“L et ’ s B end ”
continued against a lot of pressure, or as though they were weightless (force)? Add more challenging
body parts, like fingers, wrists, and ankles.
Observation and Evaluation: Is the child able to bend the applicable body parts and in the
appropriate directions? Does the child seem to understand the concept of bending?
Adding Equipment: Invite the children to bend various body parts while balancing a bean-
bag on the body part being bent, or on another, such as the top of the head.
Curriculum Connectors: To make mathematics a part of the activity, challenge the chil-
dren to count the number of ways each part can bend. Which part can bend the most
ways? The fewest? Experimenting with the limitations and capabilities of body parts
constitutes science. Incorporating balance, by adding the beanbags, brings an additional
science concept into the exploration.
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