3-5 Supplemental Curriculum: Learning Centers

Cut 6 cardboard rectangles, approx. 10cm x 15cm
On each rectangle, glue one of the maps of a nearby country into the center of the card (See map printouts in Unit 12 Resource folder)*
Cut each rectangle into half using unusual cutting patterns such as zig zag, curved or wavy, etc. so that the two puzzle pieces of the country can be matched together

Directions:

Caregiver and child discuss the country they live in: name, city or village, continent.
Caregiver and child mix up all the puzzle pieces of different countries and take turns trying to find a fit of two matching pieces.
Once they find a match to complete a country map, caregiver and child decide and name the country.
Caregiver and child talk about the country, Ask the following questions:

Do they know someone who lives there?
How big is the country? Is it larger or smaller than your country?
What kinds of activities do the people do who live there?
What do you think the weather is like there?
What would you like to pray for children who live in that country?

* Maps from website: www.eduplace.com

Learning Center #2: Title: “My Flag”

Topic 1: Beyond my Community: The World Out There

Link to GRC: CO. Yr. 1, #14, CO Yr. 2, #39; SE Yr. 1, #6

Overall Topic Objective: Caregiver and child demonstrate a beginning understanding of how people are related by location.

Center Objectives:

1) Caregiver and child identify the flag of their country and at least one meaning of its symbols.

2) Caregiver and child design a flag for their own family and at least one symbol that represents their family positively.

Materials:

Copies of country flag (See flag printouts in Unit 12 Resource folder)*, one copy per caregiver/child
White paper approximately 20 cm x 30 cm
Coloring utensils (markers work best)
Straightedge
Pictures of other country flags from around the world

Directions:

Caregiver and child look at copy of their country’s flag and talk about the colors and the symbols located on the flag.
Caregiver and child create a “flag” to represent their extended family and the values of the family. Example: a heart for love in the family, a cross to symbolize worshipping together, etc.
Caregiver and child color the family flag they have created together and share their flag with another caregiver /child pair.
If possible, look at flags of different countries from the printouts provided in the Resource folder.*

* Pictures of flags from: www.mrprintables.com

Learning Center #3: Title: “Landforms around Us”

Topic 1: Beyond my Community: The World Out There

Link to GRC: Co. Yr. 1, #15

Overall Topic Objective: Caregiver and child demonstrate a beginning understanding of how people are related by location.

Center Objective:

1) Caregiver and child recognize and illustrate the major landforms that exist in her locale.

Materials:

Recycled sturdy cardboard lid: one per caregiver/child
Pictures of mountains, lakes, forests, deserts, etc. to create a small deck of cards (See printout in the Unit 12 Resource folder)*
Sand or Dirt
Clean plastic bags
Small sprouts of plants or twigs to represent forests
Small plastic lids to hold small amounts of water to represent lakes or oceans, bays, etc.

Directions:

Caregiver and child share a cardboard box lid to create a landform map within the box.
Caregiver chooses two cards from the deck of “landform cards.”
Caregiver and child try to create the pictures they see on the card with the sand, dirt and plastic bags in the cardboard lid.
Caregiver and child “name” the lakes, mountains, etc. that they have created. Talk about how many landforms are named after the explorers who discovered them or for native names that have special meanings.
Caregiver and child talk about the landforms in the place where they live. Are there mountains? Are there rivers?

* Landform sheets from: www.superteacherworksheets.com and www.kristinkrumrey.edublogs.org

Learning Center #4: Title: “Holidays in my Country”

Topic 1: Beyond my Community: The World Out There

Link to GRC: Co. Yr. 1, #42

Overall Topic Objective: Caregiver and child demonstrate a beginning understanding of how people are related by location.

Center Objectives:

1) Caregiver and child recognize at least one holiday which is celebrated in their country and/or by their family.

2) Caregiver and child design a traditional Christmas ornament.

Materials:

Local materials having to do with a holiday celebrated in their country
Colored paper scraps cut in strips to make a Christmas bell and chain, approximately 3cm wide and 12cm long
Safety scissors
Pencil
Glue
12cm squares of colored paper, or any sturdy paper to create the bell, one per caregiver/child
Stencil of a bell cut from heavier cardboard, approx. 12cm (See bell patterns in Unit 12 Resource folder)*

Directions:

Caregiver and child talk about their favorite local holiday.
Caregiver and child talk about Christmas as a holiday which celebrates the birth of Jesus and how it is celebrated around the world in different ways.
Caregiver and child make a traditional Christmas “ornament” which in many countries is hung on a tree at Christmas. This ornament can be hung in a special place in their own home.
Create a chain with the cut strips of paper by gluing one strip into a circle. Thread another strip through the circle, overlap the ends and glue.
Add a loop for each day of the week (7 loops.)
Caregiver and child trace the bell on the 12cm square of paper. Cut out with safety scissors.
Write on the bell the following words: “Jesus Christ is born!”
This ornament can be hung in a special place in their home to remind caregiver and child that Jesus is with them every day, not just on Christmas.

Finger Play: “Five Little Bells” Author unknown.

Five little bells hanging in a row (hold up 5 fingers)

The first one said, “Ring me slow.” (Move thumb slowly)

The second one said, “Ring me fast!” (Move index finger quickly)

The third one said, “Ring me last.” (Move middle finger)

The fourth one said, “I’m like a chime.”(Move ring finger)

The fifth one said, “Ring us all at Christmas time.”

The whole hand said, “Ring the bells, all the time. Jesus is born!” (Wave hand in the air)

*Christmas bell patterns: http://sweetpatterndays.com/wp-content/uploads/2013/12/Christmas-Bell-Template-Printable.png, http://www.hooverwebdesign.com/printable-christmas-bells.pdf

Learning Center #5: Title: “My Family Tree”

Topic 1: Beyond my Community: The World Out There

Link to GRC: PH Yr. 2, #2, 10-14; SE Yr. 2, #11

Overall Topic Objective: Caregiver and child demonstrate a beginning understanding of how people are related by location.

Center Objective:

1) Caregiver and child illustrate the history of their family.

Materials:

Large recycled brown paper
Coloring utensils
Red or green paper to cut out heart shapes to place names on the tree, (Stencils of different sized hearts: optional)
Safety scissors
Background Information – (See printout in Unit 12 Resource folder)*

Directions:

Caregiver and child talk about the importance of family and the members of a family. Ask the questions: What is a family tree? Who are the members of the caregiver/child’s family?
Caregiver and child cut out a large tree trunk with branches and glue the tree on a background paper or recycled cardboard.
Caregiver and child draw and cut out enough hearts to represent all the people they have in their family, especially those living together in one household. (Note: stencils of different sized hearts are optional).
Write the names of the family members on the paper hearts. Glue on the tree trunk.
Write this label on the bottom of the family picture: “Family, where life begins and love never ends.” Talk about how Jesus helps us to love our family members and that we are part of God’s family, also!
Caregiver and child share their family tree with another caregiver/child pair.

* Background information from author’s files

Learning Center #6: Title: “Treasure Map”

Topic 1: Beyond my Community: The World Out There

Link to GRC: None applicable.

Overall Topic Objective: Caregiver and child demonstrate a beginning understanding of how people are related by location.

Center Objectives:

1) Caregiver and child practice eye-hand coordination with a simple “treasure map”.

2) Caregiver and child discover hidden messages and objects in a bottle.

Materials:

Clean recycled water bottle (one with a larger opening works best) with lid
Sand to fill the bottle half way
Small items to put in the bottle such as recycled bottle caps, small coins, little pieces of paper that say “Jesus Loves You”, shiny buttons, or other small plastic animals or items that can fit through the mouth of the bottle
Copy of the treasure map (Samples in Unit 12 Resource folder)*
Coloring utensils, pencil

Directions:

Prepare the bottle before the learning center time begins as follows: Place the small items collected in the bottle; put the lid on the bottle. Shake the bottle and then place the bottle on it’s side in the learning center.
Caregiver and child talk about how long ago in history, ships sailed across the ocean and sometimes pirates would capture the ships and bury the treasures they found on an island so that they could come back another time and dig it up for the gain of wealth.
Caregiver and child play “I Spy” with the small bottle that has “washed up” on the land from a pirate ship. What objects can each see? Take turns naming the items you can see in the bottle.
Caregiver and child pretend they have found a treasure map to hidden treasure.
Follow the numbers and connect the dots to get to the buried treasure. Color the map.

* Treasure map options from: www.dldtk-kids.com; www.spoonful.com ; www.kidsturncentral.com

Learning Center #1: Title: “Face Fun”

Topic 2: Economics and History- People Connect with Each Other

Link to GRC: PH Yr. 2, #2, 6

Overall Topic Objective: Caregiver and child interpret and study connections between people and resources.

Center Objective:

1) Caregiver and child develop awareness that God’s people have a variety of skin tones.

Materials:

Variety of pictures of children from around the world, showing different skin and hair colors
Variety of colored papers that can represent children’s skin colors: Example: brown paper grocery sacks, business envelopes, manila file folders, wrapping paper, printer paper, different light colors of construction paper
Safety scissors
Coloring utensils (markers work best)
Glue
Brightly colored paper for the background of the faces

Directions:

Caregiver and child look at the pictures of the children from around the world. Talk about how the children look the same and how the children look different.
Caregiver and child choose 2 or 3 pieces of different colored papers to create the faces.
Cut out ovals and circles from the paper that are about 8cm or 10cm in diameter (Note: These can be pre-cut before the activity if desired.)
Child glues the ovals on the background paper to create the faces.
Child and caregiver take turns drawing the features of the faces. Color in the features of the faces. Make sure the faces have eyes, ears, nose, mouth, etc. Add hair.
Caregiver and child talk about how the children around the world are loved by Jesus. Caregiver and child pray for a child they know could use prayer.
Finger Play:

I am different from my head to my toes
(point to self then to head and toes)

I am different from my eyes to my nose
(point to self then eyes and nose)

I come from a place that is far and wide
(point to self then spread arms wide open)

A place where we all smile instead of cry
(act like you are tracing your lips into a smile
and bring hands down eyes as if you were crying)

I am very different as you can see
(point to self then at a friend)

But I still have a lot of love in me!
(point to self place hand over the heart
then hug yourself)*

*Finger Play from website: www.preschoolrainbow.org

Learning Center #2: Title: “God Gives You Everything! Giving Back 10%” (Malachi 3:10)

Topic 2: Economics and History- People Connect with Each Other

Link to GRC: SE Yr. 1, #35, 42; SE Yr. 2, #18

Overall Topic Objective: Caregiver and child interpret and study connections between people and resources.

Center Objective:

1) Caregiver and child apply Biblical teaching about giving back to God.

Materials:

Collections of 10: potatoes, apples, small coins
3 baskets to sort the items
Bible open to Malachi 3:10

Directions:

Caregiver and child talk about all the ways God takes care of them and gives them what they need, through church, work, family, etc.
Caregiver and child count the number of items in each of the collections of 10 items.
Caregiver and child talk about how a farmer grows ten potatoes (or local food). The farmer must depend upon God to bring all the things the potato needs in order to grow. Ask the question, what does God do that makes the potatoes grow? (Rain, sunshine, soil)
Caregiver and child talk about how God helps the potatoes to grow for food, His desire is for us to give back 10% or 1 of the potatoes. How can we do that? Read or listen to Malachi 3:10.
Brainstorm ideas of what to do with the potato we are giving back to God. Idea: Give it to someone else who is hungry! Then, discuss how we can save 1 or more potatoes for later, and then make a delicious stew for the family with the potatoes left, or sell them to earn some more money to grow food.
Repeat the discussion with apples, and small coins. Share ideas. Help the child to talk about what it means to give back to God in thanksgiving.

Learning Center #3: Title: “Where Did This Come From?”

Topic 2: Economics and History- People Connect with Each Other

Link to GRC: CO Yr. 1, #29; CO Yr. 2, #24

Overall Topic Objective: Caregiver and child interpret and study connections between people and resources.

Center Objective:

1) Caregiver and child trace how a one product gets from its origin to the market to be sold.

Materials:

One banana or plantain or picture of banana
Cut out pictures from “Growing Fairtrade Products - Bananas” copied from printout and place the pictures on cardboard or stiff paper (See printouts in Unit 12 Resource folder)*
Pictures of other items found in manufacturing or at the local market

Directions:

Caregiver and child discuss how a product (or something to be sold) can find its way to the market and be sold at a fair price
Ask the following questions about bananas (or plantains):
- Has anyone ever had one of these before?
- How is a banana grown?
- Do bananas grow here?
- Where do bananas grow?
- How do we get bananas?
Caregiver and child look at pictures of the different steps to grow a banana and take it to market. Mix up the cards and put them back in order of how bananas are grown and get to market.
Caregiver and child take turns dramatizing the pictures once they are in order.
Caregiver and child take turns making a sentence together about each of the pictures. If possible, write the story of the banana on a banana shaped piece of paper with a marker.
Look at the pictures of other items found at the market, talk about how and where they are grown and predict how they get to the market.
Talk about why it is important to have local goods that are sold through a fair trade practice. Are there any in your community?

* Banana activity adapted from website: www.enterprisevillage.org.uk

Learning Center #4: Title: “What and Who Keeps Us Safe in our Neighborhood?”

Topic 2: Economics and History- People Connect with Each Other

Link to GRC: PH Yr. 1, #37, 38, 40A&B, 41; SE Yr. 1, #23; SE Yr. 2, #5, 6

Overall Topic Objective: Caregiver and child interpret and study connections between people and resources.

Center Objective:

1) Caregiver and child list at least two neighborhood helpers and two kinds of traffic signals or signs that keep them safe every day.

Materials:

Path to get to child development center (See printout in Unit 12 Resource folder)*
Pictures of road signs in locale, traffic signals, and safety helpers (firemen, rescue workers, police officers, electrical repairmen, garbage workers, (if applicable)
Small soft bouncy ball for game

Directions:

Caregiver and child look at the picture of a path that shows the way from home to the Compassion project for a caregiver/child. What possible dangers or obstacles are there?
Caregiver and child talk about different ways people, signs, safety helpers like firemen and police officers help to keep them safe in their community.
Caregiver and child choose one picture and the child dictates to the caregiver one sentence about how that picture helps them to be safe. If possible, the caregiver can write the sentence the child has shared. Example: Picture of a traffic light – “Helps cars and trucks to know when to stop.”
Child and caregiver bounce a ball back and forth each time naming someone who helps them stay safe in their community.

* Activity adapted from Compassion Explorer magazine, Compassion International

Learning Center #5: Title: “How Do Things Get to our Community?”

Topic 2: Economics and History- People Connect with Each Other

Link to GRC: CO Yr. 1, #15, 22; CO Yr. 2, 12, 13

Overall Topic Objective: Caregiver and child interpret and study connections between people and resources.

Center Objective:

1) Caregiver and child list at least two landforms that help carry goods and services and two landforms that might hinder the transportation of goods and services.

Materials:

Play doh- or other clay
Small toy truck or train that can carry a little stone or marble (the stone or marble represent the goods or services being transported from one place to another)
Pictures of food, clothes, cattle, machines
Landform cards from Topic 1, Learning Center #3 (See Unit 12 Resource folder)*

Directions:

Caregiver and child talk about different landforms in their country. (Landforms are lakes, mountains, valleys, rivers, oceans, deserts, etc.) Note: Use pictures from previous activity in Topic 1, Learning Center #3.
Caregiver or child chooses one card of a landform picture and the other player makes the landform with the play doh. (Example: if a picture of a mountain was chosen, create a mountain with the play doh.)
Caregiver and child talk about and pretend with the truck (or train) carrying the cargo (small stone) over the mountain. How does this happen?
Continue play, using different cards and creating the landforms with play doh. Answer the following questions:
- What if there is a river and the truck needs to cross it? What should the driver do?
- What happens if the truck runs out of gas in the desert, how does the cargo get to market?
- Pretend you were the truck driver and a cow sits in the middle of the road you need to pass on, what do you do?
Caregiver and child name at least 2 or 3 products that are difficult to receive as a result of different landforms pictured.
Name at least 2 or 3 products that are easy to receive in your community because of the landforms around your community.

* Landform sheets from: www.superteacherworksheets.com and www.kristinkrumrey.edublogs.org

Learning Center #6: Title: “Make a Telephone!”

Topic 2: Economics and History- People Connect with Each Other

Link to GRC: SE Yr. 1, #26, 27

Overall Topic Objective: Caregiver and child interpret and study connections between people and resources.

Center Objective:

1) Caregiver and child determine and practice how early telephones were invented.

Materials:

Two paper cups per caregiver and child
One piece of string approximately 1 meter long
Pencil for poking holes
Paper clips

Directions:

Carefully poke a small hole in the bottom of each plastic cup.

Caregiver helps the child tie the paper clip to one end of the string.
Caregiver and child thread the other end of the string through the hole in the bottom of one of the cups. Thread it from the inside of the cup. The paperclip will keep the string from going all the way through the hole.
Then caregiver helps the child to thread the string through the hole in the second cup, but this time, do it from the outside of the cup.
Caregiver and child help each other tie the second paper clip to the other end of the string. The paper clip should be inside the cup, just like the first paper clip.
Then, pull the cups so that the string is tight and have one partner talk into the cup while the other partner holds the cup to their ear.
Caregiver and child predict what would happen if the cups were two different sizes. If possible, make another “telephone” with cups of two different sizes.
Talk about the following questions:

Why did the sound carry along the string?
How was the telephone first invented?
Now, what do telephones look like?
How might cell phones be different in the future?