Thought starters

  1. How do students develop language skills through this lesson?
  2. What kinds of questions does Ms. Igtanloc ask her students?
  3. How could you plan future lessons to build students' measurement skills?
4 Comments
This is a great idea to have the full group involved in making play dough and giving suggestions on what to add to it while developing language and vocabulary.
Recommended (2)
Wonderful video!! I really like how the teacher gave many opportunities for the children to participate in this activity. She was having the children sometimes lead the activity by they putting all the ingredients, the children were the ones mixing it and making decisions on what to do next. In the end it was a very rick activity with language development, math, motor and problem solving. The collaboration that all of them had with each was something that I really like too. All the open ended questions is essential for early learning, I also like the writing recipe with all the visual pictures of the cups and using their fingers to show how many is something!!! Just wonderful job!!!!!!
Recommended (0)
Maybe it is the teacher in me, but someone needs to proof read the transcript. Many spelling errors. Flower? Arena? Gonna?
Recommended (0)
This lesson is a wonderful tool for pre K aged children to use expressive language during the questioning segment.
Recommended (0)

Transcripts

  • Making Playdough: Mix, Measure, Describe
    Program Transcript

    Igtanloc (Interview): I'm Lanie and I work in family youth and childcare here in

    Making Playdough: Mix, Measure, Describe
    Program Transcript

    Igtanloc (Interview): I'm Lanie and I work in family youth and childcare here in Tenderloin in San Francisco. The majority of our children are ninety percent hispanic, two percent are black, and then the rest are Asian. Today's lesson is making play dough. The goals for the children is to learn measurement for math, also dual language development for the children since we're using English and Spanish.

    Igtanloc: We need two cups of flower. Arena.

    Igtanloc (Interview): So you need flower, salt, oil, and food coloring.

    Igtanloc: After that we need two cups of water. One, two. Show me your two fingers. Two cups of water. Okay. So now I'm going to measure. Isn't one cup like this?

    Students: No.

    Igtanloc: How did you know it's not enough for one cup?

    Student: 'Cause it's not up here.

    Igtanloc: It's up to there. Thank you, Noah. Good observation. So I'm gonna put I think some more. Is this enough already for one cup?

    Students: Yeah.

    Igtanloc: Okay. I'm gonna ask Noah to pour it in there.

    Igtanloc (Interview): My goal for letting the children pour by themselves is to see the connection of eye hand coordination, fine motor skills, and also engaging them to the activity.

    Igtanloc: And then our last ingredient, food coloring. What color is this?

    Stuednt: Amarillo.

    Igtanloc: Amarillo in Spanish, yellow in English.

    Student: Like the sun.

    Igtanloc: Like the sun. SO what do you observe now? What do you see?

    Student: It's white.

    Igtanloc: It's white. So what about if we put all the colors? How many drops do we think?

    Student: Four.

    Igtanloc: Four? Okay I'm give to Shimara. So four drops please. Okay. Gently, please.

    All: Uno, dos, tres, quatro.

    Igtanloc: And then Kaylee's turn.

    All: One, two three, four.

    Igtanloc: What do you see now?

    Students: It turned green!

    Igtanloc: Yes. So it's time for us to…

    Student: Mix it!

    Igtanloc: Mix it. So everybody's gonna mix.

    Student: We need more color-flower.

    Igtanloc: We need more flower. Arena. How many, one cup or two cups?

    Student: Two cups.

    Igtanloc: Two cups. So where's the one cup right here? Is it here?

    Student: No.

    Igtanloc: Where is it?

    Student: Up there.

    Igtanloc: So is this enough? One cup is enough? Okay. So Noah, I need you to pour it over there. And what do you observe when Noah start pouring the flower?

    Student: It's softer more.

    Igtanloc (Interview): When I asked them about the texture, they told me, oh, it's still sticky. It's still sticky, and then some of the kids asked me if I could put some more salt, and I put a little bit and they told me, it's a little bit softer.

    Igtanloc: I want everybody to squeeze it and feel the texture.

    Student: It's softer.

    Igtanloc: It's softer. After we wash our hands, what do we do with our play dough?

    Students: We play with it!

    Igtanloc: We play with it.

    Student: Make something.

    Igtanloc: Whats something? Can you tell me what's something?

    Student: Like a doggy!

    Igtanloc: Like a doggy.

    Student: Or you could…make a pizza.

    Igtanloc: Make pizza…

    Igtanloc (Interview): After we made the play dough, we put it on the table and then from there, we put some tools in there, like letters, shapes, so that they could use their creativity to do whatever they want.

    Igtanloc: What about Brenda? What are you making?

    Student: I'm making spaghetti.

    Igtanloc: You're making spaghetti. Oh, I love spaghetti. Who likes spaghetti?

    Student: I do.

    Igtanloc: What do you put in your spaghetti Noah?

    Student: My daddy always puts onions and I don't like onions.

    Igtanloc: Oh, your daddy likes to put onions and you don't like onions? I like onions.

    Igtanloc (Interview): I ask open-ended question with the children to know more about their language development and to expand more vocabulary.

    Student: It's still crunchy.

    Igtanloc: It's crunchy. And my play dough is soft.

    Student: Lanie, my train track is soft.

    Igtanloc: Yeah, your train track is soft. What about Elizabeth?

    Student: Soft.

    Igtanloc: Oh, your soft. What about [student]?

    Student: Crunchy.

    Igtanloc (Interview): My goal is to guide language development so that children could express themselves.

Teachers

Lanie Igtanloc

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Tutorial

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Lesson Idea

Grades 9-12, All Subjects, Class Culture

Lesson Idea

Grades 9-12, ELA, Class Culture

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