Research has established a compelling link between physical development and cognition, language, personal and social development. Through body movement the brain internalizes the foundations of laterality (left, right), directionality (up, down, in, out), and position in space (over, under, behind). These processes are developed through early motor development and are critical to mathematical thinking, as well as beginning reading and writing. They lay the foundation for the child to “see” how letters are formed and put them together in patterns called words, and to translate this understanding into symbols on paper in the form of writing. The brain and body’s movement and learning systems are interdependent and interactive with body movements. Gross and fine motor movement experiences provided at the preschool level need to be structured to encourage a child’s brain to use the movement experiences as building blocks for future learning. Within the preschool daily schedule there should be strong emphasis on both gross and fine motor development activities. Outdoor and indoor physical activity should be an integral part of the curriculum and should be viewed as an opportunity for learning. If children are provided with positive movement experiences at an early age they may later choose to participate in physical activities and stay active for a lifetime. All children, regardless of physical or mental development, learn by moving through their environment and should be provided with opportunities to participate in preschool motor learning activities with appropriate modifications.
| Scientific Investigation, Reasoning, and Life Processes:
The child will make observations, separate |
Force, Motion and Energy:
The child will describe and categorize |
Matter:
The child will develop language to describe an |
Life Processes:
The child will compare the growth of a |
| Interrelationships in Earth/Space Systems:
The child will be able to create a shadow. |
Earth Patterns, Cycles, and Change:
The child will identify simple patterns in |
Resources:
The child will practice reusing, recycling and |
Block One: Scientific Investigation, Reasoning, and Logic
Young children have been observing the world around them since birth. This block will help children to develop language to describe their observations. It will teach them to make more careful observations, sometimes with the aid of tools, and to notice patterns within their observations. It should be noted that while some activities may be done to develop process skills alone, process skills are best used in conjunction with other big ideas. For example, observations of leaves provide ample opportunities to tie in discussions about color, shape and living things.
| a) Identify basic properties of objects by direct observation | |
| b) Describe objects using pictures and words |
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| c) Sequence objects according to size |
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| d) Separate a set of objects into two groups based on one physical attribute | Science: Scientific Investigation, Reasoning, and Logic D |
| e) Compare the length and mass of different objects | Science: Scientific Investigation, Reasoning, and Logic E |
| f) Identify the body parts that correspond with each of the five
senses |
Block Two: Force, Motion, and Energy
Children have probably seen a refrigerator magnet before. Some may have even taken these magnets and tried to stick them to other surfaces. Those that have experience with magnets may think that a magnet will attract any object with a shiny surface. Allow students plenty of time to play with magnets, as they are naturally motivating. Magnet activities provide wonderful center activities for students to explore in small groups and discuss together.
| a) Describe the effects magnets have on other
objects; they stick to some but not to others. Introduce the words
“attracted to” and “not attracted to” |
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| b) Describe the effects magnets have on other magnets; they stick together or push apart |
Block Three: Matter
Children are naturally drawn
to objects of various colors and textures but often cannot describe
what it is that they are observing. A rough piece of sandpaper may be
described by a child as “sticky” (meaning that it catches
his/her hand as it passes over the sandpaper) because he/she lacks the
vocabulary to properly describe it. This block requires manipulation
of objects to develop vocabulary that describes position, movement and
physical properties of objects.
| a) Identify colors (red, orange, yellow, green,
blue, purple) and white and black |
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| b) Identify shapes (circle, triangle, square, and rectangle) of an object | Science: Matter B |
| c) Identify textures (rough/smooth) and feel (hard/soft) |
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| d) Describe relative size and weight (big/ little, large/small, heavy/light, wide/thin, long/short) | |
| e) Describe position (over/under, in/out, above/below) and speed (fast/slow) | Science: Matter E |
| f) Recognize water in its three forms (solid, liquid, gas) | Science: Matter F |
Block Four: Life Processes
Babies, puppies, baby chicks, baby cows, etc., fascinate young children. Use this curiosity to teach them how some baby animals and adult animals are alike. Plants too, start as “babies” or seedlings and grow. Both plants and animals need food, water and air to live. Plants and animals can make new plants and animals.
| a) Describe what living things need to live and grow (food, water, and air) | |
| b) Recognize that “baby” plants and
animals are similar but not identical to their parents and to one
another |
Block Five: Interrelationships in Earth/Space Systems
Students have likely seen their own shadows and shadows cast by other objects but may not be aware of how they were formed. Allowing students opportunities to create and manipulate shadows provides them with an understanding that shadows are created when an object blocks light.
| a) Create a shadow and describe how it was created |
Block Six: Earth Patterns, Cycles, and Change
Students and their parents
naturally make daily weather observations when deciding what to wear
and whether to carry an umbrella or bring a hat. They recognize routines
of daily activities and know if they have brushed their teeth or had
snack time. They are beginning to recognize patterns in other objects
as well.
| a) Make daily weather observations | |
| b) Observe and classify the shapes and forms of
many common natural objects including seeds, cones, and leaves |
Science: Earth Patterns, Cycles, and Change
B |
| c) Recognize the order or stages of animal and
plant growth |
|
| d) Describe home and school routines | Science: Earth Patterns, Cycles, and Change
D |
Block Seven: Resources
Recycling for young children
involves teaching children what they can do to help. The best way to
learn about recycling is to have children do it. Some children may already
be practicing recycling at home. The best way to learn to conserve water
and energy is to teach children to practice these daily habits.
| a) Recognize that some objects can be recycled | Science: Resources A |
| b) Recognize that some objects can be reused |
Science: Resources B |
| c) Identify ways that energy can be conserved | Science: Resources C |
© Copyright 2007 Curriculum
Enrichment Publications, LLC
Information on website may NOT be reproduced without express permission
by Curriculum Enrichment Publications, LLC
Text on this page has been taken from and adapted
to use for instructional purposes in Virginia classrooms. To access
to Virginia Foundation Blocks for Early Learning: Comprehensive Standards
for Four-Year-Olds go to:
http://www.pen.k12.va.us/VDOE/Instruction/Elem_M/FoundationBlocks.pdf.
The acutal lesson plans are copyrighted by Curriculum Enrichment Publications
LLC.
