Children take turns trying to find a sneaky worm hiding under an apple card.
Children take turns trying to find a sneaky worm hiding under an apple card.
What you'll need
- Apple Patterns LCM (see Resources)
- yarn
- scissors
Step by step
Step 1
Bring out the Apple Patterns LCM and place the cards in three rows of four (see Resources). Cut a short piece of yarn to resemble a worm, and while the children aren't looking, place the yarn under one of the apple cards. State that a sneaky little worm has crawled under one of the apples. Invite children one at a time to lift one of the apples to see if the worm is revealed.
Step 2
As the children play, talk about the strategy of the game. Can they remember which cards have been picked? If they remember that a card was not covering the worm, should they lift that card again? Young children often struggle with memory recall, so provide opportunities for them to practice regularly. The child who finds the worm gets to hide it for the next round. Play for as long as interest lasts.
More ideas
Observe: Do the children demonstrate memory recall skills? Do they pick up cards based on prior observation? Do they use the terms under, to the right/left, or above/below? Start with a smaller amount of cards for younger children. Use propositional terms when describing where the worm is located. Ask older children to explain their choices as they lift the cards.
Learning outcomes
Math
Geometry and Spatial Sense
Uses simple positional words (top/bottom, up/down, in/out, on/off, etc.) to describe location across learning domains; uses simple directions to move from place to place.
Uses positional and relational words (above/below, front/behind, near/far, beside, next to, between, etc.) to describe location across learning domains; uses increasingly complex directions to move from place to place; begins to distinguish between right and left.
Math
Patterns, Sorting/Classifying, Reasoning
Uses simple strategies to solve mathematical problems and seeks answers to questions in play and daily activities; experiments with puzzles and blocks to create solutions; builds simple structures and works toward simple goals.
Uses multiple strategies to solve mathematical problems and seeks answers to questions in play and daily activities; begins to use mathematical language to explain a solution; solves puzzles, uses blocks to build structures to create solutions; moves through a process to reach a goal.
Science
Observation and Inquiry
Uses senses to make increasingly complex observations in the environment; makes simple predictions and plans to carry out investigations; describes observations.
Uses steps of the scientific inquiry process and all five senses to purposely explore materials; asks questions (why, where, when, how, what) and seeks answers through exploration; makes and explains observations, makes predictions based on observations and past experiences, and draws conclusions; classifies objects by function.
Approaches to Learning
Memory and Reflection
Recalls and applies routine knowledge (looks for seatbelt in vehicle, expects ball to come back when bounced); plays memory games
Reflects and applies knowledge of past experiences to new situations; makes predictions based on past experiences; uses strategy during memory games