Water Table

Continue to experiment with different tools and containers at the water table.

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Materials

water table, large tub, or plastic wading pool
paper cups
all the water tools from last week: plastic cups, containers, and bottles of different sizes, squirt bottles, basters, sponges, funnels, clear tubes, plastic baggies, rubber gloves, colanders/strainers, paper cups, each with a different set of small and large holes punctured on the side or the bottom of the cup (you may wish to store the water tools in a nearby bin)

Directions

Encourage children to continue to experiment with different tools at the water table. Allow plenty of time for them to explore freely, without specific instructions.

As you did last week, cover the floor with plastic. Put newspapers or towels on top. Provide water smocks. Leave the water table set up with the water tools throughout the three weeks of the curriculum. If weather permits, you may want to move your water table outside or use a plastic wading pool instead.

Back to Curriculum

Week 2, Day 1

Learning Centers
Indoor

Safety Note

Each day, be sure to clean and disinfect the water table, plastic containers, and wading pool (if used) and fill the table or pool with fresh water. Have plenty of towels and/or a mop handy for cleaning up spills. Set guidelines about splashing and squirting.

© 2024 WGBH Educational Foundation. All rights reserved. Peep and the Big Wide World and the Peep characters and related indicia are trademarks of WGBH Educational Foundation. All third party trademarks are the property of their respective owners. Used with permission. “Peep,” “Quack,” “Chirp,” “Tom” and “Nellie” were originally created by Kai Pindal for the National Film Board of Canada productions The Peep Show, © National Film Board of Canada, 1962, and Peep and the Big Wide World, © National Film Board of Canada, 1988. Peep and the Big Wide World ® is produced by WGBH and 9 Story Entertainment in association with TVOntario. Major funding for Peep and the Big Wide World is provided by the National Science Foundation. This material is based upon work supported by the National Science Foundation under Grant No. 1222607. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.