Treasure Hunt - Counting, Arithmetic skill, Discriminating colours and Sorting, Positions, Data Recording

   

look and touch shiny objects and also find things around them.

teach children how to make their own gems and help them hide the gems in the environment, so that the children can hunt for them.

Bluebeard has hidden all the precious gems. Can you find them all? Let's see who can find the most valuable gems. Ready? Get set. Go!

Children will have to search for the hidden gems. Once they have found all the gems, they have to sum up the points they earned from the different coloured gems.

Describing
- What do the gems look like?
- Where did you find the gems?

Recording
- Can you draw a map to show the location of the gems?
- Can you write down and add the points you've scored?

Reasoning
- How can Pirate Pate hide his treasures better?
- Are there any tools that can help you find the treasures?

Opening Out
- Why did Bluebeard hide the gems?
- How should Bluebeard do when he finds all his gems missing?

Counting
- Counting all the gems that are found in the hunt.

Practicing Arithmetic Skills
- Summing up all the points that they have collected.

Discriminating Colours and Sorting
- Sorting the colours of the gems to determine the value (points) of the gems.

Positions
- Talking about where they found the gems.
   For example:
       The gem was under the table.
       The gem was on the shelf.
       The gem was in the box.

Data Recording
- Writing down the points they earned based on the points' chart.

Development of the Activity

Prepare a chart for the different gems and the value points of the gems. Then, get the children to paint the pebbles in different colours and decorate them to look like gems.

The gems are hidden all over the room by the adult. Then, the children will have to hunt for the gems until all of them are found. Once all the gems are found, the children will sort the gems according to the colours and calculate the scores they earned by summing up the points.

Variation of Activity

1. Divide the children into groups. Provide each group with a basket to collect the gems. All the group will hunt for the gems at the same time. When the hunt is over, count and see which team has the most gems.
   This game is suitable for children who are below age 5 and children who are still unable to calculate arithmetically. 
2. Put the gems into small boxes and bury them all over the garden. Provide spades and buckets for the children to dig out the treasure. Then, sum up all the points earned from the hunt.
   This game is great for children to get exposed to mother nature and it stimulates a more pirate-like environment.

Pirate's Treasure by Carol Moore

One night Jimmy has a dream that a pirate tells him treasure is buried in his backyard. The next day he digs a lot but all he finds is a bone that belongs to his dog, he gets very upset until his mother gives him $5.oo because she's always wanted to dig a hole to put a plant in.

Story retrieved from Children's Literature: The Good and The Bad

Preparation for the mysteries: Pebbles Red, Orange, Yellow, Green, Blue and Purple mural paint Paint Brush Shiny Decorative Items (Glitter, sequence, decorative diamond stickers)

For each child, you will need: Paper Drawing and writing Instruments

Number Mysteries - Arithmetic skill, Cause and Effect, Logical Sequencing, Sorting

scratch of seals to reveal answers or mysteries.

Teach children how to make their own ‘mysteries’ and seal them with scratch off solution. Then, provide children pebbles to scratch and reveal the answers.

Mysteries are everywhere! How many can you solve? Hurry, the clock is ticking... Tick-tock, tick-tock, tick-tock... 

Children will have to solve as many addition or subtraction equations within the given time (Preferably a minute or 2 for young children). They will have to give the correct answers to solve the mysteries. First, they have to give their answers, then, they will have to scratch off the silver seal to reveal the answer. 

Describing
- How did you make the silver seal?
- Was it is easy or hard to solve the mysteries?

Recording
- Can you write down how many mysteries you've solved correctly?
- Do you want to make new mysteries in your book?

Reasoning
- Do you think a different pebble could help you scratch faster? Why is it so / Why not?
- Would a bigger or smaller piece of mystery paper be easier to scratch?

Opening Out
- What else would you like to cover with the silver seal?
- Are there any other ways to solve the mysteries?

Practicing Arithmetic Skills
- Solving the equations as fast as you can.

Cause and Effect
- By scratching off the scratch off solution, you will reveal the answer.

Logical Sequencing
- Following the steps to solving the mysteries.
    1. Choose a mystery
    2. Copy and solve the mystery in you notebook.
    3. Scratch and reveal the answer.
    4. Put the solved cases into the case file.
    5. Move on to the next mystery.

Sorting
- Sorting the mysteries that are solved from the mysteries that are unsolved.

Development of the Activity

TIP
If you are a teacher, pre-prepare the mysteries (equations) before the lesson begins.If you are carrying out this activity at home, take your time to prepare the mysteries together with your child or children.

Cut the cardboard paper into rectangles. Then, write the equations onto the rectangles along with the answers. Next, cover the answer number with clear cellophane tape. To make the scratch off solution, mix 2 parts metallic paint to 1 part dish soap. When the scratch off solution is ready, paint it over the answer with a paint brush. Apply a second coat if necessary. Leave the scratch off solution to dry. Lastly, collect all the mysteries and put them in a paper folder (the case file).

Kick start yourself into the sleuthing mood by dressing up into detective gear. Then, take out the mysteries from the case file. The children may begin their investigation when the timer starts counting down. The children will have to copy and solve the mysteries into their notebooks before revealing the answer. Mysteries that are solved (scratched) are to be put back into the case file. The scratch off solution can be reapplied after the activity is done.

It's a race against time. Some children will be faster than others, while some children will tend to seek more help from adults. The role of the adult in this activity is to make sure the children play by the rules and also supervise the children in need.

Variation of the Activity

Other than arithmetic equations, you can put in other activities such as:
- Patterning of shapes or colours.
- Find out the missing numbers.
- What number comes next?

It is advisable that a timer is not used for children below age 5 and children who are new to this activity.

Detective LaRue: Letters from the Investigation by Mark Teague

Ike LaRue — the devilish dog hero of Mark Teague’s runaway hit, Dear Mrs. LaRue — goes from obedience school dropout to shrewd sleuth in this exceedingly funny sequel.

Ike is now in prison! The Hibbins’ cats are missing, and Ike is being blamed. With Mrs. LaRue vacationing in France, he must take matters into his own paws and mount an investigation to prove his innocence. Expect more madcap comedy in Ike's daring escapades (both real and imagined), as well as ingenious split-screen visuals from the incomparable Mark Teague.

"Teague’s innovative approach to storytelling is fun, but educational as well, skillfully imparting some valuable lessons in point of view and reading between the lines." — Kirkus Reviews, August 15th, 2004

Story retrieved from Scholastic

Preparation for the mysteries: Cardboard paper / Empty cereal boxes Silver metallic acrylic paint Dish soap Clear cellophane tape Permanent marker Paint brush Scissors Paper folder Timer

For each child, you will need: 1 pebble Detective hat Detective coat Magnifying glass Note book Writing instruments

Pebble Stories - The Crow and The Pitcher, Sylvester and the Magic Pebble & Rocks! Rocks! Rocks!

Aesop's The Crow and The Pitcher by Stephanie Gwyn Brown

A Crow, half-dead with thirst, came upon a Pitcher which had once been full of water; but when the Crow put its beak into the mouth of the Pitcher he found that only very little water was left in it, and that he could not reach far enough down to get at it. He tried, and he tried, but at last had to give up in despair. Then a thought came to him, and he took a pebble and dropped it into the Pitcher. Then he took another pebble and dropped it into the Pitcher. Then he took another pebble and dropped that into the Pitcher. Then he took another pebble and dropped that into the Pitcher. Then he took another pebble and dropped that into the Pitcher. Then he took another pebble and dropped that into the Pitcher. At last, at last, he saw the water mount up near him, and after casting in a few more pebbles he was able to quench his thirst and save his life.

Story retrieved from Aesop's Fables

Sylvester and the Magic Pebble by William Steig

Sylvester Duncan is a young donkey whose hobby is collecting pebbles. One day he discovers that one of the pebbles is magic. Each time he holds the pebble and makes a wish, the wish comes true.

Frightened by an approaching lion, Sylvester wishes on the magic pebble that he be turned into a rock. And that is precisely what happens! Since Sylvester could no longer hold the pebble in his hand and wish to be a donkey again, his wishing days are over. Sylvester's parents worry about their son throughout the year. They decide to make the best of their unhappy existance without their son, and, the following spring, plan to have a picnic. As fate would have it, their picnic takes place on a rock that just happens to be the rock that is Sylvester.

The story ends with Sylvester's father picking up the pebble and placing it on the rock. When Sylvester wishes to be himself again, he magically turns into his old self! Sylvester and his parents have nothing left to wish for-- they have all they ever wanted--each other!

Story retrieved from New Hampshire Public Television

Rocks! Rocks! Rocks! by Nancy Elizabeth Wallace

Buddy likes looking at and collecting rocks so Mama suggests they visit the local nature center. They hike the Blue Diamong Trail to five rock stops and meet Roxie, a Rock Ridge Ranger. Buddy learnes lots about bedrock, erosion, how rocks are formed and many other surprising things about rocks, rocks, rock!

Mr. Crow's Pebble Collection - Discriminating Sizes, Matching, Same and Different, One-to-one Correspondence, Cause and Effect, Discriminating Colours

Insert objects into different containers to see if it fits and they like to play with water.

Prepare pebbles and bottles of different sizes to let children put pebbles in.

Mr. Crow wants to keep his pebbles in the bottles. Help him keep his pebbles by organize them. Using your beak, put the big pebbles into the bottle with the big mouth and put the small pebbles into the bottle with the small mouth.

Make crow puppets with the children. Make sure the hand is slot in to move the crow puppet's beak. Then provide some pebbles of different sizes, big and small, and 2 bottles with different size mouths, a bottle with a big mouth and a bottle with a small mouth. Get the children to sort and insert the pebbles into the correct bottle with their crow puppet on.

Describing
- How are you going to pick up the pebble with your beak?
- How do you put the pebbles into the bottle?

Recording
- On a piece of paper, draw a picture of a big bottle and a small bottle. Then, draw how
   many pebbles you had put into the bottles.
- Where should we put Mr. Crow's bottles now?

Reasoning
- Could you put bigger pebbles into the smaller bottle?
- Why do you think Mr. Crow would like to keep his pebbles by their sizes?
- What would happen if the pebbles went into the wrong bottle?

Opening Out
- What other things could you put into the bottles?
- What would you do when Mr. Crow has too many pebbles to keep?

Discriminating Sizes
- Comparing and sorting the size of the pebbles.
- Comparing and sorting the size of the bottle mouths.

Matching
- Putting the small pebbles into the bottle with the small mouth.
- Putting the big pebbles into the bottle with the big mouth.

Same and Different
- Sorting the pebbles to the same size.
- Making sure the different sized pebbles do not go into the wrong bottle.

One-to-one Correspondence
- Putting the pebbles into the bottles one by one.

Cause and Effect
- Learning that if you put pebbles into the bottle, the water level will rise.

Discriminating Colours
- Sorting different colour pebbles into the same colour bottles.

Development of the Activity

Start by telling the story of The Crow and The Pitcher. After the story telling, introduce the crow by making crow hand puppets with the children. Then, introduce the pebbles and bottles to the children and show them the comparison of the sizes of the objects. Questions are asked to further enhance the children's understanding of the sizes big and small.

The children are then provided a setting where they can play with their crow puppets and experiment with different sizes of pebbles and bottles. The children are given the freedom to put the pebbles into the different bottles. 

Some children would neatly sort the pebbles and put them into their respective bottles (Big pebbles into the big moth bottle and small pebbles into the small mouth bottle). On the other hand, some children would begin mixing the pebbles into the different bottles. When the children mix the pebbles, they might force the pebbles into the bottle mouth, so it is best to use plastic bottles. They are easy to cut open if the pebbles got stuck inside, and they don't crack or break as easily as grass bottles.

After the children get the idea of sorting the pebbles by sizes, the adults will empty the bottles and add in some water into all the bottles. Then the sorting activity is repeated with the children. This time, the catch is to not let the water overflow out of the bottles when inserting the pebble. When the bottle is full, get the children to try pouring out the water without dropping the pebbles from the bottles.

At the end of the lesson, the children are required to draw the pebbles they have put into the bottles on a piece of paper.

Variation of the Activity

1. For children who are more advanced and children who are able to complete this activity with ease, provide more than 2 bottles of different mouth sizes and more than 2 sizes of pebbles.
2. Use pebbles and bottles of different colours to sort the pebbles into the same coloured bottles.

Aesop's The Crow and The Pitcher by Stephanie Gwyn Brown

A Crow, half-dead with thirst, came upon a Pitcher which had once been full of water; but when the Crow put its beak into the mouth of the Pitcher he found that only very little water was left in it, and that he could not reach far enough down to get at it. He tried, and he tried, but at last had to give up in despair. Then a thought came to him, and he took a pebble and dropped it into the Pitcher. Then he took another pebble and dropped it into the Pitcher. Then he took another pebble and dropped that into the Pitcher. Then he took another pebble and dropped that into the Pitcher. Then he took another pebble and dropped that into the Pitcher. Then he took another pebble and dropped that into the Pitcher. At last, at last, he saw the water mount up near him, and after casting in a few more pebbles he was able to quench his thirst and save his life.

Story retrieved from Aesop's Fables

For each child, you will need:
1 crow puppet
1 big mouth plastic bottle
1 small mouth plastic bottle
10 big pebbles
10 small pebbles
Pebbles of different colour
Some plain paper
Drawing instruments