3-5 Supplemental Curriculum: Learning Centers

Decide which of the two optional ideas you would like to create to make a rhythm instrument.
(Option #1)Place the nuts, bolts, washers, inside the small containers provided.
Tape the containers shut with clear tape.
Practice making noises and shaking with the rhythm instruments.
Caregiver and child take turns leading the rhythm and partner can sing a song or dance to the rhythm.
(Option #2) If using egg carton, place the bottle caps or small pebbles in the egg carton and tape it shut.
(Option #2) If using paper plates, staple the paper plates together ¾ of the way around, plates facing each other. Fill the plates with chosen dry materials ½ full and finish stapling around the edges of the plates.
If desired, decorate the plates with markers and attach streamers made of fabric pieces or tissue paper to create a festive tambourine. Practice rhythms and body movement with the new tambourine!
David in the Old Testament praised God with dancing and music. You can too! Read or listen to Psalm 150. (NIV)

Praise the Lord.

Praise God in his sanctuary; praise him in his mighty heavens.

Praise him for his acts of power; praise him for his surpassing greatness.

Praise him with the sounding of the trumpet, praise him with the harp and lyre.

Praise him with tambourine and dancing; praise him with the strings and flute.

Praise him with the clash of cymbals, praise him with resounding cymbals.

Let everything that has breath praise the Lord.

Praise the Lord.

* Adapted from: Mayesky, Neuman, Wlodkowski, Creative Activities for Young Children. New York: Delmar Publishers Inc., 1985 p.229

Learning Center #2: Title: “High and Low Sounds”

Topic 1: Creative Expression: Music

Link to GRC: CO Yr. 1, #1

Overall Topic Objective: Caregiver and child participate in musical experiences through a variety of musical expressions.

Center Objective:

1) Caregiver and child listen to different sounds to determine the pitch of the sounds.

Materials:

Clean recycled glass jars
Clean water to fill jar to different levels
Metal utensil to gently tap the jar
Small pitcher that child can pour easily to create the sounds in the jar

Directions:

Caregiver and child talk about the different sounds they hear every day. Talk about these questions:
- What sounds do we hear that are high or low, soft or loud?
- What vehicles or other things make loud, soft, high or low sounds?
Caregiver and child fill up the small pitcher with some clean water.
Child and caregiver take turns tapping the empty jar gently in different rhythms.
Caregiver assists child to pour a small amount of water into the glass jar. Gently tap the glass jar with the metal utensil. Tap out the rhythm again. Talk about the sound as you tap the jar. Is the sound higher or lower?
Repeat step 4 and add a little more water.
Discuss how the water changes the sound! Create a rhythm with the new sound, tapping lightly.

Learning Center #3: Title: “Balance the Beanbag”

Topic 1: Creative Expression: Music

Link to GRC: CO Yr. 1, #1, 6; PH Yr. 1, #19

Overall Topic Objective: Caregiver and child participate in musical experiences through a variety of musical expressions.

Center Objective:

1) Caregiver and child combine body movement and music rhythm.

Materials:

Bean bags: one per caregiver/child (See Unit 10 Resource folder for instructions to make a beanbag)*
Wooden cooking utensils (drumsticks if available) for creating a beat
Plastic or metal utility bucket

Directions:

Caregiver and child take turns balancing a beanbag on their heads and walking forward and/or backwards.
Caregiver beats a steady beat on the bucket with the wooden cooking utensil while the child tries to walk or march to the beat carrying the beanbag. Child tries holding the beanbag different places on her body. Examples:
- In her outstretched hand
- On her shoulder
- Between clasped hands that extend straight from the body
- Under her arm
Child now makes the rhythm beat while the caregiver tries to balance the beanbag in the same manner, described in Step #2.

* Beanbag instructions adapted from: Editor: Kathy Charmer, The Giant Encyclopedia of Theme Activities for Children 2to5. Lewisville, NC, USA. Gryphon House Publishers Inc., 1993. p.301

Learning Center #1: Title: “Back to Nature!”

Topic 2: Creative Expression: Drama and Body Movement

Link to GRC: PH Yr. 1, #7, 10, 19; CO Yr. 2, #43-45

Overall Topic Objective: Caregiver and child dramatize and use imaginative play in a variety of age-appropriate scenarios.

Center Objective:

1) Caregiver and child create a story with the use of imaginative play and body movement about at least one animal or plant found in their local environment.

Materials:

Pictures of items found in nature, animals, insects and plants: Examples: tree, sun, flower, bird, fish, monkey, bush, grass, spider, snake, etc. (can be from magazines, if available or from the internet)*

Directions:

Caregiver and child spread the pictures of animals or plants found in nature from their locale on a flat surface.
To increase word knowledge, take turns naming the different pictures before starting the story.
Child chooses one of the pictures and starts creating a story about that object in the picture. Example: “Once upon a time, there was a lonely tree who needed a friend…..” etc.
Caregiver and child take turns adding to the story using hand motions and drama as the story unfolds.
Variation: Caregiver or child act out the animal or plant pictured WITHOUT use of words (called mime) for the other partner so that the partner can guess what animal or plant they are trying to mime or mimic.

* Pictures from nature can be located on websites such as: www.nationalgeographic,.com/animals/bugs

Learning Center #2: Title: “Colors and Emotions”

Topic 2: Creative Expression: Drama and Body Movement

Link to GRC: SE Yr. 1, #7A, 7B, 8A, 8B, 9; SE Yr. 2, #22, 23; CO Yr. 2, #7, 8

Overall Topic Objective: Caregiver and child dramatize and use imaginative play in a variety of age-appropriate scenarios.

Center Objectives:

1) Caregiver and child dramatize different emotions.

2) Caregiver and child decide what colors represent and express their emotions.

Materials:

Crayons, colored pencils, or a set of markers with 8 basic colors: red, yellow, orange, blue, purple, green, black, brown
Cards with the “emotion” words written upon them: sad, angry, mad, happy, thankful, joy, calm and peaceful
Optional: Copy of the poem for dramatization about all colors (See printout in Unit 10 Resource folder)*

Directions:

Caregiver and child talk about the different emotions they experience. Each takes turns dramatizing with their facial expressions and body movement each of these emotions:
- Anger
- Mad
- Sad
- Happy
- Joyful
- Calm
Using the colored objects available, Caregiver and child take turns choosing one of the following colors to connect a color to an emotion. (Accept all ideas; there are no right or wrong answers!)
- Red
- Yellow
- Orange
- Blue
- Purple
- Green
- Black
- Brown
Optional: Either read (literacy skill applicable) or listen to a poem about colors. Print out of poem located in Unit 10 Resource folder. (Note: Implementer might need to assist depending upon the literacy skill level of the caregiver).

* Color poem: The Instructor Magazine, 1962

Learning Center #3: Title: “Joyful Dancing”*

Topic 2: Creative Expression: Drama and Body Movement

Link to GRC: SE Yr. 1, #6

Overall Topic Objective: Caregiver and child dramatize and use imaginative play in a variety of age-appropriate scenarios.

Center Objective:

1) Caregiver and child dance to cultural music or other well - known music.

Materials:

Pieces of festive fabric, blankets, or towels (scarves work well if available)
Recording of cultural music or other well-known, age-appropriate music

Directions:

Caregiver and child create “costumes” using the provided fabric, blankets, towels or scarves.
If possible, attach narrow streamers of the fabric to the wrists to wave with your arms.
Start a recording of local music and dance to the music indoors or outdoors, where appropriate.

Join another caregiver/child pair and dance together using the different props to wave, twirl, etc.

*Adapted from Indonesian curriculum, My Ability and I: Blue, #18

Learning Center #1: Title: “Exploring Painting”

Topic 3: Creative Expression-Arts and Crafts

Link to GRC: CO Yr. 1, #7, 8; PH Yr. 1, #10

Overall Topic Objective: Caregiver and child represent experiences, thoughts and ideas through visual arts and crafts.

Center Objective:

1) Caregiver and child experiment with various paint “media” in at least 2 different colors.

Materials:

Objects that may be used like a paintbrush such as:
- Old clean toothbrush
- Clean sponge
- Paper towels (2 or 3 for each caregiver/child)
- Feathers, string, long grasses, leaves and old pencils with erasers
Recycled material, brown paper or large white newsprint paper for painting “canvas”
Tempera, water-based paint (2 or 3 colors maximum)—Mix paint before learning center activity

Directions:

Caregiver and child choose from several of the listed “paintbrushes” to experiment on the available painting material or paper, either recycled brown paper or white newsprint (Use materials readily available for painting “canvas.”)
Divide the available painting “canvas” into 3 or 4 sections.
Choose 3 or 4 painting tools from those listed and dip the “paintbrushes” into the paint.
Experiment with different designs and decide which of the “paintbrushes” is your favorite.
Clean each paintbrush tool between colors. Try a new tool or color.
Fill in the 3 or 4 sections with creative strokes and pictures made from using the unusual paintbrushes.
Create an art gallery to display your work!

Learning Center #2: Title: “Exploring Sculptures” (Isaiah 64:8)

Topic 3: Creative Expression-Arts and Crafts

Link to GRC: PH Yr. 1, #10

Overall Topic Objective: Caregiver and child represent experiences, thoughts and ideas through visual arts and crafts.

Center Objective:

1) Caregiver and child experiment with “clay” as a media for creative expression.

Materials:

Clay (Recipe: .7 liters (approx. ¾ liters) flour; .47liters (approx.. ½ liter) salt, .24 liters (approx.. ¼ liter) water OR use recipe from Users Guide. Note: Make clay before learning center activity time
Various items to create “prints” or impressions in the clay, Examples: bottle lids, buttons, screws, plastic lids, shells, stones with texture, etc.
Clean surface, covered with either piece of plastic or cloth to provide a base to manipulate and play with the clay
Bible open to Isaiah 64:8

Directions:

Caregiver and child manipulate clay and experiment rolling it into “snakes”, “worms”, balls, etc.
Caregiver and child flatten out clay with hands and use the different printing items to make imprints in the clay.
Create designs that are native to your culture, or make up a new design.
Create a “bowl” or “cup” and pretend to serve food or drink from it to each other.
Display the clay items! If the clay dries properly, keep the items. Optional, return all clay to an airtight container to be used another time.
Caregiver and child talk about the idea that God is the” Master Potter “and we are the” clay” that God uses, people like caregivers and children, to help and serve others. In the Bible, it says this about how we are all “clay”.

Yet, O Lord, you are our Father.

We are the clay, you are the potter

We are all the work of your hand. (Isaiah 64:8)

Learning Center #3: Title: “Mix it Up”

Topic 3: Creative Expression-Arts and Crafts

Link to GRC: SE Yr. 1, #9

Overall Topic Objective: Caregiver and child represent experiences, thoughts and ideas through visual arts and crafts.

Center Objective:

1) Caregiver and child illustrate designs with at least 2-3 different items for printing.

Materials:

Variety of materials found in everyday life which can be used for making prints and collages. Examples: pieces of bark, jar lids, nut shells-with nuts removed, sea shells, paper clips, end of a stick or pencil
Cotton or other mid-weight fabric pieces, preferably with cultural designs, cut into 30cm. squares, one per caregiver/child
Non-toxic washable tempera or water-based acrylic paint mixed to thicker consistency for printing on the fabric squares above—place the mixed paint in a metal cooking sheet or plastic container for project
Clean water and towel for clean-up
Material to protect painting surface (newspapers or cloth, plastic sheeting, etc.)

Directions:

Caregiver and child explore variety of ways to use many items for artwork. These items can be found in nature, around home or at the child development center. Talk about how the different objects assembled could be used for art expression.
Caregiver and child choose one square of fabric they both enjoy.
Child chooses two or three different items from those available to make prints on the fabric.
Caregiver starts printing a design with one or two of the items for 4-6 prints by dipping the object in the paint and printing the object on the fabric 4-6 times.
The child takes her turn, chooses same or other items for printing and adds to the design on the fabric. Repeat the print 4-6 times until the design is completed by both caregiver and child.
Allow fabric to dry in a safe place. Clean hands and wash off the objects so that they can be used by another caregiver/child pair.
Once dry, use the printed fabric for a wall hanging or a Bible cover.

Learning Center #1: Title: “Post Box Fun” *

Topic 4: Creative Writing Experiences

Link to GRC: CO Yr. 2, #39, 43, 45

Overall Topic Objective: Caregiver and child generate ideas and pictures to write stories.

Center Objective:

1) Caregiver and child discuss the process of writing letters and practice fine motor skills.

Materials:

Recycled small or medium sized box with a lid
Brown paper to cut and cover the box
Stickers to decorate the box (if available)
Safety scissors
Scrap papers and writing utensils to write “letters”
Coloring utensils (markers work well) , paper scraps to decorate the box
Glue
Several “letters” or “greeting cards” to look at as examples (can be sponsor letters, or family letters)

Directions:

Start the activity by talking about why people write letters to each other.
Caregiver and child talk about how God wrote a “love letter” to us, the Bible.
Caregiver and child cover the cardboard box with brown paper, and draw designs on the letter box. Use coloring utensils or stickers to make designs such as hearts, flowers, etc.
Next, pretend to write a letter to a family member or friend using the pencils and scrap paper. Decide who you want to write to. It can be a pretend person or someone you would like to meet, such as a famous person in your culture.
Put the letter in the box and pretend you are mailing it. What happens next in your country? Is there a postal worker who takes it to a bigger building? How do letters travel without feet?
Use the box in your home to write notes or draw pictures for different family members. Once a week, check the box to see if there is a “letter” or picture for you!
Optional for those children who are sponsored: Use the box you have decorated to keep the letters from your sponsor in a safe place.

*This activity was adapted from Indonesian Blue Curriculum, My Ability and I: “I Can Write”, # 20

Learning Center #2: Title: “Cave Drawings”

Topic 4: Creative Writing

Link to GRC: CO Yr. 2, #46; SE Yr. 2, #26

Overall Topic Objective: Caregiver and child generate ideas and pictures to write stories.

Center Objective:

1) Caregiver and child discover how letters were written long ago before there was modern communication.

Materials:

Large piece of brown recycled paper, one per caregiver/child
Writing and coloring utensils- especially black
Glue
Safety scissors
Pieces of white and dark colored chalk to create “ancient” look on the paper
Pictures of prehistoric cave people; their weapons, animals such as woolly mammoths and dinosaurs, caves, cave clothes, etc.

Directions:

Caregiver and child talk about how stories were told before there were words and books. Talk about how ancient people used pictures to tell a story. Sometimes now the drawings they made tell us about their lives long ago. These drawings are often found on large rocks or in caves from long ago and studied by a person with training in archeology and history.
Caregiver and child flatten brown paper on a clean surface.
Caregiver and child look at the pictures provided and choose one to create a “cave drawing” which tells a story about the characters in the picture.
Take turns tearing off small pieces around the edges of the paper to make it look like an ancient document.
With black marker, white and dark colored chalk, create designs that “tell a story” about the picture you have chosen.
Caregiver and child tell each other the story looking at the drawings they have created. Share your “cave drawing” with another caregiver/child pair.

Learning Center #3: Title: “Pop-Up Story Card”

Topic 4: Creative Writing

Link to GRC: CO Yr. 2, #43-46; SE Yr. 1, #42, 43

Overall Topic Objective: Caregiver and child generate ideas and pictures to write stories.

Center Objective:

1) Caregiver and child write a story with at least one or two sentences about a person they know.

Materials:

Colored and white pieces of paper, 1 or 2 per caregiver/child (heavy weight such as cardstock or construction paper)
Coloring utensils
Safety scissors
Glue
Word Cards with words printed on them, one word per card: Examples of words to use: love, Jesus, Bible, friend, sunshine, family names, thank you, etc. Additional words can be added for context of center. Words can be combined to form the sentences for the inside of the story card.

Directions:

Caregiver and child talk about how to write a two sentence story about one of their favorite people. Caregiver helps child decide who to write about and what message to write.
Caregiver and child choose one sheet of colorful paper for the card.
Fold the paper in half to make a small card.
Choose another piece of paper, cut into a thin strip about 5cm. wide and 15 cm. long. Fold it back and forth to make it “spring up”.
Glue one end of the folded paper onto the inside surface of the card.
On the other end of the paper, glue a shape or decoration to the open end. It can have a word written on it, such as “Love” or “Jesus”.
Write the two sentences about the person on the inside of the card.
Now close the card, and when you open it, the pop-up spring will say something special about the person you chose. Example: Inside message written on the card says: “You make me smile like sunshine. I like to be with you.” The pop-up decoration could have the name of the person written on a big smiley face.