Above Ground or Underground

  • bulbs
  • plastic fruits and vegetables
  • sand (or dirt)
  • seeds and seed pods (maple, walnuts, chestnuts, acorns, etc.)
  • small sticks
  • thick leaves (orchid, pineapple, etc.)
  • toy shovels
  • bulb
  • plant
  • seed
  • underground 

MA Standards:

Language/L.PK.MA.6: Use words and phrases acquired through conversations, listening to books read aloud, activities, and play.

Speaking and Listening/SL.PK.MA.1: Participate in collaborative conversations with diverse partners during daily routines and play.

Head Start Outcomes:

Logic and Reasoning/Reasoning and Problem Solving: Classifies, compares, and contrasts objects, events, and experiences.

PreK Learning Guidelines:

English Language Arts/Language 2: Participate actively in discussions, listen to the ideas of others, and ask and answer relevant questions.

Above Ground or Underground

© Commonwealth of Massachusetts, Department of Early Education and Care. All rights reserved.

Skill Focus: Fine Motor Skills, Vocabulary

Fill the table with sand or dirt. Place various (real, sturdy) plant materials and plastic plants in the sand (dirt).

  • Tell children they have to use the shovels and dig for as many plant items as they can find.
  • Explain that once they have a collection of plant items they need to decide which ones belong above ground and which ones belong underground.
  • Have children describe each plant part before reburying them or setting them above ground. 

Adaptation: If you do not have a sand table, use a large plastic bin with a cover. That way, you can cover the activity when not in use. 

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