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Science & Nature

Discover the Science of Water Through The Wonder of Puddles | Play Based Kindergarten & Preschool

An immersive exploration of the math, geography and science all around us as we use stories, play, sculpture, sensory exploration, fine motor, problem-solving, (English) conversation and social skills to create our very own puddles.
Alice Campbell | MTeach., MPlayTherapy., BNursing
136 total reviews for this teacher
13 reviews for this class
Completed by 19 learners
Class
40 minutes
per class
Meets once
4-7
year olds
1-5
learners per class
per learner

How does a โ€œOne-Timeโ€ class work?

Meets once at a scheduled time
Live video chat, recorded and monitored for safety and quality
Great for exploring new interests and different styles of teachers

How Outschool Works

Available Times

Pacific Time
This teacher may live in a different time zone.
๐Ÿ”ฅ This class is in high demand! 2 of 9 classes have sold out.

Wed Aug 24

Meet once (1 day)
Wednesday
11pm - 11:40pm
Outside 6am-10pm in your local time.
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Sat Aug 27

Meet once (1 day)
Friday
5am - 5:40am
Outside 6am-10pm in your local time.
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Sat Sep 3

Meet once (1 day)
Saturday
9am - 9:40am
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Sat Sep 3

Meet once (1 day)
Saturday
7pm - 7:40pm
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Sun Sep 11

Meet once (1 day)
Sunday
7am - 7:40am
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Sun Sep 18

Meet once (1 day)
Saturday
3am - 3:40am
Outside 6am-10pm in your local time.
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Sat Sep 24

Meet once (1 day)
Saturday
10pm - 10:40pm
Outside 6am-10pm in your local time.
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Don't see a time that works for you?

Description

Class Experience

The intended learning outcomes for this class are aligned with the Australian and UK early years curricula. They are also consistent with the preschool/ early years curricula for NZ, China, Korea and most European countries. This class utilises the Michigan Essential Literacy Practices Framework, and the Mathematics Learning Trajectories. 

______________________________
๏ผฉ๏ฝŽ๏ฝ”๏ฝ…๏ฝŽ๏ฝ„๏ฝ…๏ฝ„ใ€€๏ผฌ๏ฝ…๏ฝ๏ฝ’๏ฝŽ๏ฝ‰๏ฝŽ๏ฝ‡ใ€€๏ผฏ๏ฝ•๏ฝ”๏ฝƒ๏ฝ๏ฝ๏ฝ…๏ฝ“
1. I can explore, infer, predict, and hypothesise to develop my understanding of relationships between the environment, land, people, plants, and animals. 
2. I can manipulate resources and materials to investigate, experiment, problem solve and explore ideas and theories using imagination, creativity, and play.
3. I can increasingly understand measurement and number using vocabulary to describe size, length, volume, capacity, and names of numbers. 

______________________________
๏ผฃ๏ฝ’๏ฝ‰๏ฝ”๏ฝ‰๏ฝƒ๏ฝ๏ฝŒใ€€๏ผด๏ฝˆ๏ฝ‰๏ฝŽ๏ฝ‹๏ฝ‰๏ฝŽ๏ฝ‡ใ€€๏ผฑ๏ฝ•๏ฝ…๏ฝ“๏ฝ”๏ฝ‰๏ฝ๏ฝŽ(๏ฝ“)
1. Are puddles made by rain, or land? 
2. How can you change a puddle? How could it make it deeper? Shallower? Longer? Shorter? 
3. Where does the water from a puddle go? 

______________________________
๏ผณ๏ฝƒ๏ฝ‰๏ฝ…๏ฝŽ๏ฝƒ๏ฝ…ใ€€๏ผฃ๏ฝ๏ฝŽ๏ฝ”๏ฝ…๏ฝŽ๏ฝ”ใ€€๏ฝ๏ฝŽ๏ฝ„ใ€€๏ผฃ๏ฝ๏ฝŽ๏ฝƒ๏ฝ…๏ฝ๏ฝ”๏ฝ“
~ Land forms influence the shape and flow of water. Water movement influences rocks and soil. 
~ Water evaporates upward.
~ Gravity is a force that "pulls" water in a downward direction.
~ Some materials allow water to pass through them. Other materials contain water.

______________________________
๏ผญ๏ฝ๏ฝ”๏ฝˆ๏ฝ…๏ฝ๏ฝ๏ฝ”๏ฝ‰๏ฝƒ๏ฝ“ใ€€๏ผฃ๏ฝ๏ฝŽ๏ฝ”๏ฝ…๏ฝŽ๏ฝ”ใ€€๏ฝ๏ฝŽ๏ฝ„ใ€€๏ผฃ๏ฝ๏ฝŽ๏ฝƒ๏ฝ…๏ฝ๏ฝ”๏ฝ“
~ Counting.
~ Composing numbers.
~ Patterns, structure and algebraic thinking.
~ Disembedding shapes.
~ 3D shapes.
~ Composing 3D shapes.
~ Spatial visualisation and imagery.
~ Spatial orientation. 
~ Measurement (length).
~ Measurement (area).
~ Measurement (volume)
~ Measurement (angle and turn).

______________________________
๏ผถ๏ฝ๏ฝƒ๏ฝ๏ฝ‚๏ฝ•๏ฝŒ๏ฝ๏ฝ’๏ฝ™ใ€€๏ฝ๏ฝŽ๏ฝ„ใ€€๏ผณ๏ฝ๏ฝ…๏ฝ…๏ฝƒ๏ฝˆ
This class will provide a setting for children to develop and practice their vocabulary and speech relating to the content, concepts, and activities we are exploring. The words we will be using will include nouns, verbs, adjectives, adverbs, prepositions, conjunctions and interjections. 

โ€‹Vocabulary (or knowledge of words) includes understanding their structure (morphology), use (grammar) and meanings (semantics). It also includes understanding how one word links to other words (word/semantic relationships). Oral and aural vocabulary skills (or, for non-speaking children, visual vocabulary skills) are absolutely crucial to later development of literacy decoding and reading comprehension and fluency. 

Because this is such an important skill gained in early childhood, I use a strong evidence-based and developmentally appropriate approach to vocabulary and speech development. This includes: 

๐—˜๐˜…๐—ฝ๐—น๐—ถ๐—ฐ๐—ถ๐˜ ๐—ฉ๐—ผ๐—ฐ๐—ฎ๐—ฏ๐˜‚๐—น๐—ฎ๐—ฟ๐˜† ๐——๐—ถ๐˜€๐—ฐ๐˜‚๐˜€๐˜€๐—ถ๐—ผ๐—ป
Explicit vocabulary discussion means that, in this class we not only use words, but we may also sometimes talk about them. We might discuss, for example:
~ what does this word mean?
~ what words would communicate what we want? 
~ what other words can we use for this?

While these discussions are explicit, they are not a discrete part of our classes or delivered as a "lesson". Instead, we weave these into our organic discussions while we play, create and tell stories. I do not choose or have a "list" of specific words that children "must" learn. My approach is to respond to children's interests by offering explicit vocabulary discussion that is purposeful, and which helps each child engage with their goals, interests and motivations. This means that children are developing their vocabulary (and self-awareness of it) in a meaningful, relevant and active way. 

๐—˜๐˜…๐˜๐—ฒ๐—ป๐˜€๐—ถ๐˜ƒ๐—ฒ ๐—–๐—ผ๐—ป๐˜ƒ๐—ฒ๐—ฟ๐˜€๐—ฎ๐˜๐—ถ๐—ผ๐—ป
While it may seem "efficient" to get children to memorise, or rote learn, words - this approach has been shown to have no real value in speech/ language development generally, including vocabulary development. Rather, evidence confirms that the critical requirement for strong vocabulary and speech development is sufficient opportunity for children to engage in meaningful, two-way conversations that are interesting to them. 

To provide this for your child, I maintain very small class sizes and a child-led approach to learning. This ensures that each child has many opportunities to "chat" and "talk" with me and other learners throughout this class about the things that have captured their interest or that they are discovering. I focus on finding opportunities within these conversations to not only introduce new vocabulary, but to also extend and stretch each child's confidence in using and understanding vocabulary in speech. 
 
I hold a Master of Teaching (Early Childhood) and have specialist skills in designing immersive education programs for very young children. I am a former member of Mensa.
There is no homework in this class. However, children may wish to continue playing with and exploring their puddles after class. I will also provide a handout after each class with suggestions for (optional) activities, play and art to extend children's learning and interests between sessions.  

Children will need assistance from an adult to prepare and set-up prior to the session. Once you have the materials, this will typically take approximately 10 minutes.  
For this class you will need: ๐—ฆ๐—ฒ๐˜-๐—จ๐—ฝ ๐—™๐—ผ๐—ฟ ๐— ๐—ฒ๐˜€๐˜€๐˜† ๐—ฃ๐—น๐—ฎ๐˜† Messy and water play offers unique opportunities for children to develop important sensory and fine motor skills, and to experience a range of materials and problem-solving approaches. Some families prefer to do this class outdoors. If you are doing the class indoors, I recommend using: ~ A good layer of old towels, a layer of cardboard, or a sheet of baking foil with the edges folded up, underneath the tray to collect accidental spills. ~ It can also be good to do this activity on a hard floor (not over your best carpet!) and/ or to place a towel on the floor underneath where your child will be working. ๐—ฃ๐—ฟ๐—ผ๐—ท๐—ฒ๐—ฐ๐˜ ๐— ๐—ฎ๐˜๐—ฒ๐—ฟ๐—ถ๐—ฎ๐—น๐˜€ ~ A plastic tray for your child to build their "puddle world". A (clean/ un-used) pet litter tray or slightly bigger is an ideal size. These can be purchased from most supermarkets, general department, or hardware stores for around $4 - $8. ~ 1 or 2 x blocks of air-dry clay (typically around $6 each from an art/ craft supply store). ~ Some stones or pebbles (minimum recommended is 2 cups, more if you like). A mix of sizes is ideal, but feel free to use what you have on hand. ~ 2 - 3 litres of water ~ a spare tub or bucket for water ~ Clay "tools" (ordinary kitchen utensils will be fine: a butter/ spreading knife, and a couple of spoons are ideal). ~ 2 or 3 different types of loose "found" objects from nature. Please use what you have on hand/ is easy to find. Some examples are feathers, acorns, different types of leaves, pine needles, bark, pinecones, or other tree seeds. Polished glass beads also work well with this activity. ~ Optional: some small plastic/ waterproof miniature toys such as dinosaurs, animals, etc.
Learners will not need to use any apps or websites beyond the standard Outschool tools.
I do not use tests or other standardised approaches to assessing children's progress. In this age group, testing it is not developmentally appropriate and in some cases may be psychologically and academically harmful. 

However, as a teacher, I do believe it is important for me to be accountable to both children and parents. I aim to deliver classes that are not just "busy work" or entertainment, but which actively contribute to each child's learning in meaningful and sustainable ways. 

To do this, I use continuous observation of children's activity and conversation. When I make these observations, I am specifically considering the child's development in relation to the learning outcomes of the class (see above). 

I then routinely provide feedback to children. This may consist of: 
~ positive affirmation (e.g. "I really liked the way you communicated your idea with that painting");
~ positive reflection (e.g. "I wonder how you came up with that idea?"); and/ or
~ positive stretching (e.g. "I wonder if you could show that idea in other ways?). 

This is a wholistic approach to assessment. The child's response to my feedback helps me understand of "how far" they have traveled in their learning, and then "what comes next" in their learning. 

I welcome questions and inquiries from parents about their child's learning progress. 
40 minutes per week in class, and an estimated 0 - 1 hours per week outside of class.
~  For safety reasons, children must always be directly supervised when playing with water (even when very shallow).  If you have other children in the home (babies and toddlers), please also ensure they are properly supervised during older siblingsโ€™ water play. 

~  Children will need assistance to prepare and set-up prior to each session. This will typically take around 10 minutes.  

~ This class includes a strong focus on children's hands-on participation and agency. I suggest having a large tray, towel, or sheet to ensure easy clean-up following the class. Children should wear clothes that you are comfortable if they get messy or stained.  
This class is inspired by the books: 
~ "How to Read Water", by Tristan Gooley.
~ "The Comfort of Water", by Maya Ward.

The following children's literature is used directly in the class, with full permission:
~ Puddle Pug (Sterling Children's Books), by Kim Norman, illustrated by Keika Yamaguchi. ISBN: 9781454904366).

Teacher

Alice Campbell | MTeach., MPlayTherapy., BNursing
๐Ÿ‡ฆ๐Ÿ‡บ
Lives in Australia
Heart-Based Teaching - Small Personalised Groups - Play-Based & Nature-Based Learning - Humanised Relationships
136 total reviews
249 completed classes

About Me

๐—›๐—ฒ๐—น๐—น๐—ผ! ๐— ๐˜† ๐—ป๐—ฎ๐—บ๐—ฒ ๐—ถ๐˜€ ๐—”๐—น๐—ถ๐—ฐ๐—ฒ.

I help families from all over the world, who have had trouble finding meaningful alternatives to high-pressure and standardised teaching approaches. An increasing number of parents recognise the unique importance of an...ย 
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