- building materials (flattened cardboard boxes, small pieces of wood, paper towel rolls, tin foil, etc.)
- masking or duct tape
- stuffed animals
- door
- materials
- measure
- roof
- wall
MA Standards:
English Language Arts/Speaking and Listening/SL.PK.MA.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
Mathematics/Measurement and Data/PK.MD.MA.1 Recognize the attributes of length, area, weight, and capacity of everyday objects using appropriate vocabulary (e.g., long, short, tall heavy, lights, big, small, wide, narrow).
Mathematics/Measurement and Data/PK.MD.MA.2 Compare the attributes of length and weight for two objects, including longer/shorter, same length; heavier/lighter, same weight; holds more/less, holds the same amount.
Head Start Outcomes:
Logic and Reasoning/Reasoning and Problem Solving Classifies, compares, and contrasts objects, events, and experiences.
Science Knowledge/Scientific Skills and Method Observes and discusses common properties, differences, and comparisons among objects.
PreK Learning Guidelines:
Mathematics/Patterns and Relations 7 Explore and describe a wide variety of concrete objects by their attributes.
Mathematics/Shapes and Spatial Sense 10 Investigate and identify materials of various shapes, using appropriate language.
Explore Together (indoors): Build a House for a Toy
© 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; Walls, roofs, and bridges need to be supported in special ways
ELA Focus Skills: Listening and Speaking, Predicting, Vocabulary
Educator Prep: This activity works best on a carpeted floor where materials can be spread out and children are comfortable on their hands and knees. Cut lengths of tape and stick to tabletops or chairs for children to grab while they’re building.
Have children explore making houses for toys. Introduce the activity by displaying the materials and asking, How could you use these materials to build a house for one of these animals?
Before children start designing and building, remind them to think about the special features of a house. Ask, What kinds of features does a house have? (roof, wall, door) How will you know what size to make the walls so your toy fits inside? The roof? The door? What are some ways you’ve used to measure the size of something? How might those ways help you to build your toy’s house?
As children build, circulate and ask questions such as, Can you tell us why you chose that shape house for the doll? Tell us how you made the door for the house!
Let children work alone or in pairs, helping one another measure and build their houses. Take photos to help document the exploration.
Reflect and Share
Talk about the discoveries children made as they designed and built their houses for toys. Have children refer to the photos you took and the houses they made as they speak. Prompt discussion by asking questions such as, What changes did you find you had to make as you were building? Why?
You may wish to have children substitute other toys to fit into their houses. If a toy will not fit, have children discuss ways they could change the house to make it bigger so the new toy fits inside.
English Language Learners: Point to each of the materials for the activity. Say the word for each item clearly and describe its use. Have children repeat the words after you.
Adaptation: You might prefer to have very young children do the activity individually, with one-to-one supervision.