/ particles in the water (or lack thereof). Ask children to predict the water source. Discuss the types of water sources near your area and water sources in different regions of the country and world.
Soak crepe paper in water to bleed out the color to explore mixing colored water. Soak other col-

ored papers (wrapping, construction, tissue, etc.) to test speed and amount of bleeding.
Paint water on a chalkboard in front of a fan and without a fan to compare what happens. Paint various surfaces in the sun and in the shade, and on a cold day or a warm day. What discoveries did you make?
What will happen when you paint on paper that has been soaked in water and frozen? What did you discover?
Place white paper painted with tempera paint face up on the ground while it is raining. What happens?
Grate colored chalk and sprinkle it on a pan of water. Float a piece of paper on the floating chalk, remove, and dry. What does the resulting design look like?

PRE-K TEACHING TIMES

VOLUME 6, ISSUE 7

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Playing with Water Outdoor Ideas

Get ready to take it outside! This month we`re happy to offer ideas for outdoor games and activities using water.
Water Tag Materials: Spray bottles filled with water Directions: Use spray bottles to play a game of tag. If you get sprayed, you have to give your bottle to another player.
Gigantic Bubbles Materials: Wire coat hangers or pipe cleaners, pan, dishwashing soap, corn syrup. Directions: 1. Make bubble mixture - Combine
six cups of water, two cups of dishwashing liquid, 3/4 cup of corn syrup (for added strength). Half the recipe for smaller groups. Tip: Make the bubble mixture four hours in advance of playtime. Pour mixture into a shallow pan. 2. Make bubble wands - Bend wire coat hangers into an oval, circle, or heart shape. Leave the hook of the hanger for a handle. Tip: Make smaller shape wands from pipe cleaners. The pipe cleaner wands are better for small children and are easier for indoor use. For outdoor use, the coat hanger is great. 3. Give each child a bubble wand; let them dip the wands into the bubble mixture and gently move them through the air to produce bubbles.
Bubble Art (Best for two people; fun but can be messy!) Materials Needed: Various colors of tempera or poster paint, white or lightcolored construction paper, bubble mixture, bubble wand, three or four small containers, a teaspoon and cup. Directions: 1. Spread newspaper around the area
and give each child an old T-shirt to wear. 2. Pour one cup of bubble mixture in each container. Add one teaspoon

of paint to each container. Stir gently until mixed. 3. Allow one child to blow bubbles while their partner catches them on paper. As the bubbles break, they`ll create brightly colored splotches! For darker colors, add more paint.
Bubble Sculpture Materials: Drinking straws, shallow tray, bubble mixture Directions: 1. Fill the tray with at least -inch of
bubble mixture. 2. Instruct the students to dip one
end of the straw in the mixture. Hold the straw slightly above the surface and gently blow a bubble. 3. Blow bubbles within bubbles: Remove your straw from the bubble. Make sure the straw is wet and then gently insert it in the top of the bubble, so it enters at a 45 angle. Blow gently to form another bubble. Repeat to form more bubbles in bubbles. Demonstrate the process for the students.
Outdoor Car Wash This warm weather water play activity encourages social skills. During outside time, set up an area where the children can pretend to be a car wash. Materials: Riding cars or tricycles, sponges, and shallow dishes of soapy water. Directions: 1. Place many shallow bowls contain-
ing soap and water outside and give each child a sponge. 2. Promote sharing and cooperation as preschool children work together washing the cars.
Sheet Painting Students use fine motor and color recognition skills as they create art during this outdoor activity. Materials: Spray bottles, water, various colors of liquid tempera paint, and a old sheet or piece of large bulletin board paper.

Description: 1. Fill a spray bottle half with water
and half with tempera paint. 2. Hang an old sheet or large piece
of paper on a fence or a clothesline and allow the children to spray paint it.
Sponge Tag A twist on traditional tag played with a big soft sponge like the kind used to wash a car. Materials: Two large soft sponges Directions: 1. Briefly soak the sponge in water 2. The player who is "It" uses the
wet sponge to tag another player, who then becomes "It." There will be no doubt about who is tagged because there will be a big wet splat mark on their clothing!
Musical Sprinkler Materials: sprinkler, hose/water source, bathing suits and towels (for children) Directions: 1. Hook up a sprinkler to your wa-
ter source, but don't turn it on yet. 2. Instruct players to move around the sprinkler area, dancing, hopping, or striking funny poses. 3. When the sprinkler is turned on, kids must freeze in position without moving until the sprinkler is turned off again.

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Ask Pat

Dear Pat,
I am a second year Pre-K teacher and thought after conducting parent teacher conferences last year, I would be much more comfortable this year. Much to my surprise and dismay, I still felt very nervous when the conference days came around. Please share some tips and pointers to make this process go much smoother and make the butterflies go away?
-Butterflies in my stomach
Dear Butterflies,
The first item on your list should be, Be prepared. Don`t write your progress report the same day the parent is coming in for a conference. Write your report early enough so you have time to reflect on what you want to say; you may even want to jot notes about the child and the

things you want to share with the parent. This is a time to highlight the experiences, joy, and fun the children are having at school.
Keep the atmosphere relaxed and conversational. The parents are probably as nervous as you are! Many teachers start their conferences by sharing the child`s work -- photos, notes, work samples, such as drawings, writing, stories they have dictated to you, etc. Remember: the parents have not been there during their child`s learning experience so this is your opportunity to tell the parents about the learning that took place while the child created each piece of work.
I have met many teachers who ask the children to pick out the portfolio pieces they want to share. This will spark memories for the child about the

work they did and can often offer interesting anecdotes to share with the family.
Review with the parents what you have written on the progress report and share specific examples that demonstrate the child`s abilities, interests, and strengths. If you need to share a concern, be sure to sandwich the concern within the child`s strengths so you begin and end on a positive note.
Ask the family for their input and to share any observations they have made about their child during the Pre-K year. Then move on to goals you want to continue working on, and share way s they can help you in this process. You will be surprised how appreciative the parents are as you show them exactly what their child is doing and learning.

Water at Home

As summer approaches, this is a good time to provide families with information on water safety. Families often overlook the danger of swimming pools. Even small inflatable pools in the front yard can be a hazard for young children. The following websites provide tips for keeping children safe near water

http://www.parents.com/baby/safety/ outdoor/keeping-kids-safe-near-water/
http://kidshealth.org/parent/firstaid_safe/ outdoor/water_safety.html

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Changes to the Environment Water

Reading: The Snowflake: A Water Cycle Story by Neil Waldman A Drop Around the World by Barbara McKinney A Drop of Water by Walter Wick Water Dance by Thomas Locker Cloud Dance by Thomas Locker The Water Cycle (Nature's Changes) by Bobbie Kalman Water by Frank Asch Across the Stream by Mirra Ginsburg Down by the Cool of the Pool by Tony Mitton In the Small, Small Pond by Denise Fleming Listen to the Rain by Bill Martin and John Archambault The Rain Came Down by David Shannon Activity Siphon Water With Suction and Gravity! by Peggy Ashbrook at www.education.com/activity/article/ pump-siphon-science
Math: Add a tub of water to the area with measuring cups and allow the children to explore with measurements. Create pattern cards with sea shells. Sort sea shells. Sort sea animals.
Science: Add water to the sensory tub for exploration (can add bubbles, food coloring, ice cubes). Fill a bottle half with water and half with oil what happens when it is mixed?
Make a Siphon Materials:
Two clear, empty juice bottles (quart or gallon size so they won't tip over easily) Two-foot length of clear tubing (purchased from a hardware store)

Food coloring Towels Bleach solution (1/4 cup bleach in a gallon of water)
Directions: 1. Place one bottle on a relatively low
surface (a chair or the floor). Ask a student to hold the empty bottle in place. 2. Fill one bottle halfway with colored water and put it on a table or other elevated surface. Put one end of the tube into the water. 3. Suck on the other end of the tube until water reaches your lips and then quickly put your thumb over the end of the tube. Quickly put the tube down into the empty bottle. 4. For the water to flow from the full bottle to the empty one, the end of the tube in the empty bottle must be lower than the end in the water. 5. Watch the water flow from the elevated bottle through the tube into the lower bottle.
If it does not work the first time, it`s probably because air got into the tube before the outgoing end was lower than the intake end. Try again and be sure that no bubbles get in the tube from the end in your mouth before you put it in the lower container. Practice!

Questions to discuss with the students:
Does the water move up or down? What makes the water move? Does something push it? Pull it? Who (or what) is doing the work to move the water? **Clean all tubes with bleach solution and rinse well before the next use.
Dramatic Play: Make a Car Wash Add the following materials to the Dramatic Play area: hose, buckets, sponges, towels, spray bottle, squeegees, ash register, play money, toy cars and trucks, tricycles
Art: Allow children to paint with droppers using colored water. Allow children to paint with straws while blowing colored water around on the paper.
Create an Underwater Ocean Scene Materials: Paper plate, crayons or markers, blue plastic wrap, tape (Optional: sand or saltine cracker crumbs, fish-shaped crackers, shell pasta ) Directions: 1. Help your students draw a line
across the inside of a paper plate about 3/4 of the way down from the top. This will be the ocean floor. Decorate the ocean floor by coloring it or gluing real sand or very fine saltine cracker crumbs below the line to represent the sandy bottom. 2. Allow the students to use crayons or markers to draw plants and animals found in the ocean. 3. When the students have competed their scenes, cover the plates with blue plastic wrap. Tape the plastic securely in several places on the back of the plates.

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Tips from the Top Mentor Teachers

This month Georgia`s Pre-K Mentor Teachers share ideas and resources on creative ways to meet the PQA Indicator: Children are exposed to other languages and/or other forms of communication, located in the Exceeds Column of Item C4. Let`s begin with a story:
A few years ago I had a child with Selective Mutism in my class. This opened my eyes to things much deeper than just Spanish or different languages. My entire class had to learn how to communicate with him (and he with them), and I had to be able to document his academic achievements even though he never spoke, not even a whisper. The only way this could be accomplished was to teach extensive sign language (to him, the class, and myself). We begin teaching sign language the first day of school. I immediately discovered the many benefits of sign. If children don`t express themselves well when they are angry, sign language can ease some of that frustration. If children are shy, signing can help them still participate. If the teacher is talking or involved with something such as reading, rather than interrupt, she can sign to the student while continuing the activity.
We started with easy, useful words like help, hurt, happy, no, yes, mother, father, sit, stop, etc. As the year progressed, we began learning words that went along with topics we were studying. The children often asked us to show them words that were of interest to them. We could Google the sign

and allow the children to watch it on the computer screen. (Some sites have a video clip that shows you how to sign the word). By the end of the year, most children could sign simple books like Brown Bear Brown Bear and songs we sang daily.
P.S. The child I mentioned above did end up speaking before the year was over. He actually walked in my room one day, pulled off the sign language cards he wore on his belt (that we made), and said, I DON`T NEED THESE ANYMORE! and threw them away. You can imagine how shocked the children and I were when he spoke; we had never heard his voice. Evidently he overcame the anxiety associated with Selective Mutism enough that he would talk to us. I saw him last week while shopping. He was speaking loudly to his sisters and playing around. Although he would not speak to me (he hasn`t seen me in two years), he did sign to me! What an amazing feeling to have accomplished this with him and my class that year. Sign language is important for so many reasons.
Ellen McNeil/Kings Bay CDC
I invite guests to read stories in their first language. Our ELL coordinator came in with a friend who spoke Spanish. They sat side by side as one read a page in English and the other read a page speaking Spanish. The children loved this activity. Sometimes we

play CD`s at rest time that sing, speak, or tell a story in another language.
Connie Ellington/Barrow County ELC
At the beginning of the year, we teach all of the children the sign for "I love you." We can sign this from across the room! I placed a copy of Dr. Jean's sign language book in the classroom library. (www.drjean.org) In the wintertime, we do an "Around the World" unit. We learn how to count to 10, say "hello" and "goodbye" "please" and "thank you" in the language of each country we visit. This year we learned French, Spanish, German, Japanese, Swahili, and Maori. I also play music (during work time and small group time) from each country in the language of the country. There is a great song on the album "Anna Moo Crackers" called "Everyone Counts." She sings about how we all matter and then counts to three in German, French, Japanese, Spanish, dog, rooster, pig, and dolphin. The kids love to sing it at circle time (and on the bus on field trips!)

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Tips from the Top (continued)

Heidi Schaffner/Jacob G. Smith Elementary We taught our class simple words and songs using sign language. We are fortunate to have a Special Education PreK class right next door, so knowing sign language helps during the times we interact. In our classroom, we have several copies of a book titled My First Book of Sign Language. The children often take this book off the bookshelf and teach` each other signs. A poster showing the signs used for the alphabet is posted in the writing area of our classroom. I have received positive responses from parents telling me their child has taught them sign language!
Jamie Moore/Crooked River Elementary
We share books from the Moses series by Isaac Millman. Moses, the lead character, attends a school for children with hearing impairments. The pages feature sign language examples and songs to sign, so we speak, sing, and sign along with Moses as he goes on story adventures. Examples of kidfriendly words to sign can be found at http:// www.sproutonline.com/ sprout/Activities/ You will find video examples to follow.
Jodi McNamara/KidsRKids #49

We incorporate sign language into parts of our daily routine. Some days we sign the alphabet as we transition. We also learn signs to different songs. My favorite signed song this year is "What a Wonderful World" by Louis Armstrong,
Christi Bedwell/Liberty Point Elementary
The children learn to sing "HAPPY BIRTHDAY" in the different languages represented in the class. For example, the children learn and sing "HAPPY BIRTHDAY" in Spanish for Juan's (Mexico) birthday; in Tagalog for Ms. Lourdes's (Philippines) birthday, and so on. The class learns how to say polite words or phrases in foreign languages. I use puppets that talk to the children and each other. The children learn simple greetings in the languages of their classmates, such as Korean, Spanish, Chinese, Filipino, and South African. I create a picture book (dictionary) of various words representing different languages. The children learn how to read these words with the help of photographs or pictures.
Lourdes Lucarelli/Ivy League Academy
We connect language with eating in our classroom. Research your families or community for people who will come to your class and spend time with the children. One of our families this year is Korean; the family brought in traditional Korean food that we all sampled while we were taught words in Korean. The children still use these words daily in the classroom. Their favorite is "Bali, Bali" which means

hurry, hurry!!
Paige Tiller/St Simons Island Elementary
We integrate Braille into the children`s environment, e.g., Braille menus in Dramatic Play; Braille readers in the Language/Literacy Area; and Braille signs in various places around the room (bathroom, door, window, etc). To introduce the concept of Braille, we shared real Braille books with the children, and then children cut pictures from magazines to create class- made Braille books using little candy dots for the print.
Michele Bezio/Cusseta Road Elementary
A website to use for sign language: http://library.thinkquest.org/5875/
Lisa Darrow/The Sunshine House #159
I connect various languages to the cultural studies we plan throughout the year. For example, during our study of Mexico we made maracas out of paper bags to use during music and movement; cooked and ate quesadillas; read books such as Hooray, A Pinata and The Tortilla Factory; and introduced and used simple Spanish words. This year we are fortunate to have a student whose grandmother is from Mexico. She came to the classroom, spoke to the children about Mexico, and prepared a Mexican dish. We concluded our study of Mexico by going on a field trip to our local Mexican restaurant. We travel around the world throughout the year bringing in the music, foods, and na-
(Continued on page 13)

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Pre-K Science All About Water

Why teach science in early childhood?
Young children are naturally curious and constantly exploring the world around them.
Classroom science provides the opportunity for children to extend this natural curiosity and building of theories.
Science exploration in early childhood is science inquiry exploring materials/ events, asking questions, investigating, recording/ representing their work, reflecting on what they have done and what it means allowing them to create new theories or ideas about how the world works
These skills, attitudes, and ways of thinking are important to many areas of learning throughout life (Worms, Shadows, and Whirlpools)
Gain necessary firsthand experiences
Develop basic concepts
Increase observation skills
Receive opportunities to use tools, equipment and familiar materials
Receive aid in problem solving
Stimulate their curiosity for exploration and discovery while increasing basic knowledge
Develop sensory, physical, emotional, intellectual, spiritual, and social attributes
Develop language through increased vocabulary and an opportunity to ask and answer questions
(A Child Goes Forth: A Curriculum

Guide for Preschool Children, Ch. 8)
Science vocabulary for water water, float, sink, sunk, wet, dry, chart, same, different, evaporation Conversation Starters and Questions for Introducing Water Try these well-placed water questions to spark the wonder of science in your children:
How many words can you think of to describe water? Who and what needs water to live? How many ways can we change water? What would happen if you left a dish of water in the sun? What tools can you use to move water from one place to another? Can you find a way to make play dough float? What would happen if we painted the sidewalk with water? Will a sponge float or sink when placed in water?

How many ways can you use a sponge? What if you dug around in the water with your hands and looked for things, all while keeping your eyes tightly closed?
Water: Sink or Float Materials:
Open area, tub of water Two large sheets of paper Masking tape Towel Various objects (appropriate size for tub), such as: spoon, sponge, paper, small car, blocks, crayon, scissors, puzzle piece, Kleenex tissue, cup Directions: 1. Prepare charts with a picture of a sinking and floating object. Post at children's eye level near your experiment. 2. Help the children collect familiar objects to find out if they sink or float. Some duplicate items are okay, as you can use them together in the same dance as well as discuss if similar items have the same or different results and why. 3. Put the tub of water, at least three inches deep, on the floor in the center of the open area. Allow plenty of room for dancing around the tub. 4. Introduce the children to this simple chant: Dance around the water I brought a (name of object) to play Does it sink? Does it float? Let's put it in and see. 5. Give a child an object (several children, if duplicate items are used). Ask the children to predict if the object will sink or float. The group begins to dance and chant as they move

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Pre-K Science All About Water (Continued)

around the tub of water. When the chant is over, the children put their object into the tub. 6. Briefly discuss if the object floated on the top of the water or sank to the bottom of the tub. 7. Have a towel ready to dry objects. Allow the children to identify which chart to tape the object on. (This will seem bulky; tape as well as you can!) 8. Move along quickly and continue to repeat the chant until all the children have a turn to dance with an object, and everything is charted. 9. Notice and discuss the results indicated by the charts. Leave the charts posted for awhile so as students can recall the game and name the objects. They can also share the charts with a caregiver who picks them up that day. Extension: Encourage children to find items at home and try sinking and floating them in the bathtub or sink (with parents` permission, of course). Let them share the results with you another day. Expand your charts to include items the children bring from home. Write their name next to the item on the chart. It will be something they really remember.
Water - Discovering Different Environments Materials:
Ice Cubes Chart paper and marker Snow (or shaved ice) Cookie Sheet Paper cups Sand Water Three large, shallow baking pans or bowls Directions: 1. Give each child a paper cup with an ice cube in it. Have the children describe the ice cubes to you, e.g., cold, colorless, wet, slippery, tasteless, solid. 2. Ask: "What do you think makes the

ice stay frozen?" and "What do you think makes the ice melt?" Chart the children`s predictions. 3. Show the children four simulated environments and label them: Ice skating rink (frozen water on a cookie sheet) Snow (Shallow pan full of snow) Sandbox (Shallow pan full of sand) Swimming pool (shallow pan full of water) 4. Give each child a new ice cube in a cup and tell them the ice cube is their pet. Ask them to predict in which environment the ice cube will last longest. Why? 5. Children give their pet ice cubes a name and take them on an adventure to different environments. 6. When play is complete, go back to the prediction list to compare the results. Extension: Have the children dictate stories of their pet ice cube's adventures for a class book. Each child can illustrate a page.

Water - Floating Fruit Materials:
Half a grapefruit and an orange, hollowed out Items to use as a unit of measure, such as bean counters Large bowl of water Directions: 1. Place the fruit halves in the water. Ask the children to predict how many of the counters the fruit "boat" might hold before it sinks and whether the way the counters are placed inside will matter. 2. Give the counters to the children and let them experiment. Compare their predictions with what happens. Extension: Experiment with other types of fruit "boats" and small counting items, such as large buttons, play money, walnuts in the shell.
Water - Magic Water Materials:
Four clear plastic cups Food coloring: red, blue, green, yellow White construction paper cut into 2" x 4" (2.5 cm x 5 cm) strips Water Cooking Oil Tray What to do 1. Place four clear plastic cups on a tray and pour water into the cups until they are half full. 2. Add a different food color to each cup and pour 1/4" (6 mm) cooking oil on top of the colored water. 3. Have children predict what color a strip of paper will be when it is dipped into a cup. Select a student to dip the pa-
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Pre-K Science All About Water (Continued)

(Continued from page 9)
per into the selected cup. Repeat the process with the other cups. 4. Ask the children to describe what happened to the strip and why it did not turn the color of the water in the cup. Point out the layers of oil and water in the plastic cup. Help the children understand that because the strip was first covered with oil, the colored water could not adhere to it. (Oil and water do not mix.)
Water: Go with the Flow Soak, pour, sprinkle, spray: How can children make water move? Materials:
Chart paper and marker Sponges Dish towel, felt, and paper towels Smocks Basters and eye droppers Water pumps Two basins, large plastic bowls, or a water table Plastic straws, variety of plastic tubes, and plastic cups Empty plastic spray and pump soap containers Sand (optional for older chil-

dren) Preparation: In addition to these materials, collect different objects, such as wooden blocks, Legos, paintbrushes, and plastic spoons to include in the experiment. List each object on a sheet of chart paper. Directions: 1. During group time, discuss
how water moves. Ask students to think about water at home. How does water enter their sink? How does water get picked up when it spills? Invite children to think about the different ways water can be moved. Using chart paper, list children's responses. 2. Place all the materials you have collected in the center of your group area. Ask children to look at the materials and predict which ones could be used to move water. Explain to children that they will conduct experiments using different materials to learn how water can be moved. 3. Invite a group of four to six children to choose several materials to experiment with. Give them a water table or basin. (Children may need help to use a siphon or plastic

straw to draw water.) Help children learn new words that describe how the water is being moved: "Look how the towel absorbs the water." "Suction pulls the water into the baster." Keep a record of each group's materials and the results of their experiments. 4. Give children the opportunity to work with the different materials for several days. At the end of the week, gather children together and discuss their observations. 5. Present the list of materials. Engage the children in a discussion about the different materials they used and the ways in which water could be moved. Record children's observations to document their research. Extension: Provide children with sponges of all shapes and sizes. Let them use the sponges to absorb water from a basin, and then fill the empty containers. Which sponges fill the containers more quickly?
Water: Water Paintings Materials:
Variety of colored chalk Cheese grater Paper Tray/shallow baking pan Directions: 1. Grate the chalk 2. Pour water into a shallow baking pan, add the grated chalk, and stir. 3. Float a piece of paper on top and watch a painting develop. Allow children to describe what happened.
Water: Rainbow Water Materials:
Egg cartons

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Pre-K Science All About Water (Continued)

Markers Pitcher of water Paper Scissors Directions: 1. Color small solid squares on paper with the markers (good way to test markers). 2. Cut out squares. 3. Fill egg carton cups with water. 4. Let the children dip the color squares in the water, and watch how the water changes color. 5. Share in the children's excitement and discovery and together name the colors. 6. See what happens when the colors mix.
Water Flows Downhill Materials:
Containers of water Plastic wash tubs (rectangular) Large wooden blocks Sponges and towels (for spills) Blue crayons Directions: 1. Have children work in small groups. 2. Use wooden blocks to raise one end of the wash tub. Pour water into the tub at the high end. Observe how it flows. 3. Ask the children to think of ways to make the water move uphill. 4. On a prepared worksheet, have the children show the movement of water with a blue crayon. (My worksheet has a simple, hand drawn picture of an inclined wash tub, a water faucet, a sprinkler, and a stream running through mountains. Discussion: Which way was the water going?

Can you get water to move uphill? Will it stay there? Let's see what happens when we pour our water. Results: Which way did your water move? Did anyone find a way to get their water to move uphill? Did the water stay up? Why do you think water always moves downward?
Environment-Clean Water Materials
Clear jars Soil Sand Cheese cloth or cotton cloth Rubber band Directions: 1. Pour water into a clear jar. Add some soil and stir. 2. Spread the cheese cloth or cotton cloth over the opening of another jar and hold it in place with a rubber band. Pour sand onto the cloth. 3. Slowly pour the water with soil through the sand on the cloth and into the clean jar. 4. The water poured through the sand should be cleaner than the water in the original jar. Related book: The Magic School Bus at the Waterworks by Joanna Cole
Sensory Table Adding water to the sensory table is a highlight of every student's day. Following are suggestions involving water in the sensory table. Build an underwater world. Tape some Legos to the bottom of the table and fill with water. Then allow children to use additional Legos to build on the ones taped to the bottom. Other easy water ideas are to place boats,

scoops, ducks, fish, etc. in the water. Teach children what happens to water when it is frozen by letting the children paint with popsicles. To make the colors more vibrant, sprinkle powdered Kool-aid on the paper before they paint with the popsicle. Another variation is to sprinkle powdered Kool-aid on paper and let the children spray it with water from a bottle, squirt gun, or condiment bottle. Teach about the ocean by creating ocean bottles or an underwater sea scene. Ocean bottles can be created by putting water, a quarter teaspoon of oil, and confetti or fish inside the bottle. Children can decorate the outside with foam stickers of sea creatures. The underwater sea scene can be done by taking a paper plate and allowing kids to glue or stick creatures on the plate. Then wrap the plate in blue cellophane. Block Center Make a pond out of blocks and blue butcher paper. Allow the kids to fish using dowel rods and magnets. Place die cut fish with magnets on them in the pond. You can also teach a unit on keeping the environment clean by placing trash in the pond and allowing the kids to clean out the pond. Dramatic Play Fill two small tubs with water. Allow the children to dip the plastic dolls in the water and to use a washcloth to clean them. Have dry towels available to allow them to dry the babies and then dress them. You can also teach children to sort laundry into darks and whites. As they pretend to be mommies and daddies, they will be practicing sorting skills.

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Project AIM: Interactive Media
News from the Island.... In March, you learned how to log-on to PBS Kids Island by visiting www.gpb.org/education. Hopefully, by now your students are working on their early literacy skills by playing games with characters from programs like Between the Lions, Sesame Street, or Super Why! You might even be adding their progress tracker into portfolios or discussing what they`ve learned with parents. We`d love to hear what you are doing to integrate educational media in your classrooms you could be featured in an upcoming newsletter or on the GPB website! This month we`re highlighting the letter recognition skill that can be practiced on PBS Kids Island. For example, Alpha Pig`s Brick Game helps develop students` letter recognition skills. Students must help Alpha Pig select the appropriate brick to fill in a hole before the Big Bad Wolf blows down his house. Children will also learn phonics during this fun game a skill you can break down for your parents by using this page on PBS Kids Island. Try the game now by clicking on the screen shot below:
Seven other games on PBS Kids Island will help your students with letter recognition. Have you checked out the teacher resources on PBS Kids Island? Not only are there over 30 games to help your students develop and practice early literacy skills, but there is other information and classroom ideas for you, too. There are many lesson plans and curriculum ideas that don`t involve the computer. For example, link here to an article about making the most of your library time. The tips and tools section of the site will point you to other websites that can answer questions about topics other than literacy. If you are looking for more professional development opportunities, link to PBS Teacherline or watch videos from Reading Rockets here. Don`t forget! Tell us how you are using PBS Kids Island in your classroom. We want to share your ideas with other Pre-K teachers and maybe showcase your class on the GPB website.
PRE-K TEACHING TIMES

VOLUME 6, ISSUE 7

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Tips from the Top (Continued)

(Continued from page 7)
tive dress with the language. This helps children understand and connect what they are learning much better than simply introducing the language alone.
Laurianne McDonald/Treutlen PreK
I use seven suitcases to represent the seven continents. Into the suitcases I place musical instruments; fact books and stories; dress up clothes; music; travel posters/post cards; traditional games and toys; money; and decorations. Each year we "travel" to all seven continents with our themes. For example, Ocean/Beach: Hawaii & the Islands; Circus: Africa (Circus animals come primarily from Kenya.); Community Helpers: USA; Christmas Holidays/ Christmas Around the World including France, Germany, & Spain; Space/Winter: Polar Region & Russia; Dinosaurs: China/Asia (More dinosaur bones have been

found in Asia than any other continent in the world.); Bugs & Spring: Ireland; Plants/Farming: Mexico]
A great series of books called A Ticket to... covers all the basics for a given country. We celebrate each country through sampling foods, dance, music, art, games, and dress. When studying each theme, we infuse the languages used in the particular country or continent. Inviting families to share their culture and language is also an important resource. Many local restaurants and markets will donate/ sponsor a cultural celebration for classes. Local colleges have international students and organizations that will share with your class. Not only do we learn to count in Spanish, we learn Swahili, Russian, German, Chinese, French, and Irish. We host a local Pow Wow at the end of each October and invite Native Americans to share their tribe`s history and traditions. It`s great for our students and free advertisement for their event!

mentary
Create your own listening center books/tapes by recording various community members reading a book in their native language.
The following websites provide teachers with invaluable resources for creating an environment rich with multicultural language:
www.enchantedlearning.com/ Dictionary.html
http://pbskids.org/arthur/print/ braille/
http:// www.enchantedlearning.com/ braille/

Becky Thomas/Mulberry Creek Ele-

Teacher Challenge: Millionth Child Celebration

Could you use a new digital camera? A photo printer? New books for your classroom? A gift card to buy materials?
As part of our year-long Millionth Child Celebration, we`re challenging Pre-K teachers to get creative.
Tell us how you are celebrating the Millionth Child in your class-

room, and you could win. Submit, in writing, your best Millionth Child Celebration activities and be entered to win prizes for your classroom. All entries must include a detailed description and photo of the activity (or one of the items created during the activity).

Submit entries to:
liz.young@decal.ga.gov or by mail to Bright from the Start Attn: Teacher Challenge 10 Park Place South, Suite 200, Atlanta, GA 30303

Challenge dates: February 8 through April 16, 2010. Prizes will be awarded weekly.

For more information, call 404656-0916.

www.decal.ga.gov