Repeated exposure to a concept helps children to develop their comprehension of a topic. Many experiences using color were available in class to facilitate kids’ color investigations.
One of our music and movement activities was called “musical colors” Children were assigned a color and then as music was played with our CD player, children were invited to dance freestyle. When the music stopped, (teacher hit the pause button), the children had to go to their corresponding color tile on the rug and freeze until the music started again.
At the art table, one really fun activity used diffusing paper and liquid water colors to explore changes that occur when colors overlap. We called this “blending colors”. We framed and displayed the children’s work on one of our bulletin boards.
Something that has surprised me as I use the PEEP science curriculum is that I really like using the videos. As someone who almost never used DVDs with my curriculum, I was a little skeptical about them. I have changed my way of thinking for several reasons. First, the videos are well made and curriculum-based; both the cartoon stories and live-action segments are specifically pertinent to the scientific concept and the inquiry cycle. Secondly, they are short. Children can watch them in just a few minutes in small groups at the computer. There’s no need for the whole group to have to sit through a full-length feature. Third, the videos lend themselves to discussion directly connected to our topic of study. Finally…or maybe this should have been first…they use humor as a teaching tool. The children are engaged and always have a good laugh! This week, the line spoken by Quack, “Hello Chirp…Hello Other Chirp,” struck the funny bone of my students. Of course “other Chirp” was really Peep, covered in red paint. They just thought it was hilarious that he wasn’t recognized.
As an aside, something else came up while children were viewing the video. One boy said, Mrs. Nelson, they are arguing about whether Quack is blue or purple. Why don’t they wonder why he isn’t yellow or white like a duck is supposed to be? This question opened up an opportunity for us to discuss the concept of real vs. pretend. I brought in a collection of pictures for them to sort. A real bear, a teddy bear, a spider, Spiderman, a doll, a baby, and so forth. Based upon their responses, I was able to determine that they had a natural comprehension of which photographs were real and which were pretend. The children for the most part were able to distinguish fiction from reality. Now they know why Quack can be blue!