- chart paper
- marker
- poster board cat cutouts (4)
- category
- different
- explore
- observe
- same
MA Standards:
Speaking and Listening/SL.PK.MA.2: Recall information for short periods of time and retell, act out, or represent information from a text read aloud, a recording, or a video (e.g., watch a video about birds and their habitats and make drawings or constructions of birds and their nests).
MA Draft STE 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.
Life Sciences/From Molecules to Organisms/LS1/3.A: Describe/draw and compare the body parts of animals (including themselves) and plants they are investigating [System] and explain functions of some of the observable body parts. [Structure and Function]
Life Sciences/From Molecules to Organisms/LS1/3.E: Describe differences and similarities between young animals and their parents.
Life Sciences/From Molecules to Organisms/LS1/3.F: Identify similarities and differences among individuals of the same species. [Patterns]
Head Start Outcomes:
Social Emotional Development/Social Relationships: Recognizes and labels others’ emotions.
Language Development/Expressive Language: Engages in communication and conversation with others.
Language Development/Expressive Language: Uses language to express ideas and needs.
Language Development/Receptive Language: Attends to language during conversation, songs, stories, or other learning experiences.
Conceptual Knowledge of Natural & Physical Worlds: Observes, describes, and discusses living things and natural processes.
PreK Learning Guidelines:
English Language Arts 2: Participate actively in discussions, listen to the ideas of others, and ask and answer relevant questions.
Science and Technology 10: Observe and identify the characteristics and needs of living things: humans, animals, and plants.
Watch Together: “Cat Categories” (PEEP live-action clip)
Display a group of blocks of different sizes, shapes, and colors. Ask children to name things that are the same (wood, build with) and different (size, color) about the blocks.
- Group the blocks. Talk about what is similar about the group or category.
- Then introduce the video Peep and the Big Wide World “Cat Categories.”
Before You Watch
Explain that the children in the video are exploring cats in their neighborhood. As they observe the cats, they describe things that are the same and different about them. Set a viewing focus by having children think about what the children in the video are noticing as similarities and differences in the cats. Watch the video through the first time without pausing.
After You Watch
Ask children to name things the children noticed that are the same or different about the cats. Record children’s ideas on chart paper. Then ask,
- How are these cats the same and different from Tom the cat in the video "That's A Cat?"
- Do you think Peep, Chirp, and Quack would be afraid of the cats in the video clip? Why?
As you watch the second viewing:
- Pause after each cat is described. Have children identify different features of each cat and list them on the cat cutouts. Read each list. Have children point out the cats that have features that are the same.
- Pause at the clip of Serephina the cat. Remind children that earlier in the week you were discussing animal families. Play the segment with Serephina and ask, How do we know Silibub and Serephina are from the same family?
Educator Tip: Watching and discussing the selected PEEP stories and live-action video clips can spark and extend children’s interest and understanding of the concept they are learning. We suggest that children watch the video clips after they have had an opportunity to do their own initial explorations. That way your children can compare their experiences and discoveries with those shown on the video clip and think about what additional explorations they might like to try.
