- chart paper
- marker
- strong
MA Standards:
English Language Arts/Speaking and Listening/SL.PK.MA.1 Participate in collaborative conversations with diverse partners during daily routines and play.
MA Draft Standards:
Physical Sciences/Matter and Its Interactions: Structure and Properties of Matter/PS1.A Describe, compare, sort and classify objects based on observable physical characteristics, uses, and whether it is manufactured as part of their classroom play and investigations of the natural and human-made world.
Head Start Outcomes:
Logic and Reasoning/Reasoning and Problem Solving Seeks multiple solutions to a question, task, or problem.
Logic and Reasoning/Reasoning and Problem Solving Classifies, compares, and contrasts objects, events, and experiences.
Logic and Reasoning/Reasoning and Problem Solving Uses past knowledge to build new knowledge.
PreK Learning Guidelines:
English Language Arts/Language 2 Participate actively in discussions, listen to the ideas of others, and ask and answer relevant questions.
Science and Technology/Inquiry Skills 2 Make predictions about changes in materials or objects based on past experience.
Science and Technology/Inquiry Skills 4 Record observations and share ideas through simple forms of representation such as drawings.
Talk Together: Building Higher, Building Stronger
© Commonwealth of Massachusetts, Department of Early Education and Care (Jennifer Waddell photographer). All rights reserved.
STEM Key Concepts: How you design and build a structure helps determine how strong it will be; Different materials are useful for making different structures and different parts of structures
ELA Focus Skills: Listening and Speaking, Vocabulary
Help children review some of their experiences this week. Display and discuss the photos you took of the children building towers. Invite children to share their experiences and help each other strategize new ways to make their structures stronger and higher. Ask questions such as,
- How many floors did your tower have, Nathan? What did you do to build your tower so high?
- Tara says she had trouble making her tower taller than three floors without having it collapse, or fall down. I noticed you had the same problem, Francesca, but you had a solution to the problem. How did you solve your problem? How did you make your tower so that it was strong?
Record children’s responses on chart paper and refer to them during the Discovery Time activity for the day.