Resources on Early Learning
Illinois Early Learning Standards
Video & Background
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This clip shows part of a “study group” meeting of four preschoolers and their teacher at University Primary School in Champaign, Illinois. University Primary School uses the Project Approach as part of its curriculum.
Along with another mixed-age classroom, the preschool class has been investigating ways to turn the school playground into an outdoor learning area. The four children shown here, and another child who is absent, are in the “Ramps and Slides” study group.
Before this meeting, this study group used a marble run to learn about how materials move on ramps and slides. Among other things, the children tried different ways to slow a marble’s movement from the top to the bottom of the run. Then, applying what they learned, they each drew plans (which they call designs) for additions to a water feature in the outdoor learning area. Finally, they selected materials from the school’s recycle room to make models based on their plans.
Preceding what is shown in this video clip, the children all described their models and how they thought the models would work while the teacher, Becca, held their designs up for all to see.
As this clip begins, Becca tells the visitor about a new idea that the children have had—combining a marble run with the water feature. Simon (4 years, 5 months) expands on Becca’s explanation by telling how he thinks the marble run could work.
The visitor restates what she has heard Simon say. Noah (4 years, 7 months) responds, “No” just as Simon says “Yeah.” Noah then presents a different perspective on the problem; he seems to feel that the pipe will have to contain water. Another child, Kaya (5 years, 1 month), breaks into Noah’s comments to assert that tape will be needed. Noah incorporates Kaya’s idea of using tape as he finishes his explanation.
Transcript
Becca: Now they’re thinking of making some sort of marble run out of PVC pipes in the water—
Visitor: Oh—
Becca: —because then you could put the marbles through the water and they wouldn’t get wet.
Visitor: …in the marble—the marbles in the water, going through the pipes.
Becca: Yeah.
Noah: We didn’t have one.
Visitor: Cool.
Simon: (Gesturing to different parts as he talks.) Well, we could maybe, like, put the, like, I would say this was the pipe, and then we could put the marble through there, and then the water table’s there, and that’s the water, then we put the marble there, and it will go through there and into the water.
Visitor: Okay, so one way to do it is to have it go through a dry pipe into the water table.
Noah: No.
Simon: Yeah.
Noah: My idea says that we have to connect the thing that we have built toward the water table, to the water—can, can put—
Kaya: We have to tape that.
Noah: —we have to tape it. And we not connect it to the water table, that means that no water come in.
Visitor: If it’s not connected to the water table, no water will come in?
Noah: Mmm.
Benchmarks
| Benchmark | Benchmark Description | How Benchmark Was Met |
|---|---|---|
| Language Arts 5.C.EC |
Communicate information with others. | Simon and Noah add to their teacher’s description of the marble run idea for the visitor. |
| Mathematics 10.A.ECb |
Make predictions about what will happen next. | Simon speculates about how a marble might travel through a pipe into the water table. Noah offers a different prediction: if the pipe is not connected to the water table, “no water will come in.” |
Science |
Begin to be aware of technology and how it affects their lives. | Simon and Noah both apply their knowledge about pipes to problems related to moving marbles and water. Kaya and Noah show awareness of the purposes of tape. |
| Social/Emotional Development 32.A.ECd |
Use the classroom environment purposefully and respectfully. | Being invited to plan structures for the outdoor learning area gives these children and their classmates opportunities to consider a variety of purposes for their environment. |
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