Lesson 3

A Work In Process: Improving Play a Dough Process

All Mixed Up / Kindergarten / West Palm Beach, FL

EiE - A Work in Process: Improving a Play Dough Process, L3

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The EIE Curriculum

Students create their own rubric for high-quality and low-quality play dough and perform controlled experiments to identify properties of play dough ingredient mixtures.

Reflection Questions

How does Lori modify the EIE lesson to make it appropriate for her kindergarten students?

Lori covers the floor with a tarp for easy clean up, mixes the ingredients herself, and limits the number of tests done to determine quality.

  • Skipping the “snowman test” described in the guide, Lori has her students judge the usability of the play dough based only on the snake test. (5:12)
  • Lori taped a large waterproof tarp to the floor to prevent damage to her floors and carpets. (7:10)
  • Rather than having students mix the ingredients, Lori prepares one sample of each mixture and has students them pass the sample around for observation. (7:28, 8:14, 8:25, 9:59, and 10:54)

How does Lori do to help her students start to grasp the abstract idea of high-quality vs. low-quality play dough?

Lori uses broad synonyms for the term "high quality" to help her students infer its meaning. She also keeps her definition general and does not name individual properties.

  • Lori uses the terms “good-quality play dough” and then simply “good play dough” to help her students identify some of the features of the first sample of play dough. (1:38)
  • After introducing the second play dough sample she asks, “What’s wrong with this play dough?” (3:49) and later refers to it as, “bad play dough” (4:04).
  • Although her students do compare the way both play doughs feel and how well they form snakes, Lori does not confuse them with vocabulary words like texture and usability.