Land and Water Forms - Matching

Introduction of Trays

1. Materials Presentation: Introduce the land and water form trays, each set of forms will be introduced in groups of three. Display the first group of three forms (e.g., island, lake, peninsula) on the table in an orderly fashion where they are easily accessible to the child. "This is the island tray. An island is a piece of land that is completely surrounded by water."
2. Modeling the Task: Demonstrate the matching process using one tray at a time. Pick the "island" tray, for example, and the corresponding card. Show the child how to visually compare the tray with the card and place them together once a match is confirmed. "This is the cape tray; that's right, this is a model of a cape."
3. Returning the Trays: After we finish presenting the land and water forms trays, we'll return each one to the storage tray. "You may put the island tray back into the storage tray" but always emphasizing the name of each item as we return it one by one.

Demostration of Matching using Cards

1. Introduction of Cards: After presenting the land and water forms trays, it's essential to introduce the abstract image cards that accompany each tray. You can introduce these by saying, "These trays also have cards that accompany them."
2. Matching Process: Next, place a card with a abstract image face up next to its corresponding tray. For instance, when you are working with the Peninsula card, you could enhance the engagement by exclaiming, "Wow, this is a picture of the Peninsula and look, they are identical, they match identically."
3. Returning the trays and cards: After demonstrating the matching between the trays and the cards, we return the materials to the basket. You could say, "Now, let's play another game, but before we do that, let's return these to the basket. First, we'll return the island tray and the picture of the island." Continue this step for each form, always emphasizing the name of each shape as you put it away.

Exercise 1: Matching Object to Card

1. Card Selection: Begin by inviting the child to choose one of three cards with a abstract image; these cards should be placed face down. You can encourage the child by saying, "Now, pick a card, any card." Once the child selects a card, turn it over and announce the name aloud, for instance, "You chose the, yes, the island."
2. Matching Invitation: With the chosen card now face up, invite the child to match it by asking, "Where is the island? Can you find it?" The child should then select the corresponding form from the trays that are in the basket. Upon successful matching, affirm the action by saying, "Here, you found the island, and they match."
3. Repeat with Another Card: Encourage the child to pick another card while keeping the previous pair visible. Say, "Take another card. Oh, you found the cape; where is the cape? You did it, there's only one left." This step reinforces the learning by maintaining a connection between previously matched items and the new task.
4. Return Materials: After completing the matching activities, return the trays and their corresponding cards to the basket in the same orderly manner as before. This helps to consolidate the clean-up routine and emphasizes the importance of organization and respect for the learning environment.

Exercise 2: Matching Card to Object

1. Form Selection: Begin by giving the child the opportunity to choose which form they want to work with. You could initiate this by saying, "I will take the cards, and you can choose one form." This allows the child to feel in control and make a decision about their learning path.
2. Card Matching Game: Once the child has selected a mold, like the lake, encourage them to find the matching card. You might guide the process with phrases like, "Oh, you chose the lake; let's find your card. Is this the lake? No, this is the cape. That's right, let's match it." This dialogue encourages active thinking and reasoning as the child works to find the correct card.
3. Confirmation and Affirmation: Continue to present cards and ask if they match until the correct card is identified. Once the correct match is found, affirm the child's success by saying, "Is this the lake? Yes, we found it; we found the lake." This final step confirms their success and reinforces their learning achievement.

Extension: Coloring Activity

1. Introduction to the Activity: Begin by introducing the coloring activity as a way to further understand and visualize the land and water forms previously discussed. Explain to the child, "In this lesson, we're just going to emphasize the peninsula and the gulf with a coloring activity. We've given you this principal outline of the peninsula and the gulf to color."
2. Color Selection and Demonstration: Start the activity by selecting the colors that will be used to differentiate between land and water. Show the colors to the child, saying, "I'm going to start off here with the colors, and we have them here for reference." Begin coloring a small section of the land part of the peninsula to demonstrate. Continue by coloring a section of the water, explaining as you go, "This will be the water around the peninsula, and this part is the gulf, which is also water."
3. Guided Participation: After demonstrating how to color the outlines, encourage the child to continue the activity. You might say, "Now, it's your turn. I just started for you, and now you know the colors and you can continue. You can start with whichever part you want." This step allows the child to engage actively with the coloring activity, applying what they've learned about land and water forms.
4. Continued Engagement and Completion: As the child colors, provide support only if they ask for it. Let them decide how much they want to complete in one sitting. Reinforce that it's fine to do a little bit at a time. Conclude by showing a completed example, if available, and say, "This is what the end product can look like. If you want to do a little bit at a time, that's totally fine."

Exercise 2: Matching Card to Object