The students will:

• use math/science concepts/terms (empty/full, more/less)
• estimate
• compare
• measure
• count
• verbalize and record observations
• play/work cooperatively
• develop problem solving skills
• plan and organize with others
• develop social skills
• develop hand/eye coordination skills and small muscle control

Through observation and direct communication, assess whether the student:

• compares and contrasts
• problem solves
• cooperates with others
• develops the concepts of weight, volume and conservation
• makes comparisons using appropriate terminology
• communicates observations/describes activity taking place
• chooses to explore/place/use materials at the centre
• asks questions and seeks solutions
• classifies objects and explains criteria

Manipulative Stage
The child:

• creates tactile experiences
• does unstructured pouring, squirting, splashing, moving
• engages in repetitive play  

• begin to compare, measure, label and describe
  shares, discusses and observes

• explores some of the physical properties of water in its various forms
• may move into dramatic play
• may move into representations at other centres

Teaching/Assessment Strategies

Materials/Resources

• encourage exploration of materials
• establish a specific purpose for the centres-structure and restructure the environment by providing materials and equipment that will allow and encourage specific skills/concepts to be developed
• present challenges that are specifically related to the purpose
  add colour, soap, snow, ice cubes for variety: teach to a specific outcome
  -interact with students: ask probing questions, pose challenges, introduce new language
• encourage students to look for alternative uses of materials
• extend water play outside if a suitable area is adjacent to and accessible from the classroom
• add different size containers