Domain:
Playful Exploration
Competency:
Play freely to explore and imagine
🎂
4-6 year olds
⏰
25 to 30 minutes min
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Learning Objective
Students will explore sensory experiences by describing how snow feels, sounds, and looks during a classroom activity.
Learning Resource Synopsis
In 'The Snowy Day' by Ezra Jack Keats, a young boy named Peter wakes up to discover his neighborhood beautifully transformed by a fresh layer of snow. Eager to explore, Peter dresses warmly and ventures outside, immersing himself in the magic of this new, snowy world. He experiences the joy and wonder of making footprints, building snowmen, and playing with snowballs. The story captures the universal excitement and curiosity a child feels when confronted with the wonders of nature, providing readers with a glimpse into Peter's imaginative journey. This classic tale celebrates the simple pleasures of a snowy day and the timeless joy of childhood exploration.
Extended Learning Resources
| Resource & Author | Publication Info | Description |
|---|---|---|
| Snow | National Geographic Kids | This book by Marion Dane Bauer explores the sensory experiences of snow, helping children to visualize and imagine snowy scenes in nature. |
| Over and Under the Snow | Chronicle Books | Written by Kate Messner, this book takes young readers on a Follow a wintry forest, inviting them to discover the hidden wonders of animals living above and below the snow. |
| The Mitten | Scholastic | In this classic Ukrainian folktale adapted by Jan Brett, children explore themes of curiosity and discovery as a series of animals find shelter in a boy's lost mitten in the snow. |
Vocabulary List
| Word | Definition | Example |
|---|---|---|
| Snow | Soft, white, and cold stuff that falls from the sky in winter. | I like to catch snow on my tongue. |
| Cold | When something feels chilly, like ice or snow. | The snow is cold on my hands. |
| Play | To have fun doing something you like. | We can play in the snow and make snow angels. |
| Feel | To use your hands or body to know what something is like. | I feel the snowflakes on my face. |
| Look | To use your eyes to see something. | Look at the big snowman we made. |
Prompt
Essential Question: "How do you feel and what do you imagine when you play in the snow?"
Today, let's imagine together the magical feeling of waking up to a world covered in snow. We'll explore how snow can make us feel and what we might see or hear when playing outside in this winter wonderland.
Anticipatory Set
- Begin by inviting the children to close their eyes and imagine a snowy morning, thinking about how they feel when they see the world covered in snow.
- Pass around a small, soft piece of white fabric or cotton ball to each child and ask them to gently touch it, imagining it's snow, and think about how it might feel on their hands.
- Encourage the children to share what they imagined or felt, guiding them with questions like 'What do you think you would hear if you were playing in the snow?' or 'What kinds of things would you like to do in the snow?'.
Teacher Tips
- Use a calm and gentle voice to create a peaceful atmosphere, allowing children to fully engage with their imaginations.
- Encourage all students to participate, reminding them that every idea is a good one and there's no right or wrong way to imagine playing in the snow.
- Be attentive to children's responses and offer positive reinforcement for their contributions, helping them feel valued and confident to share.
Learn
Let's join Peter on an exciting adventure in 'The Snowy Day' by Ezra Jack Keats. As we read, imagine the wonder and joy of exploring a snowy world for the first time.
Interactive Engagement
- Look at how Peter makes footprints in the snow. Can you pretend to walk like him? How do you think the snow feels under his feet?
- Peter is building a snowman. What would you add to your snowman to make it special?
- When Peter makes a snowball, what do you think he might do with it? Have you ever thrown a snowball?
- Peter is looking at the snow falling. What do you think he hears? Can you make the sound of snow falling?
- As Peter goes home, he carries a snowball in his pocket. What do you think will happen to it inside his warm house?
Teacher Tips
- Use expressive voices and gestures to bring Peter's experiences to life.
- Pause frequently to show the illustrations and encourage children to describe what they notice.
- Encourage children to share their own snowy day stories, helping them connect personally with Peter's adventures.
Ask
Now that we've journeyed with Peter through his snowy adventure, let's think about how snow makes us feel and what wonders it brings to our minds.
Discussion Questions
- How did Peter feel when he first saw the snow? Can you remember a time you felt surprised or excited like that?
- If you could create your own adventure in the snow like Peter, what would you do, and how would it make you feel?
- What do you think the snow might say if it could talk during Peter's day? How would it feel to hear those snowy whispers?
Teacher Tips
- Encourage children to share personal stories related to snow or any weather experience that made them feel a strong emotion, fostering a sense of connection.
- Invite children to use their imagination and describe their own snow adventures, guiding them to elaborate on their feelings and the sounds they might hear.
- Acknowledge all contributions and encourage quieter children to share by asking them directly but gently, ensuring everyone feels valued and included.
Navigate
Snowy Sensory Adventure
Inspired by the wonder and curiosity in 'The Snowy Day,' this activity invites children to explore sensory experiences with a snow-themed setting. Like Peter's joyful exploration of his snowy world, children will engage in a tactile journey that celebrates the magic and simplicity of a snowy day.
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Teacher Tips
- Supervise closely to ensure safety with small toys and ice.
- Encourage children to use descriptive language to enhance sensory awareness.
- Adapt the activity to include warm water for a melting experiment.
- Provide paper towels for children to dry their hands after exploring.
Share
As we wrap up our snowy adventure with Peter, let's think back on all the magical things we explored together. Remember how we imagined the snow feeling, sounding, and looking? Let's share what those experiences meant to us and how they made us feel.
Reflection Questions
- Think about the best part of our snowy adventure today. What did you feel or imagine that was special to you?
- How did Peter's snowy day help you understand the magic of snow? What did you learn about playing in the snow?
- Imagine you could have a snowy day like Peter. What would you do, and how would you feel during your snowy adventure?
Teacher Tips
- Encourage each child to express their thoughts with drawings or gestures if they find it easier than words.
- Use simple sentence starters like 'I felt..' or 'I learned..' to guide them in sharing their reflections.
- Acknowledge each student's contribution with positive reinforcement, ensuring they feel proud and valued for their unique insights.
UDL Strategies
Representation
- Use a projector or smartboard to show animated clips of snowflakes falling, animals in snowy habitats, and winter activities, giving children a dynamic visual representation of the snowy environment.
- Introduce a sensory bin filled with safe, artificial snow or a snow-like substance that children can touch and explore, catering to those who need tactile interaction.
- Provide an audio recording or a soundboard featuring various snow-related sounds, such as the crunching of snow, wind howling, and footsteps, allowing children to associate sounds with their sensory experiences.
Action & Expression
- Offer a recording station where children can use a simple device to record their descriptions of the sensory experience, which can be replayed during the group reflection to reinforce verbal expression.
- Provide materials for creating a 'snowy day' collage, using cotton balls, paper, and other craft supplies, allowing children to visually express their understanding of the sensory experience.
- Encourage children to perform a 'snow dance' where they interpret their experiences through movement and music, supporting those who express themselves kinesthetically.
Engagement
- Begin with an interactive storybook app or an animated read-aloud of 'The Snowy Day' to captivate children's attention and set the stage for the sensory exploration.
- Create a 'snow adventure map' where children can choose different paths or activities within the sensory tray (e.G., building a snowman, making snow angels), offering them a sense of choice and adventure.
- Incorporate a 'snow passport' where children collect stamps or stickers for each sensory activity they complete, encouraging them to engage with multiple aspects of the experience.
Assessment Criteria
Formative Assessment
- Teachers use an observation checklist to monitor engagement and sensory exploration, noting children who describe how the snow feels, sounds, and looks, and those who use imaginative play with toys to enhance their experience.
- Facilitate small group discussions where children share their sensory experiences and observations, using open-ended questions to encourage descriptive language and peer feedback about how the snow changes or feels.
- During the activity, observe interactions and dialogue between children, specifically listening for descriptive language related to the sensory experience of the snow and imaginative scenarios they create.
Summative Assessment
- Students create a drawing or short story about their snowy adventure, describing at least two sensory aspects (feel, sound, look) and connecting these to an imaginative scenario, which they then present to the class.
- Students make a sensory exploration journal entry using drawings, words, or symbols to document their experience with the snow, ensuring they cover how it felt, sounded, and looked, and relate this to imaginative play.
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