The group- 7 5,5 year old children.

The aim of the task- to create a new kind of animals using various body parts (the ears of rabbit, the neck of giraffe and so on).

Prosses of the game. One lesson before we were working with grouping animals. After finding out, that students in my club are very different (different language experience, different ways of making connection and so on)- so I was looking for something what is motivating and interesting for all of them (to make them more motivated).

Step 1. I prepared lots of pictures of different animals. I cut them in to 3 parts and made 3 sections of pictures (head, body, legs (or tale)). Step 2. Kids took a picture from each group and named the body part and the animals it belongs to. Step 3. Kids were trying to create a new kind of animal using 3 pictures (from different animals).  The main idea was to play with different possibilities (to see how the things are changing when we change even one part of it). Step 5. We were creating names for these new creatures.

The result. The kids liked the activity and were creating new animals, just the lesson was over. But the next day one boy came with the picture of his animal made at home and the other one was asking to play the same game one more time during my morning duty.
I still miss the thinking away a fish part, but for a while my task was to show that the same things can have many variables (or by changing one thing, we can create totally new).
So for the next time I am planning to give something similar- but with bringing in limitations (or challenges- we have FoxMonkeyRabbit  so how about the food? What kind of food he is going to eat? Or to think about living place for a new creature).



# Alexander Sokol 2011-05-04 21:18
Giedre, the fact that some of the kids continued working on the task at home is always encouraging. It means that the motivational aspect was fine. A possible step towards thinking within this activity could have been to ask the kids to compare the ideas and decide if any of the combinations of various parts brings to the same results or some seem to be better than others? If any of them suggested that some are better, it'd naturally lead you into trying to find out what makes one combination better than the other. Here you would have lots of room for playing with variables and actually teaching them some elements of the ENV model. Do you think this could work with your kids?
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