Moon Activities – Totschool

Goodnight Moon by Margaret Wise Brown has been Big T’s favorite bed time book since she was a year old. Over the last few weeks, something clicked. It may have been the way the full moon was shinning in her room, or all the talk about the lunar eclipse, but she looked outside excitedly and shouted ‘Mooo’ while pointing at the moon. For our non verbal child to be excited about verbalizing and sharing an interest was an immense gift for us, and we chose to explore it with her.

Here’s what our activities for the week looked like.

Day 1: Crater Jump

Lunar Hopscotch

Supplies needed: colorful tape and washable marker.

This activity holds endless gross motor fun! After watching The Cat in the Hat – Jumping on the Moon, Big T wanted to see how high she could jump. I created a moon with craters on the floor with tape and let her jump from crater to crater. She hoped, she leaped, she crawled! Her imagination and gross motor skills were fully displayed. With added children music (our favorite is the cbc kids streaming app), she giggled as she moon danced. I ensured the craters were wide enough to add in numbers and letters, to be able to alternate the game and add in number and letter recognition. Either it’s naming them in order as she jumps through them, playing lunar hopscotch, or calling one out for her to jump in, the possibilities were endless.

Day 2: Moon Dough

Making Craters with ‘Asteroids’

Supplies needed: 1 cup of baking soda per ~ 1 tbsp of colored water, sparkles of choice

For the purpose of recreating the surface of the moon, we added blue and purple food coloring to the water, as well as silver, blue and purple sparkles. Big T had a ball mixing all the dry ingredients while I gently added the water as to not dissolve the baking soda. The results were spectacular! Gritty, clumpy, and damp, yet dry and soft! It was a beautiful blueish tinge, the same as we see on a full moon. We looked at pictures of the moon and outlined the craters, and i voiced how they were created. Asteroids, big rocks, crashed on the moon, leaving giant holes behind. I then added marbles to the moon dough and dropped them from different heights to create an ere of craters. This activity provided sensory stimuli and fine motor skills, a little dip in science, as well as mathematical exploration from creating the dough.

Moon Rocks

We quadrupled the batch to make moon rocks for future activities. To do so, we just packed the dough in handfuls, and added water to the surface with a dropper to create a crust. We let them air dry for a day.

Day 3: Moon Rocks

Future Astronaut

This activity was my favorite. It occupied Big T for an hour of independent play, but I was as captivated by the beauty of the experiment. Using the moon rocks we created the day before, Big T became an astronaut in training. She collected, observed, and dissembled the rocks. She found different colors, textures, sizes, and counted the rocks she could find, and in how many pieces she could hammer them. Fine motor skills were engaged as she used the small hammer to break the rocks open. To finish we used a dropper to add vinegar to the rocks. The magic of the bubbles and sparkles captivated her, and myself, in it’s chemical reaction.

Vinegar Reacting with Baking Soda

As Big T loved this unit, we will continue next week with more lunar activities

How to Teach Young Toddlers

Exploring our World

We are often asked, what do you teach your toddler while so young? The answer is to keep it simple. Our kids are born eager to learn about what surrounds them, and we help them along. We make fun games or draw pictures, communicate, but most importantly, we allow them to explore the world that surrounds them. Their curiosity will naturally guide them, you just have to tag along.

We feed this hunger by bringing our kids on regular outings with no structured schedule. We may think of ideas to guide them in an interest by planning an activity that follows a theme, but we leave the exploration to them. Last summer, Big T loved exploring her senses and how they interacted with her environment. She wanted to touch, look and smell at everything around her. Therefore, we planned activities that would include a multitude of sensory inputs and let her show us her findings.

These outings allowed her to understand her environment better. She recognized natural sounds, and instinctively takes a deep breath while in nature. It is giving her tools for self-direction and to trust herself. It also showed us what kind of learner she was. She learns best when her sense of touch is activated. She loves to grasp, squeeze, feel and poke objects, and retains more information by doing so. By knowing this, we can now plan later lessons around dexterity and manipulation of the objects.

After half a year, we have learned that the importance isn’t in what you teach them, but in how you do so. Buy cuing into your child’s learning style and encouraging it’s development, you are allowing them to become comfortable in using their skills to assimilate more information. They will start retaining more information with minimal effort and won’t see education as a choir. We have already seen a immense development in Big T’s skills requiring dexterity and manipulation, while tasks we pushed using different teaching styles did not evolve.

Picture of a cat drawn by Big T as 2.5 years old

By 2.5, Big T was able to draw shapes and faces, could form animals out of clay, and would communicate by signs. She could perform elaborate dances and find moss under thick layers of snow by recognizing stump forms. She knew that ice was ‘cold’ water and that it was slippery after making ice catchers. This was encouraging to us, and made us drill deeper in finding new ways to exploit the physical matter of elements she needed help in learning, like expressive communication.

There it is, the answer to teaching your littles. Slow it down, get on their level. And enjoy the adventure!