Top, Middle, Bottom

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Top, Middle, Bottom

WORDS TO PRACTICE

  • top
  • middle
  • bottom

GETTING STARTED

  • Using three different colors of blocks, stack the blocks in a tower with one color on the top, another in the middle, and the third on the bottom."Can you name the color of the blocks on thetop of the tower, in the middle of the tower, and on the bottom of the tower?" Ask questions to find out what the children know about the words top, middle, andbottom.
  • Tell the children that today they will be learning how the words top, middle, and bottom are used to describe the location of someone or something.
  • Read your favorite book about spatial relationships to the children or select a book from the Story Circle Suggestions below to check out of the library and read.

STORY CIRCLE SUGGESTIONS

  • All About Where by Tana Hoban
  • Construction Zone by Tana Hoban
  • Mop Top by Don Freeman

PREPARATION FOR "TOP, MIDDLE, BOTTOM"ACTIVITIES AND EXPERIENCES

  • Gather pudding, cookie crumbs, and whipped topping.
  • Make Dress-Me Dolls (Appendix p. 455-466) and the Top, Middle, and Bottom Monster Puzzles (Appendix p. 470-472).

Language Enrichment Choices*

  • Show the children some items that have a distinct top, middle, and bottom section such as a jar, a box of cereal, a milk carton, a flower (if you can see the roots), and a house.
  • Discuss what is on the top of the item, what is in the middle, and what is on the bottom.
  • Use the words top, middle, and bottom in a sentence. For example, "I keep my socks in my top drawer, my shirts in my middle drawers, and my toys in mybottom drawer."
  • Teach the children the American Sign Language signs for top, middle, and bottom (Appendix p. 430, 435, and 439).

* Toddlers and twos present a wide range of developmental needs, abilities, and interests. For each learning area, select among the following activity and experience choices that are appropriatefor the children in your care.

Physical Development Choices

  • Sing "Head, Shoulders, Knees, and Toes" with the children. Touch the body parts as they are mentioned. Ask the children to identify which body part mentioned in the song is at the topof their bodies, which ones are in the middle, and which ones are at the bottom.

    Head, Shoulders, Knees, and Toes
    Head, shoulders, knees and toes,
    Knees and toes.
    Head, shoulders, knees and toes,
    Knees and toes.
    And eyes and ears and mouth and nose.
    Head, shoulders, knees and toes
    Knees and toes!

  • Take the children on a walk outdoors and point out the top, middle, and bottom of things you see on your walk. Try to get the children looking for things they can describe by noting the top,middle, and bottom of the item.

Social and Emotional Development Choices

  • Invite the children to help make a Three-Layer Dessert. Provide clear plastic cups, cookie crumbs, vanilla pudding, and a whipped topping. Show the children how to put the cookie crumbs on thebottom of their cup, the pudding in the middle, and the whipped topping on the top. If you want to try something simpler, just help the children fix cheese and crackers and discuss what is on thebottom, in the middle, and on the top.
  • Take the children on a tour of the room or the building. Look for items that have a top, middle, and bottom. Encourage the children to help you find the items and identify the parts.
  • Sing "On Top of Spaghetti" with the children."What was on top of the spaghetti?"

Cognitive Development Choices

  • Invite the children to build a house with blocks. Ask them to show you the house's top, middle, and bottom.
  • Give the children plastic jars and pots and pans with which to play. As the children remove and replace the tops, label the top, middle, and bottom of each pot and pan.
  • Give the children the Dress-Me Dolls (Appendix p.455-466) to dress. Discuss which clothing items go on the top of the dolls, which go in the middle, and which go on the bottom.
  • Draw three horizontal lines across pieces of drawing paper and invite the children to draw something at the top of their papers, something in the middle of their papers, and something on thebottom of their papers.
  • Encourage the children to build a tower using several colors of blocks. Challenge them to name the color of the block at the top and the bottom of the tower. "What color blocks are in themiddle?"
  • Problem-solving suggestion: Invite the children to work the Top, Middle, and Bottom Monster Puzzles (Appendix p. 470-472). Discuss the parts of each monster. For extra fun, try mixing andmatching the parts to create new monsters.

REFLECTION ON THE DAY

Show the children a carton of milk and ask them to show you the top, the middle, and the bottom of the carton.

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