We woke up to a display of our day's activities. I intentionally didn't want candy associated with this day. Candy seems to be associated with every holiday....she even looked around for some :) This leprechaun only left healthy and fun treats though.
Here is a letter our Leprechaun left Em(linguistic intelligence)
Here are the leprechaun's healthy GREEN snacks she likes to eat,
The juice, Em actually loves this too:) "It tastes like apple juice" is what she said when she first sampled it at Trader Joes.
And a game board to help Em find the gold our leprechaun made. I adapted this game from one of my favorite blogs, No Time for Flashcards.
This game became a big part of our day, and the next morning. Her logical-mathematical, naturalist,bodily- kinesthetic, and spatial skills are all at work here. She immediately wanted to hunt for the gold.
To make the game board is very simple. Find a piece of paper or cardstock to use as the game board. Label the board with whatever you decide to call the game. Then use one coin to trace multiple circles. I chose to draw 15 circles. Em has been leaving the number 15 out while she counts. I used this game as an opportunity to exercise this important number. (When you are making your decision just think about where your child(ren) are in counting skills. If your child is still mastering 1-10, stop there. If you need to count higher, than do so). I intentionally didn't label the board with numbers, YET. I did this because I wanted to model number writing with Em. Since I had to pre-make the board the night before, she wouldn't have seen this important modeling.
As she placed the gold on the board she started counting.
We continued playing this game. First, I hid the gold and she found it. Next, she hid the gold and I found it. To exercise our intrapersonal intelligence, we dressed up in leprechaun clothes when we were the one's hiding the gold. I believe when a child dresses up or plays make-believe, their self- intelligence is being developed. We kept the hunt inside because it was mighty cold and wet outside. Even inside, her naturalist and spatial skills were still at work. The hunt was focused to two rooms of the house: the kitchen and the living room. I thought the whole house was to large of an environment for our first scavenger hunt. She really had a good practice with perseverance and her under, behind, in, and above observation skills.
All sorts of counting(logical mathematical intelligence) was happening as we played the game: How many have you found? How many more do you need to find? When she found big piles she'd count each one, then say I found four. I loved hearing all the math language she was using!! We had to stop playing to get ready for school, but our afternoon continued with rainbow painting!( More to come below)
The next morning we added the numbers to the game board. Em dictated each number while I wrote. We when got to 12, she lost track. This is a great opportunity to teach the count-on skill. I went back and pointed at the number 10 and said "ten". This got her going. I pointed at 11, she said "eleven". I pointed at 12, she said, "twelve, THIRTEEN!" She was so excited she remembered. We actually had to repeat this again for 14, and 15. Parents, this is why I love playing games. It gives you the opportunity to assess your child's needs in the moment and teach from there. I call this experiential learning!
Our Rainbow paint afternoon!
The supplies needed:
I discovered I needed more water! Also, while the mixture is cooking, a wooden spoon works way better for mixing than a plastic spoon. When the mixture is smooth and slighty thick, it is done. After you cook it, if it looks like this put more water in!
Don't make my mistake :) Mine was too thick and started hardening in the yogurt containers
(I love using recycled yogurt containers for painting projects.)
We went to work exercising our spatial, logical-mathematical, and bodily-kinesthetic intelligences, with some color mixing.
Making orange. Emery did the dropping. I instructed her with how many drops. For example for orange, I stated," Put three drops yellow, two drops red." Please adapt this to what your child(ren) developmental levels are....meaning you may need to do all the prep and just let them paint.
The end results! I could tell the paint still wasn't quite the right consistency. I once again added water.
Can you tell a difference in the two paints? The bottom is before more water.It is too thick! Also, please notice our work station. I had plenty of paper towels around. I laid out the rainbow cards we made on a previous day. This helped Em recall the order of a rainbow.
The next photo is of a very important tool. It is a paint knife. We used it for stirring. The paint quickly wiped off when we had to make a new color. If you don't have a paint knife, popsicle sticks would work as a stir stick. Just use a new stick for each color.
When our paint was all cool, Em started painting. I had told her we needed to make Lucy the Leprechaun a thank you card for the gifts and fun ideas! The point of this was to exercise her interpersonal and intrapersonal intelligence. Here is her card and mailing envelope.
&, of course throughout the day we were working our musical intelligence with the following tune: