FUNNELS AND CLEAR PLASTIC TUBING

Several years ago I discovered clear, flexible tubing at the hardware store.  I bought some, cut it into several pieces of various lengths, and attached funnels to the ends.  I then threaded the tubing through a crate so the ends opposite the funnels empty the water at different points around the table. What I ended up with was an apparatus that looks like this:

Funnels, tubes and a whole lot of duct tape holding it all together.  (If you look closely, I even incorporated a larger black tube, one that is not clear.)

One or two of the tubes empty into a large tub at one end of the table.

One or two of the tubes empty back into the table itself.

This is not a good picture showing the two tubes emptying back into the table.  One of the tubes is sandwiched in between duct tape and a drinkable yoghurt container so the water squirts away from the crate.  The second one has the red water about to come out.

And one of the tubes leads to a sprinkler head that empties back into the table.

I purposely thread the tubes in such a way that it is not obvious where the water comes out.  For instance, a funnel on one corner of the apparatus can empty on the exact opposite side of the crate.  That way, the children have to figure out where the water comes out when they pour water into one of the funnels.  There are a couple ways of doing that. One, you can pour the water into a funnel and listen to where the water comes out.  It can get a little tricky, though, because there is always a delay from pouring water into the funnel and water coming out, especially if the tube is one of the long ones.  And besides, if more than one child is pouring into the funnels, the water is coming out in more than one place at the same time.  A second way to figure the path of the water is to track it through the clear tubes. The children see the water better if it is colored.  Either way, you can literally see the children working out which funnel empties where.   When they do, it is a wonderful discovery.

I have made this apparatus several ways.  The very first time I made it, I set the crate right in the table.

I learned from this first version that the end of the tubes where the water comes out have to be lower than the top of the funnels.  If not, the water does not empty out of the tubes when you pour it in the funnels; the funnels just overflow.  I taped this apparatus to the bottom of the table and then to the sides.

Later, I set a crate on top of a crate and taped the crates together and then taped the two crates to the side of the table.  This gave me the height so water emptied from the tubes, but it used a lot of duct tape.

This year, I taped a tray in the table.

And then taped the crate to the tray.

That gave the funnels the needed height with less duct tape.  It also added another level to the play and exploration and an additional space in which to operate.  See below.

I have often been asked if I have the children help build an apparatus like this. The question causes me to pause and think because I see children as builders---both literally and figuratively---of meaning and knowledge.  One of the reasons I have not had the children help build is a bit selfish: it is one of my creative outlets.  Another reason is because it would change the nature of the activity. When the children work on the apparatus they are figuring out how it works and discovering some of the laws governing the natural world.  They are also discovering spaces and levels created by the apparatus.  In that whole process, they make it their own and take their play into new and uncharted realms.  However, you could still ask the question: Doesn't  allowing the children to build lead to the same processes?  I will indeed pause again and think about that a little more.

If you want to read how one teacher allows the children to build with a similar tube apparatus, check out Teacher Tom's (from Seattle) post called:  Picking Them Off the Ground.

Water Fountain---More Hydraulics

I consider my sensory table a science table.  The children are always exploring natural elements and experimenting with the physical laws of nature such as gravity and hydraulics.  In June, for example, I wrote about children figuring out the hydraulics of a large PVC pipe apparatus.  The water fountain, with its smaller PVC pipes, provides more opportunities to experiment with hydraulics.

Let me set the stage for the first video.  I started to video tape when I heard a Ike talk about what was happening when he poured water into the large black funnel.  He said that when you fill the large black funnel, it makes the smaller blue funnel on the other end overflow.  That is what I wanted to record.  Of course, it is never the same the second time around or when it is not spontaneous.  Watch, though, as I ask him to explain what is happening with the funnels.  He really does understand what is happening.



Ike starts out by pouring water into the big black funnel.  He checks the level and exclaims:  "Ah ha!  Look, mine got filled."

At this point I ask him to explain about the funnels.

He says: "Well, I pour it in there.  It goes along the trail. And then it goes up.  And then it goes back into the tub so it never runs out."  Nice observation.

I press him about what happens with the blue funnel.

He says: "First I need to put water in there and then the water goes up there[the blue funnel]."

I ask, "Why?"

He doesn't say anything, but instead decides to demonstrate what happens.  He has figured out that by filling the black funnel to the top, the blue funnel overflows.  He does not talk about the how the higher level of the water in the black funnel creates the water pressure to make the blue funnel overflow because its water level is lower.   He has, however, experienced it on an elemental level, so he knows it without knowing the scientific language.

There are a three things to note from the video.    The first is that there are three different sizes and shapes of funnels for the apparatus.  That is important because it allows for the different levels.

Second is how Ike's discovery is contagious and draws the other two children into his discovery with two different levels of involvement: 1) the second boy actively participates by emptying the funnel as it begins to overflow, and 2)  the girl comes over to get a closer look.  Can you feel that general excitement?

Third is that Ike has a plastic bag over his left arm.  He had a cast on it so it was not suppose to get wet.  Mom knew that and knew he would want to play in the sensory table so she figured out a way to keep it dry.  Win-win.

Here is another great little video of young, three-year-olds experimenting with the pipes.  Finn has figured out that he can stop the water squirting out of the water fountain by putting his finger in the hole of the funnel:



I had been watching Finn figure out how to stop and start the fountain.  In the video I am encouraging him to do it again so I can record his exploration.  He fills up the funnel again and asks his friend across the table if he is ready and then declares: "Hey, Put your finger in there." He says it to his friend, but he is really telling his friend what he is going to do.  (When I reflect a little more on his words, I realize he is also parroting my request to him to his put in there again.)   His other friend is helping by continuously pouring water into the funnel.

Please excuse my laughter, but even now, I can sense the joy and merriment of play and discovery in this video.  And these are young three-year-olds!

This year for the first time I included turkey basters with this apparatus.  The thing about a baster is that the end fits perfectly into the hole at the bottom of the funnel.  The result in this case is: "Dueling Squirters."



Is the water going on the floor?  Sure!  Are children getting squirted?  Sure!

But Henry can tell you what they are experiencing quite clearly.



That is a boy who understands water pressure!

I started the post saying the sensory table is a science table.  Hopefully with the examples above I have convinced your.

The sensory table is so much more than a science table, though.  In the video below, Miriam is making a mixture to kill bugs.  She narrates what she is mixing: water, oil, and vinegar.  Then she pours it into the funnel for the mixture to come out the holes in the pipes to kill the bugs.



Miriam has added an element of pretend play.  Never underestimate the children's power of imagination.  Hey, isn't imaginative thinking necessary in science, too?

I guess you see why I think my sensory table is a science table.

Fountain---or Leaky Pipes

Twenty odd years ago, my first attempt at real plumping was to replace old lead pipes in a house with new copper pipes.  When I turned on the water to check the plumbing, I had leaky pipes with water spraying all over the basement.  My first thought was: "Wow, I bet kids would love to play with leaky pipes."  Before I could do anything with that thought, though, I had to fix the leaky pipes.

When I finished fixing the new pipes, I built a fountain---or leaky pipe contraption.

So how does this apparatus work?

Children pour water into the funnels.

Then the water squirts out of the holes in the pipes. It's a fountain that the children have to make work.

The first fountain I built was made from pieces of copper left over from my plumbing project.  That apparatus lasted 18 years.  I would still be using it today, but I wanted to see if I could make a new one out of PVC pipe.  To that end, I cut 1/2 inch PVC pipe with a hack saw.

The pieces of pipe are connected by PVC elbows and T connectors.  To connect all the parts, I used PVC primer and PVC cement.

There are two important notes about this apparatus.  First, there are several sections and a cross piece, all to make the structure more sturdy.  Second, pipes leading down form the base and are plugged so water does not flow down into those pipes.  The idea is to have water flow only in the top level of pipes so there is enough pressure for the water to squirt out.

To plug the pipes at the connectors, I used plumbers putty.  (Sorry for the crude drawing.)

To produce the leak in the pipes, I drilled 1/8 inch holes in the top pipes.

I drilled eight holes in all.  If you drill too many holes, not enough pressure builds up to get a good leak.  If you drill too many, or in the wrong place or orientation, you can always cover the extra hole or two with duct tape.

The funnels, which vary in size, are set over the four ends of the pipes where water enters the fountain.

They are duct taped to the apparatus.  I also put in water-proof silicone in the funnel to make a tighter seal and fill in space so water does not leak out the bottom of the funnel.

To secure the fountain to the table, I used duct tape.  Note this is done before adding water so the duct tape will stick.

What do the children do with this apparatus?

They do a lot of pouring into the funnels.

They catch the water squirting out of the pipes.

And those who like a challenge, do both at the same time.

Imagine what the boy who is pictured above is experiencing.  He is pouring water into the funnel with one hand and catching the water with the other hand.  Sounds simple, right?  Not so fast.  First he has to have the coordination---muscle and eye-to-hand---to pour the water from the container into the funnel.  He also has to have the same coordination for catching the water at a different level.  Those are two different operations, but he is doing it at the same time which takes another kind of mind and body coordination.  In addition, he has made an astute observation: pouring the water in the funnel causes the water to squirt out the hole in the pipe. As he experiments, he sees that the height of the water squirting out of the hole diminishes as the water level in the funnel goes down.  If he wants to keep the water squirting, he has to pour more water in the funnel.  Not so simple, hey?

Besides pouring and catching, children can't resist that inner drive to stop the water from squirting out of the holes---or at least some of them.

Of course, who says you have to do anything with the water.  It can also be a novel building exercise.

This child is not interested in pouring, catching or stopping water.  He has the audacity to balance as many things as he can from the table using the large black funnel as a base.  The funnel is not a very stable base, but that does not deter him. He does not know that I did not set this up as a balancing or building activity.  I am sure glad this child did not understand my intentions.  His play is unique, idiosyncratic and totally wonderful. More power to him!

A YEAR AGO

I posted my first blog entry on July 26th, 2010.  That was one year ago.  The reason I started to blog was to share ideas on play in and around the sensory table by showing how to build simple, cheap apparatus to enhance exploration and experimentation.

I was introduced to the blogging world by my oldest daughter who was living and working in Peru at the time.  She was an inspiration chronicling her micro-credit work with women in the Northern Highlands of the Peru.   She had told me it was easy to start, but difficult to keep up.  I am like most people; starting new things takes some effort, especially when it comes to technology.  I actually tried to start my blog a year earlier, but quickly lost steam.  As far as keeping up the blog, I find the only way to do it is to keep a schedule.   I have set a Thursday deadline for a weekly post.  That arbitrary deadline is the only thing that keeps me on track.

So have my reasons for blogging changed?  They have not changed, but they have multiplied.  One of the bonuses of blogging is that I am no longer that solitary teacher planning all the day's activities.  I am now plugged into an expanding group of people who love to share their thoughts, ideas, and comments.  It is the true essence of play: we are invited into each others' houses or backyards for a give-an-take of ideas.   That give-and-take allows each of us to borrow, add, and change in our practice to fit our own purposes.  And, oh what fun!

One huge added benefit for me has been re-examing the pictures and videos I have taken over the years. Though showing an apparatus may be the impetus for any given post, the documentation of how the children use it has become the focus for me.  The whole process from selecting the pictures and videos to the final editing of the post has given me new insights into just how capable young children are in their explorations and discoveries.  I may have had an initial idea of how the children might approach any given apparatus, but inevitably they add their own ideas and make it their own in ways I could never have imagined.

I still have a few apparatus to share, so I will continue blogging for the time being. And besides, I want to keep playing.

If you are wondering about blogging here are a couple of good posts to check out. One is from Teacher Tom in Seattle.  He has a post called:  What Part do I Play?  And then Jenny in Australia from her blog let the children play has a post called:  10 good reasons why teachers should blog.  And just this week, Pam in Iowa from the blog How Long is this Hall wrote a post called Funny thing is...  All have to do with reasons for blogging.  Check them out.

BIG BOX INCLINE

Many times the cardboard apparatus I build for the sensory table is determined by the size and shape of the box.  For the longest time, I had been saving a large, rectangular box trying to figure out what to do with it.  I settled on a design that put it on an incline over the table.

I used a planter tray turned upside down to support the box and give it its incline. The end of the box was set over the lip of the table so when the children poured the sand or corn into the inclined box, it would drop into a tub next to the table. The box was very sturdy, so there was no need to reinforce the structure.  This is essentially a large, enclosed chute.

Because the box was so large and sturdy, I was able to cut out big holes in the side for access to the chute at different levels.

If you look at the above picture, you might think that the corn or sand is blocked at the bottom of the chute by a cardboard piece.  There is actually a slit cut in the bottom of the box before the cardboard piece that allows the sand or corn to drop into the tub next to the table.  If you look at the picture below, you can see the slit just below the girl's arm.

In other versions, the chute is completely open.

Often times, the focal point of play with this apparatus is the top hole.  Children have to reach up to pour the corn down the chute.

There are various large muscle challenges to doing this depending on how tall you are or what implements you might use.  If you use a shovel as opposed to a spoon, how much can you get in the chute?









Take a look at this video to see some of the large muscle challenges to pouring corn down the big box incline.



The girl wants to pour the corn down the chute.  She is at the side of the table.  She has already gathered the corn in her little pail.  As the video begins, she is deciding how to hold the little pail.  She holds it on the bottom with her right hand.  She thinks about grabbing the handle, but decides to balance it in her right hand because she needs her left hand to balance herself as she shifts her weight to pour the corn.  She reaches to grab the end of the box, puts her foot on the lip of the table and shifts her weight to pour.  If you watch her, she is quite stable with three points of support: one foot on a stool, one foot on the lip of the table, and a hand on the box.   With the physical extension and balance required to complete this task, it becomes so much more than just pouring the corn.

Another focal point of play is the bottom of the giant chute.  That is true whether you are trying to catch the corn coming down...

or whether you want to climb right into the bottom of the box to push the corn up with your bulldozer.  By the way, do you see that the boy has also climbed into the tub---his leg is visible in the tub---to be able to reach into the box.  Hey, it sounds like more stretching and balancing work with this apparatus.






With the holes on the sides, there are many more focal points for play.

Or from another perspective.

And there are spaces to be explored under the big box incline.

One of the things I like to do with this apparatus is add mirrors inside across the openings cut on the side of the box.  Even if a child doesn't see himself, others get an interesting perspective.

This picture above shows one of the mirrors.

In addition, this picture also shows that this apparatus offers a wonderful area for focused play and exploration.  This picture captures a sense of space that is made for a child.  It is a space that a child can be both in and out of at the same time. Imagine what that must feel like.

STICKS AND STONES

Back in October of last year, I wrote about rocks in water in the sensory table.   Late this spring I set up a similar activity.  I set out rocks, sticks, and pieces of wood---this time in sand.  In the setup for October, the tray lay across the table.  For this setup, the tray was a bridge connecting the sensory table to a smaller table that held three boxes of rocks and sticks.

That is the extent of the apparatus: the sensory table, sand, a wooden tray as a bridge, and lots of sticks and stones. (Notice I have not included any implements such as shovels and containers.)  Finding rocks and wood is as easy as going to the river or woods for a hike.  I have collected most of the rocks I use on walks along the Mississippi River here in Minnesota. Some of the driftwood and sticks also come from the river.  Some of the branches, including a nice piece of bark, come from a dead maple tree we had to cut down last year.  What I have, then, is a little collection of natural elements for the children explore and manipulate.

What can you do with sticks and stones?

You can bury them in the sand.  Or you can look for the ones others have buried in the sand.

You can roll the wood pieces in the sand to see the interesting imprints made by the bark.

You can build with wood pieces of different sizes, shapes and textures.

You can stack rocks on a branch.  But how many?  Do they all have to be flat?

A piece of bark becomes an substitute shovel for digging and moving the sand.

That same piece of bark in someone else's hands becomes a slide for the rocks.

You can transport as many rocks as you can onto the tray.  And as you add to the pile, can you get them to balance?

You can sprinkle the rocks with sand.  (What a wonderful juxtaposition of actions and sound.  Moving the hard rocks onto the tray and then lightly sprinkling them with fine sand.)

Maybe you just want to carry a stick around until you figure out what you will do with it.









What kind of imagination do you have?  What could you do with these natural elements?  Chances are a child's imagination trumps yours.  Can you guess what this boy made?

It is a microphone.  He took a stick and propped it up in the table.  Next, he took a knot from a tree and put it on the stick through the hole in the knot.  Viola, he has a microphone.

In my blog reading, I have not found anyone writing about bringing sticks indoors into the sensory table.  I have, however, found bloggers who write about sticks as important outdoor learning tools for children.   One is Juliet from Scotland with a blog entitled: I'm a teacher, get me OUTSIDE here!  Two posts in particular to read are: Sticks in School and Making skeletons (using sticks).  Another blogger is Jenny from Australia who has a blog called: let the children play.  Two posts in particular to read are: ideas for adding natural elements and celebrating loose parts.  And one other post that was just penned earlier today is from teacher tom in Seattle called Bumps and Bruises.  Check them out.

NARROW PVC TUBES---WORM SLIDE

Last week I wrote about a large PVC tube with funnels on a slight incline.  Let me introduce you to narrow tubes on a greater incline, something I like to call the Worm Slide.

To make it, set a tray in the table and then tape a crate to the tray.

Then thread the tubes through the crate so that the ends of the tubes reach past the table and over a tub on the side of the table.

Now if you were paying close attention, you would have seen two different apparatus.  The first is set on two trays and has two fairly narrow tubes with slits cut the length of the the tubes.  The one above is set on one tray and has a larger tube with a fairly wide slit cut down the length of the tube and a piece of plastic from a window that serves nicely for a wider slide.

The reason I point this out is that I do a version of this apparatus every year and every year it turns out a differently depending on the tubes or slides I choose to use. This year I used a plastic cover from a florescent light, a long narrow tube with a slit cut down its length, and a plastic angle piece from a replacement window.

And this year, the only piece I threaded through the crate was the angle and it is the only piece that directs water and worm flow inside the table..  The other two pieces I taped to the top edge of the crate.  These two pieces do empty in a tub next to the table.

So why do I call this a worm slide?  Watch.




Did you see the worm slide?

Several years ago I was walking through a sports store and saw a "bucket of worms" on sale.  The worms are really artificial fishing bate without the hooks. There were things in the bucket that looked like worms and some things looked like other water creatures and some things looked like creatures from somebody's imagination. At first I thought I would just put them in the water table, but then I decided that there would be more exploration with the tubes and slides on an incline.

The creatures are easily carried down the larger slide when the water is poured it.  It gets a little trickier when the worms are put in the narrow tube.  First, it is harder to pour water into the smaller tube and second, sometimes the worms get stuck.

What else can you do with worms?

You can find other holes to put them in.

You can collect them in a minnow net. (This was the first apparatus with which I used a minnow net.  I now use it with other apparatus and with different medium, like here








Or you can feed the fish!

Either this boy knows fish eat worms or like all children, he has an overriding compulsion to put things in holes.

I could just have easily called it a fish slide, too.



Did you notice that the boy in the video cannot see the fish slide down when he pours the water?  The sides of the florescent cover are too high.  He does come around to see if the fish is still in the slide.  When he no longer sees it in the slide, he declares: "It goes down."  How is that for a logical conclusion after taking in the facts from his little experiment?

You just got to love those little scientists.