Guess the Tool

Video: 

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Children utilize hearing to determine which tools are hidden under a box.

NAEYC

NAEYC: 

Curriculum: Essential Characteristics

2.A.10— The curriculum guides…Ms. Fisher…to incorporate content, concepts, and activities that foster…cognitive development and that integrate key areas of content including…science, technology… and…health and safety...

Ms. Fisher discusses the difference between tools that need electricity to work and tools that do not use electricity. She works safety into the conversation by pointing out that she kept a basket over the wires before the activity so everyone would be safe, even though the wires were not plugged into an outlet. This reinforces the idea of electrical safety to the children. Ms. Fisher also mentions there are one or two tools in the box that the children would be able to use and one or two they would not be able to use because the children are not yet old enough.

Curriculum Content Areas for Cognitive Development: Social Studies

2.L.04— Children in Ms. Fisher’s class are provided opportunities and materials to explore social roles in the family and workplace...

Children in Ms. Fisher’s class have been learning about community helpers and the tools they use. She reminds the children of some of the roles they have discussed; for example, a cook might use a potato masher and a barber might use a comb. After the children guess the tool making the noise, Ms. Fisher encourages the children to talk about who might use such a tool.

Using Instruction to Deepen Children’s Understanding and Build Their Skills and Knowledge

3.G.08— Ms. Fisher helps children identify and use prior knowledge. She provides experiences that extend and challenge childrens current understanding.

Ms. Fisher asks the children in her class to reflect on conversations they had in a previous lesson. During a unit on community helpers, the class talked about tools that different people use in their jobs. They discussed that a potato masher might be used by a cook and a comb might be used by a barber. As they discuss tools that need to be plugged in to work, Ms. Fisher asks the children to think about who might use those tools.

 

IELS

IELS: 

7.2—Play and Senses

Children engage in play to learn.

Children in Ms. Fisher’s class use…sounds… to discriminate between, explore, and experience activities...

Ms. Fisher reminds children of how their senses are used and encourages them to think about how they can use their senses to learn about things. Using their sense of hearing, the children listen to the sounds of different power tools and make predictions about what kind of tool is making the sound.

8.1—Curiosity and Initiative

Children express curiosity, interest, and initiative in exploring the environment, engaging in experiences, and learning new skills.

The children in Ms. Fisher’s class explore and experience activities…with eagerness, flexibility…and…imagination...

Ms. Fisher has hidden several power tools under a box. She tells the children in her large group that they will only be able to use their sense of hearing to get clues as to what tool is making a sound under the box. The children share their ideas of which tools make which sounds.

11.4—Scientific Reasoning

Children observe, describe, and predict the world around them.

Children in Ms. Fisher’s class notice, describe, and predict…

During Ms. Fisher’s “Guess The Tool” activity, the children in her class use their sense of hearing to decide what power tools might be under the box. Several children make predictions as to what they think might be under the box.


 

IQPPS

IQPPS: 

Curriculum: Essential Characteristics

2.9— The curriculum guides…Ms. Fisher…to incorporate content, concepts, and activities that foster…cognitive development and that integrate key areas of content including…science, technology… and…health and safety...

Ms. Fisher discusses the difference between tools that need electricity to work and tools that do not use electricity. She works safety into the conversation by pointing out that she kept a basket over the wires before the activity so everyone would be safe, even though the wires were not plugged into an outlet. This reinforces the idea of electrical safety to the children. Ms. Fisher also mentions there are one or two tools in the box that the children would be able to use and one or two they would not be able to use because the children are not yet old enough.

Curriculum Content Areas for Cognitive Development: Social Studies

2.39— Children in Ms. Fisher’s class are provided opportunities and materials to explore social roles in the family and workplace...

Children in Ms. Fisher’s class have been learning about community helpers and the tools they use. She reminds the children of some of the roles they have discussed; for example, a cook might use a potato masher and a barber might use a comb. After the children guess the tool making the noise, Ms. Fisher encourages the children to talk about who might use such a tool.

Using Instruction to Deepen Children’s Understanding and Build Their Skills and Knowledge

3.18— Ms. Fisher helps children identify and use prior knowledge. She provides experiences that extend and challenge childrens current understanding.

Ms. Fisher asks the children in her class to reflect on conversations they had in a previous lesson. During a unit on community helpers, the class talked about tools that different people use in their jobs. They discussed that a potato masher might be used by a cook and a comb might be used by a barber. As they discuss tools that need to be plugged in to work, Ms. Fisher asks the children to think about who might use those tools.

 

HSPS

HSPS: 

1304.21(a)(1)(iv) – The curriculum guides Ms. Fisher to provide a balanced daily program of child-initiated and adult-directed activities….

During this teacher-led large group activity, Ms. Fisher has hidden several power tools under a box. She tells the children in her large group that they will only be able to use their sense of hearing to get clues as to what tool is making a sound under the box. The children share their ideas of which tools make which sounds.

1304.21(a)(4)(i) - Ms. Fisher supports each child’s learning, using various strategies including…inquiry and observation….

During Ms. Fisher’s “Guess The Tool” activity, the children in her class use their sense of hearing to decide what power tools might be under the box. Several children make predictions as to what they think might be under the box.

1304.21(c)(1)(ii) – Ms. Fisher provides for the development of cognitive skills by encouraging each child to organize his or her experiences, to understand concepts, and to develop age appropriate…reasoning, problem solving and decision making skills… by asking the children to think about their prior knowledge of their study of community helpers to identify tools.  The children had to listen carefully to the sound of the tool. 

Ms. Fisher asks the children in her class to reflect on conversations they had in a previous lesson. During a unit on community helpers, the class talked about tools that different people use in their jobs. They discussed that a potato masher might be used by a cook and a comb might be used by a barber. As they discuss tools that need to be plugged in to work, Ms. Fisher asks the children to think about who might use those tools.

HSCOF

HSCOF: 

Language Development

Listening and Understanding

  • Understands an increasingly complex and varied vocabulary.

Speaking and Communicating

  • Develops increasing abilities to understand and use language to communicate information, experiences, ideas, feelings, opinions, needs, questions, and for other varied purposes
  • Progresses in abilities to initiate and respond appropriately in conversation and discussions with peers and adults.
  • Uses an increasingly complex and varied spoken vocabulary.

 

Science

Scientific Skills and Methods

  • Begins to use senses and a variety of tools and simple measuring devices to gather information, investigate materials and observe processes and relationships.
  • Develops increased ability to observe and discuss common properties, differences and comparisons among objects and materials.
  • Begins to describe predictions, explanations and generalizations based on past experiences.

Scientific Knowledge

  • Shows increased awareness and beginning understanding of changes in materials and cause-effect relationships.

 

Social and Emotional Development

Self Control

  • Demonstrates increasing capacity to follow rules and routines and use materials purposefully, safely, and respectfully.

Cooperation

  • Develops increasing abilities to give and take in interactions; to take turns in games or using materials; and to interact without being overly submissive or directive.

Social Relationships

  • Demonstrates increasing comfort in talking with and accepting guidance and directions from a range of familiar adults

 

Approaches to Learning

Initiative and Curiosity

  • Chooses to participate in an increasing variety of tasks and activities
  • Approaches tasks and activities with increased flexibility, imagination and inventiveness.
  • Grows in eagerness to learn about and discuss a growing range of topics, ideas and tasks.

Reasoning and Problem Solving

  • Develops increasing abilities to classify, compare and contrast objects, events and experiences