“AAAAUUUUGHHHHHHH! Worms! Look, look! They are everywhere!” Eleanor is jumping up and down hysterically. Nothing will bring our crew running faster than a good worm sighting!

Let the earthworm exploration begin. We love worms!

Last spring, we witnessed an unusual natural phenomenon as a mass of earthworms wiggled out of their subterranean homes in the soil and squirmed onto our sidewalk.

This weird worm event elicited great joy and excitement from our early learners as they raced over to investigate.

There are a number of names for a large group of earthworms, including a bed, a bunch, a clat or a clew. So if you casually refer to a squirming mass of earthworms as a bunch, you are technically correct!

Why are there so many?  Why are they tangled?  Will they bite me? Where is the worm’s mouth?

The curiosity is flowing faster than the answers. When you see excitement at this level, embrace the moment! Grab a camera and start documenting the Illinois Early Learning Standards that you’ll be meeting today!

Worms can be used to teach length—and we sometimes measure them with tape measures. But this is just one of the ways that worms spark investigation, inquiry and analysis in our outdoor curriculum.

Our love of worms has afforded us days and days of study. In the photo above, you can see collaboration, hypothesizing, theorizing and prediction in action.

This is a group of three-year-old scientific investigators—and their brains are on fire! This is STEM exploration at its most engaging as we measure, count, estimate and subtilize while learning about earth science and life science.

Our students are learning that living things grow and change. They are drawing conclusions from their investigations as they scrutinize the worms’ anatomy and behavior.

This fact-finding mission also fosters a respect for life in all its forms. We try really hard not to hurt our worms. When a two-year-old child engages in hands-on investigations with an earthworm, it doesn’t always end so well for the worm. To protect the worms from overzealous handling, we’ve taught the older children to monitor the well-being of the worms in the hands of their younger peers. This is hands-on learning, coupled with collaboration!

As your early learners explore the world of earthworms, encourage them to ask questions that will guide their investigations. By encouraging them to engage in deeper scientific inquiry, you’ll be setting them up for academic success in the years to come.

“Can I hold it? ” asks two-year-old Alex.

As an older friend passes a worm to Alex, she pulls her hand back a few times before she is ready to receive it.

We offer Alex a glove, but she wants to be like the “big kids” and go gloveless. After we reassure her that the worm has no teeth or pincers, she tries again. This is a good example of the importance of time and patience as we guide children through the investigative process.

People often ask how we “get” our kids to hold a worm. We read a lot of books about worms and I make sure that there are worm books on our shelves from March through October. We also observe worms for long periods of time. If our early learners have one brave friend who is willing to pick up a worm, that’s all it takes to persuade the others to persevere, despite their initial trepidation.

As the children engage in their hands-on worm investigations, we throw out facts, often in whispered voices: “Did you know that worms do not have teeth? Worms also do not have pincers or stingers. They have no eyes, legs or arms. They will never hurt us.”

These are the facts that I share with young learners who are anxious or experiencing worms for the first time. A child who investigated worms as a two-year-old last fall may not have retained that memory as a three-year-old—and we may need to reintroduce worms this spring.

Retention and problem-solving skills continue to evolve as students seek answers to their questions through active investigation. Last fall’s observer may be this spring’s hands-on investigator. Our students need long periods of time to observe and learn as this curriculum unfolds in front of their eyes.

By creating an environment that leads to discovery, you are setting your curriculum in motion. Add large rocks, tree cookies or even soil-filled planters that can serve as worm habitats. Some teachers add soil and worms to their sand and water tables to create worm farms in their classrooms. Our goal is to foster the development of inquisitive minds.

We extend our learning with songs and finger-play. We enjoy “Eat Like a Worm Day” as we snack on vegetables such as carrots, cucumbers, lettuce and apples. We make “worms” out of clay—some thick, some thin, some short and some very, very long.

Mr. Nicky (pictured above) has a wonderfully funny song titled “Earthworm,” that has taught our children so much about the vital role that worms play in keeping our soil healthy. There are many silly worm songs, but this has a great hook and gets our children moving as they learn new facts about worms while having fun. It’s one of our favorites.

We always try to return worms to their natural habitat when our observations are over. We thank the worms for doing their part to make our lawn healthy and beautiful as we release them back into the place where we found them. We send them home to their families, which resonates with our young learners.

We wish you many happy STEM adventures as you and your early learners study these champions of the soil.

Happy worm hunting!

“Sally, look!  My rock turned purple!” Three-year-old Eleanor can’t contain her excitement as she changes the color of a rock with her paintbrush. Ah, the joy of painting rocks with water. Yes, water!

I will be the first to admit that I really wanted to be the educator who LOVED paint and easels and smocks and all of the joy that it gave me on the one day of the month that I actually got to use those paints when I was in kindergarten myself. Yes, I wanted to be that educator!

But I discovered long ago that my vision of paint utopia was unrealistic, which made me feel like a failure of a preschool teacher. I have made peace with my aversion to thick, gloppy, messy poster paints and moved on to watercolors. I’ve perfected the art of keeping them all together in a bag and whipping them out with a flourish to entertain my early learners on a snowy Monday, feeling like a rockstar of an educator. Well, sort of, but not really. The unvarnished truth is that paint is just not my favorite medium.

But there is one kind of painting that I really like—and that is painting outdoors with water. If you struggle with the mess that seems to be an inescapable part of painting or your landscape looks different as we navigate the global pandemic, then welcome to my water paint party! Regardless of the age or developmental stage of your students, this kind of painting doesn’t get old. Simply dig out the paintbrushes and a water source and let the celebration begin. You will never, ever go wrong with water play of any kind! On hot or dreary days, just bring out the resources, including whatever you need to document the learning standards that you’ll meet, because this is going to be a hands-on, brain-building bonanza!

It took me years to figure out how to keep everything in one place for easy access when the mood strikes. Paint rollers or paintbrushes from leftover family paint projects work extremely well. Those bigger brushes and rollers are really great for building the strength and muscles in the hands, wrists and arms, which will make handwriting easier when the time is right. No need to rush that. We’re too busy painting with water, baby!

Wondering how to get started? Use what you have! There is no need to make a purchase for this activity. We like to start out small with younger children. I have all of these supplies from my earlier attempts at what I thought my paint play should look like. Setting the stage with simple materials like paintbrushes and water creates an environment that allows children to become curious scientific researchers.

“Will the rock fit in the paintbrush hole in the cup?” Scientific investigation going on right there!

“Wait! My rock isn’t purple anymore!” Eleanor has been so busy painting other rocks that she has just made her way back to her favorite rock. As her friends gather around for a closer inspection, four-year-old Noah says with a giggle, “It evaporated!”

Wow! It’s always a delight when friends can lead the learning with one giant vocabulary word like EVAPORATE!

“Watch. If I paint here on the sidewalk, it will disappear,” Noah adds. “The sun dries it up. It evaporates!”

Without a sound, the whole gang begins painting the sidewalk to see if their watery brushstrokes will evaporate as well. This is hands-on, child-led learning at it’s finest. So much is happening in this moment. We have children using their leadership and language skills and mentoring their friends. We have scientific inquiry happening at their level of understanding. We have PLAY!

Don’t be surprised if the sidewalk, chairs, tables or other loose parts make their way into this adventure. It’s fun to watch their brains light up with observations, predictions and cause-and-effect scenarios as the water changes each surface it touches. Preschool children have an innate passion to investigate and make sense of the world around them. By integrating science and mathematical discoveries into their play, we are giving them a strong foundation and understanding of their world.

As the children in the group begin to express wonder and share their observations, the water play generally takes on a life of its own. By bringing in buckets and pans of water, along with a collection of pouring cups and pitchers, we can extend the learning into the mathematical world of quantities, estimation and volume. All of this is data analysis. It may not yet be recorded on paper, depending on the development of your group, but you are planting the seeds for this activity in the coming years.

Add this to your toolbox of outdoor learning.

Of course, we often bring this activity indoors as well—usually in the early spring, when the snow won’t melt and the sun won’t shine.  My indoor setup usually looks something like this:

It’s a great crabby Monday activity that will surely lighten the mood in your classroom. Happy water painting!