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Contents
  • Introduction: A Project about Things to Sit On
  • Launching the Project: The Teacher’s Role
    • Considering Children’s Potential Interest
    • Locating Resources for the Project
    • Looking at Things to Sit on before the Project Begins
    • Making the Teacher’s Web
    • Gathering Reference Materials
    • Planning for Documentation throughout the Project
  • Phase 1: Getting Started
    • Collecting Data with Families
    • Recalling Prior Experiences Related to Things to Sit On
    • Making Observations of Things to Sit On at School
    • Creating a Topic Web with the Children
    • Helping Children Ask Questions and Make Predictions
    • Forming Subtopic Groups
    • Involving Families during Phase 1
  • Phase 2: Fieldwork
    • Gathering Data about Things to Sit On
    • Talking with Guest Experts about Things to Sit On
    • Going on Site Visits
    • Debriefing after Fieldwork
    • Creating Collections of Artifacts and Specimens
    • Incorporating Explorations and Experiments Related to Things to Sit On
    • Incorporating Language Arts and Literacy Activities
    • Incorporating Math Activities
    • Incorporating Social Studies Activities
    • Incorporating Physical Development and Health Activities
    • Incorporating Fine Arts Activities: Visual Arts, Music, Creative Movement, and Drama
    • Involving Families in Phase 2
  • Phase 3: Bringing the Project to a Close
    • Revisiting the Question Table
    • Facilitating Play
    • Planning for Final Displays of Documentation
    • Planning a Culminating Activity
    • Involving Families in Phase 3
  • A Final Word
  • Acknowledgments
  • Appendix A: Illinois Early Learning Benchmarks Addressed during a Project on Things to Sit On
  • Appendix B: Children’s Literature Related to Things to Sit On
  • Appendix C: Teacher Resources

Introduction: A Project about Things to Sit On

Projects are the part of the curriculum that involves children in investigating objects and events around them that are worth knowing more about. Project work is a way of uncovering a subject rather than just covering it.

A project focusing on “Things to Sit On” has the potential to involve the entire class from the very first conversation about the topic. Every child spends part of the day sitting on something, whether at home, in preschool, or elsewhere in the community. Every family has things they can sit on, and so does every classroom.

Sitting is such an ordinary activity that most people, including young children, take for granted the many things that they sit on—furniture, a booster chair, a bicycle seat, swings, a car seat, a see-saw, pillows, a lap, the floor. Because things to sit on can be found in nearly any setting where people spend time, the topic is well suited for programs in which it is not possible to take the children on site visits away from school.

Figure 1

Figure 1. Children encounter a variety of things to sit on every day.

A project on things to sit on invites children to “find the extraordinary within the ordinary.” It is the kind of project that strengthens the child’s disposition to keep learning—even about everyday objects. This slide show by Illinois photographer Durango Mendoza suggests the wide variety of things to sit on that children might encounter and gives a sense of how rich the topic can be.Figure 2

Slide Show (PDF) of “Things You Can Sit On” by Durango Mendoza

Through all phases of the project, the topic of things to sit on also presents many opportunities for activities related to physical science, physical development and health, and social studies, as well as language arts, mathematics, and fine arts.

The topic of things to sit on could also work well as a first project for young children who are not familiar with project work. For tips on ways to facilitate a brief “practice” project, see the article “Teaching Project Skills with a Mini-Project” (http://ceep.crc.illinois.edu/eecearchive/books/projcat2/schuler1.html).

This guide outlines possible steps to take to engage preschool-age children in projects about things that people sit on. A wide variety of investigation activities are suggested—all need not be included to make the work interesting and enriching. Much depends on the program’s location and the time available, as well as the children themselves. In addition, the guide indicates ways that investigating things to sit on can address a wide range of Illinois Early Learning Benchmarks (see Appendix A).

Keep in mind that this Project Guide offers a variety of ideas—not “recipes.” Children’s ideas about what directions a study of things to sit on might take are likely to emerge as the project progresses. The activities outlined in this guide are just suggestions; many other worthwhile experiences are possible—and often the children themselves come up with related ideas to pursue. At the same time, it is not necessary for every activity suggested in this guide to be included in a project.

Launching the Project: The Teacher’s Role

Several steps may be involved for the teacher who would like to get the children started on an investigation of things to sit on:

These steps are discussed in detail below.

Considering Children’s Potential Interest

Preschoolers are likely to have already gathered some data about the things that they sit on every day. They may have noticed that one particular chair tips a bit, or that the back of the bus seat is made of shiny metal, or that one pillow is more comfortable to sit on than all the others. Children can easily be encouraged to look more deeply at these ordinary objects: What are they made of? Who makes them? What makes some seats more comfortable than others? Older preschoolers may even wonder about what is involved in the process of sitting. Children’s curiosity about and interest in things to sit on might even take the project in directions the teacher did not expect!

Sometimes a picture book can provoke children's thinking and conversation about things to sit on. See Appendix B for a list of children's books that may be useful at the beginning of an investigation.

Locating Resources for the Project

Before starting the project, it is helpful for the teacher to explore available local resources and potential sites where children could safely make direct observations of a variety of things to sit on. The classroom itself is likely to contain many examples of such things—from chairs and pillows to blocks and riding toys and even the rug and the floor. Nearby parks, offices, businesses, home furnishings stores, clinic waiting rooms, farms, museums, vehicles, and similar places are all likely to have things to sit on that the children can study. It’s a good idea to find out if the staff of these places will be open to having young children visit.

Printed materials such as sale flyers from local home furnishing stores may also be useful. Local furniture builders and repairpersons, upholsterers, and others whose work involves things to sit on can be invited to assist the children with the project in a number of ways.

Looking at Things to Sit on before the Project Begins

Before launching the project, it helps if the teacher takes a walk to look at spaces in and around the building where the program is located, taking note of the range of things that people might sit on at different times of the day. Walking for a few minutes around the neighborhood may also turn up some additional items that people sit on—riding toys, swings or benches at a park, bus stop benches, equipment at a fitness center, etc. The teacher may also visit a variety of nearby businesses that sell, repair, or build furniture to look at the chairs, sofas, and other items made specifically to sit on.

It’s a good idea to take photographs of some of the objects and places to show the class. The teacher might also bring some samples of things to sit on, or parts of them, for the children to examine and discuss to provoke their initial interest in the project topic. Businesses may be willing to lend some items. Doll furniture or other models of sofas, chairs, etc., might be useful because they are easier to transport than the full-sized articles.

Making the Teacher’s Web

Teachers usually find it helpful to make a topic web before launching into the first phase with the class. Below is an example of a teacher’s topic web about things to sit on.Figure 2

Figure 2. Making a topic web before the project begins can help the teacher begin to anticipate what children might do and learn during the investigation.

The teacher’s topic web is intended to be a reminder of the wide range of possible subtopics that the children can investigate, rather than an outline of lessons or activities. It includes concepts, ideas, information, and vocabulary related to things to sit on that the teacher believes are worthy of the children learning more about.

This web can include elements such as types of furniture used for sitting, non-furniture items used for sitting, materials used to make those items, safety features of things that people sit on, how things to sit on are designed and made, and what is involved in the act of sitting. The teacher’s web may also include potential new vocabulary related to things to sit on, as well as possible sites to visit and experts to invite. Once the project is underway, some changes can be made to the initial web, based on what the teacher learns about the children’s interests, understandings, and knowledge of the topic.

Gathering Reference Materials

Teachers may find it helpful to look at articles by teachers who have implemented projects about things to sit on.For example, see “My Chair Project” (http://www.dukeschool.org/files/The%20Chair%20Project.pdf) and the related chart “Chair Project Curriculum Standards” (http://www.dukeschool.org/files/Chair%20Project%20Curriculum%20Standards.pdf).Editor's Note: this url is no longer active.

As the Things to Sit On Project begins, teachers can also collect some good-quality references and other sources of information for their own use as well as to share with the class. A librarian can help with this process. Encyclopedias, nonfiction picture books, furniture and playground supply catalogs, and magazines related to outdoor recreation and home furnishings are likely to be useful throughout Phase 1 and Phase 2. Slides or videos related to things to sit on can also enrich the class discussion during the first two phases. See Appendix C for additional suggestions.

A librarian can also help the teacher locate reliable Web resources on topics related to things to sit on and to the process of sitting. Keep in mind that although Wikipedia may be a source of basic information, it is notoriously inaccurate. (It is not a secure site, and users are sometimes able to insert misinformation.)

Planning for Documentation throughout the Project

It’s a good idea for the teacher to decide before the investigation begins how to document the project work during each phase. Many aspects of documentation during a project on things to sit on will be similar to documentation for any other project. For resources to help with documentation during any project, see Appendix C.

However, documentation during a study of things to sit on may present unusual challenges. For example, if children collect full-size things to sit on, or if they make their own pillows, or create large models, more storage room may be needed than for some other types of projects. The teacher may want to decide ahead of time where to store these items.

Phase 1: Getting Started

During Phase 1, the teacher can help the children begin their study in several ways:

Collecting Data with Families

One way to start a project on things to sit on is for the teacher to ask children to sketch things to sit on where they live.

It often helps for the teacher to talk briefly with children before the meeting, asking them what they want to tell the group about their observations so that they can rehearse what they want to say.

Recalling Prior Experiences Related to Things to Sit On

It is likely that as the children discuss their drawings of things to sit on, some of them will recall and bring up related personal experiences. Perhaps a child has drawn his baby sister’s bouncy seat or the broken swing in his backyard, or he has copied the pattern in his bedroom rug. Some of the children’s stories may be unrelated to their sketches; perhaps someone will tell what it was like to fall off a park bench or to sit in a carnival ride or a dentist’s chair. Continuing to share memory stories for several days may help those who are slow to recall their experiences, as well as those who may be reluctant to speak.

Sometimes reading or retelling a story related to sitting can remind children about their own experiences. (See Appendix B for lists of children’s picture books related to the topic of things to sit on.) The teacher might also recount an experience related to something to sit on.

Asking children to draw or paint something that they recall about things to sit on is another way to help them share their memories. The teacher can write the children’s dictated words on their work. Memory stories and drawings can give the teacher a sense of what sorts of experiences children have had, as well as what misconceptions they may hold and what subtopics may interest them.

Teachers might find that the slide show in the previous section, which shows a wide range of things that people sit on, will spark discussion about the topic.

Making Observations of Things to Sit On at School

Another way to introduce the project topic is to ask the children during group meeting to examine whatever they are sitting on at the moment—a pillow, a chair, the floor:

The next step might be for the children to take a walk to nearby places where they can closely observe some things to sit on—the school office, the playground, a park. If enough adults are available to help supervise, small groups of the children (three or four per group) can walk in different directions to make observations. If the availability of adults is a problem, it often helps to have a teacher take three or four of the children at a time while the others remain with another teacher in the classroom or on the playground.

The children can stop occasionally to talk about the things to sit on that they have noticed. Each child can carry a clipboard, some drawing paper, and a pencil. The group should have time to sketch the objects, measure them using standard or nonstandard methods, take photographs, and so forth. Children will be responsible later for describing the data that they have collected to classmates who were not with them.

It’s a good idea for the teacher to keep a record of what children pay attention to and wonder about during these preliminary observations. This information can help the teacher foster discussions among the children throughout Phase 1 and Phase 2. It can also be useful during the children’s webbing process and when they are working with the question chart. (See discussion of the question table below.)

Upon their return to the classroom, the small groups can report to the class about what they saw and what they included in their photos and drawings. The teacher can encourage children in different groups to compare the objects that they have observed and to ask each other questions about what they noticed.

Creating a Topic Web with the Children

After the children have begun to talk during group meetings about things to sit on at school and elsewhere, it’s a good idea for the teacher to help them create a topic web. The topic web discussion can cover many aspects of things to sit on:

As the children talk about what they know, what they think, or what they wonder about, the teacher can write the words directly on the topic web paper or on a sticky note.  Figure 3Figure 3. This example of a class topic web on “Things to Sit On” was made using sticky notes on easel paper.

The teacher may also want to remind children of what they noticed or wondered about during earlier discussions or conversations about their memory stories and drawings.

Making a web may take more than one group meeting session, depending on the children’s ages and their levels of experience with the topics and the process. Children can also help the teacher categorize their initial questions, comments, and ideas about things to sit on. For example, if several sticky notes with comments related to chairs were generated during the webbing process, the children may want to group them separately from sticky notes with children’s ideas about things that people sit on at a playground.

Helping Children Ask Questions and Make Predictions

In addition to the children’s topic web related to things to sit on, the teacher may want to generate a question table as shown in the examples below, based on the questions that the children ask:

What would you like to find out?
(Question)		 What do you think the answer might be?
(Prediction)		 What did you find out?
(Answer)
Why do we have to wear seat belts in the car? Because the police will arrest your dad if you don’t wear one.  
Does a chair have to have 4 legs? No. I saw a chair that was like a big circle and it had no legs.

Yes.  It has to have 4 legs or it will tip over.		  
How does a sled move while you are sitting on it? Someone has to push you on a hill.

Sleds have tiny wheels to help you go through the snow.		  

Figure 4. A question table may be created by hand or on the computer.

(For more information about making and using a question table, see Lilian Katz’s blog entry titled “The Question Table” on the Illinois Projects in Practice Web site at http://illinoispip.org/blogs/katz/2010apr06.html.)

The question table is likely to be useful during all phases of the project. Teachers can encourage continued questioning during any phase of the project in a variety of ways:

Predicting possible answers and sources of information is another important aspect of project work that can begin during Phase 1 and continue throughout the project. When a child asks a question, the teacher might ask that child, or the class generally, “What do you think the answer might be?” or “What do you think the guest expert will say when you ask him that?” Children may also want to make drawings that represent their predictions.

The teacher can also encourage children to make predictions about other things throughout the project:

Forming Subtopic Groups

Several of the children may show interest in the same question related to things to sit on. They can form a subtopic group that will try to find answers to the question. The teacher can work with each group to help the children decide what they might do to get the information they need. For example, the subtopic group that is interested in the question “What are some of the kinds of things that people sit on when they work?” will benefit from particular references, experts, and site visits. A group that is trying to find out how people actually sit down will probably need to use different resources.

Another approach to subtopic groups might be to ask a small group of children to focus on a particular chair or similar item. For example, several children might want to find out all they can about the director’s office chair. Three or four others might decide to investigate the swings in the park, while some others might be curious about the classroom rug that they sit on.

Involving Families during Phase 1

If the teacher decides to begin the project by asking children to sketch things to sit on where they live, it’s a good idea to send notes with the children explaining to families the purpose of that activity. The teacher can also send a more detailed note to families letting them know that the class will be investigating the topic “Things to Sit On.” The note can also mention what the children have said and done so far about the topic and request help from family members. Do any of them have jobs or hobbies that involve special kinds of seating? Do they have interesting experiences to share with the class related to sitting on something? Do they make or repair things to sit on for a job or hobby? The teacher might also ask family members to help children remember their own experiences with sitting on things. It’s also a good idea to suggest that from time to time parents informally ask their children to talk about what they have found out recently about things to sit on.

Some teachers may want to involve families by suggesting that children invite family members to sketch or take photographs of things they sit on for the children to bring back to class to share. Children might take home surveys, so they can ask family members and neighbors questions such as, “Do you sit down at work?” (Some children might want to add a follow-up question such as, “What do you sit on at work?”)

Phase 2: Fieldwork

The children can begin fieldwork after their topic web has been completed and they have selected subtopic groups. Depending on their subtopic groups and the questions that they want to answer, their fieldwork may include a range of activities:

These activities are discussed in detail below.

Gathering Data about Things to Sit On

One of the teacher’s key roles during Phase 2 of a project is to facilitate children’s close observations of relevant items. Here are some things that the teacher might do:

Talking with Guest Experts about Things to Sit On

The teacher can help the children generate a list of potential guest experts who can provide information about things to sit on and related subtopics. Such a list might include the following people:

Children can draw or dictate their questions for the experts prior to visits. It’s a good idea to have them rehearse their questions to make the best use of the expert’s time with the class. Many guest experts like to know ahead of time what the children want to ask them; the teacher can share those questions with them before the visit. Some experts may be willing to correspond with the children via email.Figure 5

Figure 5. A child works with a visiting expert who weaves seats for chairs.

Going on Site Visits

If necessary, a class may be able to conduct a project on things to sit on without leaving the school building or grounds. However, site visits away from school via bus or car are likely to provide valuable opportunities for additional fieldwork. The teacher might want to keep in mind that during their travel to the sites, children may be able to observe and examine other things that people sit on—car seats, bus seats, strollers, and more.

Occasionally, a whole-class visit to a field site (a furniture factory or museum, for example) can be useful, particularly if each child or small group of children has specific data to collect. When possible, however, site visits should be made by subtopic groups. When children in a subtopic group have decided what their questions are, the teacher can work with them to decide where they might go to find the answers: A park? A farm? A furniture repair shop?

During the site visit, children can use the same data-gathering techniques described in the section “Gathering Data about Things to Sit On” above, such as making observational sketches, taking notes, and collecting artifacts (with permission). They may also have opportunities to ask for information from people who work or live there. (See “Talking with Guest Experts about Things to Sit On” above.)

On visits to outdoor locations, the teacher may want to remind the class to follow the usual safety procedures for outdoor activities (for example, wear sunscreen, avoid poison ivy, do not litter). The teacher should remind children to ask permission to collect artifacts or to touch things that they see during any visit.

Debriefing after Fieldwork

It’s a good idea to make time for subtopic groups to report to the class regularly about what they have found during fieldwork. The teacher might facilitate these discussions in several ways:

Creating Collections of Artifacts and Specimens

Helping the class build and maintain a collection of artifacts related to things to sit on can be another important role for the teacher during Phase 2 of the project. Here are some ways that the teacher might help.

The teacher may suggest that children gather items from home, from local shops, etc., to take to school to share. Some teachers invite families to add to the classroom collection. Children should have multiple opportunities to make observational sketches and drawings of these items.

The class may be interested in collections of…

Figure 6

Figure 6. Children in this preschool class are using paint as a medium to represent a collection of seat cushions.

As children bring items in for the collection, the teacher can help them label each one with the name of the item, the date it was collected, where it was collected, and the name of the person who provided it. Children may be interested to know that the term for such documentation of artifacts is “provenance.”

Teachers can keep the collection in a specific part of the room. Some teachers put smaller items (with their provenance) into boxes with dividers.

Teachers may occasionally bring in items to add to the collection.

Incorporating Explorations and Experiments Related to Things to Sit On

As children learn more about things to sit on during Phase 2, they may have questions that can best be answered through planned scientific explorations or experiments. Such activities may include closely examining items in the collection, trying out different designs for chairs and other things to sit on, and setting up experiments.

Looking Inside the Collection: Children can learn a great deal by examining objects in the class collection. Teachers might encourage this activity in several ways:

Designing, Making, and Testing Things to Sit On: Some children may want to design their own pillows, stools, or other items to sit on, or create scale models. As they do so, they will have opportunities to learn the principles of design and engineering used by adults who create things to sit on. The teacher can help with this process in several ways:

Setting up Experiments: As children continue to investigate things to sit on, a number of questions may arise during the project that can be addressed through planned experiments. For example, which material will make a stronger bench—wood or heavy cardboard? Is it possible to sit on a chair or stool that has only one leg? For an example of how one teacher facilitated children’s explorations and experiments, see “Magnets and Cars” at http://illinoisearlylearning.org/videos/magnets-car.htm.

Incorporating Language Arts and Literacy Activities

Introducing New Vocabulary: Learning the right words to describe things to sit on and their parts will be valuable to children’s growing knowledge during the project. The ages of the children involved may influence what words and concepts they learn and use. Subtopic groups may also learn some specialized vocabulary. For example, a group studying furniture-making is likely to be exposed to terms such as plane, saw, carve, and glue.

The teacher can help the class find definitions of basic “seating” words:

  • Height
  • Chair
  • High chair
  • Recliner
  • Stool
  • Bench
  • Rocking chair
  • Chaise longue
  • Deck chair  
  • Seat belt  
  • Arm
  • Back
  • Seat pan
  • Base
  • Frame
  • Comfort
  • Balance
  • Symmetry
  • Width
  • Cushion
  • Pillow
  • Sit
  • Seat
  • Materials
  • Wood
  • Plastic
  • Metal
  • Fabric
  • Padding
  • Upholstery
  • Legs
  • Feet

Some older preschoolers may want to explore different uses of the word “sit”; for example, sit up, sit down, sit around, sit on, sit out, sit tight, sit still, babysit.

Writing in the Context of the Project: Teachers can involve children in a variety of writing activities during Phase 2:

Using Books and Other Reference Materials: The teacher may want to ask a librarian for help finding good informational picture books, magazines, and other resources to share with children. Though few books are available for preschoolers that directly discuss things to sit on, finding and sharing such resources are key tasks for the teacher:

Incorporating Math Activities

As fieldwork progresses, the teacher can encourage a wide range of math-related activities that help children answer questions and express new understandings:

Figure 7

Figure 7. For this exploration of symmetry, each child glued half of a photo of a chair in place, then drew what the other half might look like.

Incorporating Social Studies Activities

Some children may become interested in human behavior that involves things to sit on during Phase 2. The teacher can encourage them to try a range of activities related to how people use things to sit on:

Incorporating Physical Development and Health Activities

Sitting is a physical activity that can be done in ways that help or harm the human body. Comfort and safety features are parts of the design of many kinds of seating. The teacher can help children investigate such aspects of things to sit on:

Incorporating Fine Arts Activities: Visual Arts, Music, Creative Movement, and Drama

During Phase 2, the visual arts, creative movement, drama, and music can offer a variety of ways for children to represent what they find out about various things to sit on. The fine arts may also provide sources of information. The teacher might try several approaches to engaging the children with the fine arts:

Figure 8

Figure 8. Children in a preschool class created several designs, selected their favorites by voting, then painted chairs based on the designs.

Involving Families in Phase 2

Multiple opportunities for family involvement are likely to arise during Phase 2 of a project on things to sit on. Teachers can use their newsletters or special invitations to engage families in a variety of activities:

Phase 3: Bringing the Project to a Close

A project about things to sit on might last from 3 weeks to 3 months, depending on what resources are available and the extent of the children’s interest. The teacher can help the children bring the project to a close by revisiting the question chart with the class, facilitating children’s use of their new knowledge in their play, assisting with plans for displaying their documentation, working with them on plans for a culminating event, and inviting families to participate.

Revisiting the Question Table

As the study of things to sit on begins to wind down, the teacher can look at the question table with the class or with individual children:

The children may want to contact some of their guest experts or consult books and other references to answer remaining questions or to clarify what they have misunderstood.
What would you like to find out? (Question) What do you think the answer might be? (Prediction) What did you find out?
(Answer)
Why do we have to wear seat belts in the car? Because the police will arrest your dad if you don’t wear a seat belt. Seat belts keep you from falling out of your seat if the car stops suddenly. And if the car crashes, seat belts keep people from getting hurt so much.
Do chairs always have 4 legs? No. I saw a chair that was like a big circle and it had no legs.

Yes.  It has to have 4 legs or it will tip over.		  
How does a sled move while you are sitting on it? Someone has to push you on a hill.

Sleds have tiny wheels to help you go through the snow.		 A sled has runners to go through the snow. But you need to push with your feet to get started. Or somebody has to push you.

Figure 9. This question table is nearly complete.

Facilitating Play

Children’s new understandings of things to sit on may be reflected in a variety of ways in their spontaneous play throughout the project but especially during Phase 3 when they can apply their knowledge about designing, making, repairing, selling, buying, and using various things to sit on. Teachers can take several approaches to fostering such play:

Planning for Final Displays of Documentation

When the children’s questions about things to sit on have been addressed, the teacher can suggest that it is time for the class to plan how they will display the findings from their project. The teacher can help with this process in a variety of ways:

Planning a Culminating Activity

The study groups and subtopic groups should meet to decide what they want to do to share their new knowledge and skills with others. A key decision is how best to express and represent what they have found out about the things to sit on. Do they want to create scale models of furniture, tell a story that involves sitting down or things to sit on, write poetry, make music, create a dance, put on a play in which things to sit on play a key role? The children can also decide if they want to host an event when others can view their work or, instead, plan a less-complex final activity such as making a book that can be passed around among families.

The teacher can meet with the small groups to discuss the children’s decisions:

As the investigation ends, children may feel inspired to imaginatively express what they have been learning about things to sit on as part of the culminating activity. The teacher can foster their creative work during Phase 3:

Figure 10Figure 11

Figures 10-11. Some children may want to create models of things to sit on from plasticine or terra cotta clay.

Involving Families in Phase 3

Family members often enjoy seeing what children have done and learned during a project. As the investigation of things to sit on comes to a close, the class may think of a variety of ways to share their work with their families. Here are some ways that teachers can help:

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A Final Word

This Project Guide is meant to suggest possibilities, to support the teacher who wants some ideas for ways to get started with a project related to things to sit on, or to help maintain momentum once an investigation is underway.

It is important to remember that the children themselves are likely to find many worthwhile ways to investigate things to sit on. In fact, as children pursue what interests them, any project may end up with a main focus very different from what was originally expected. “Things to Sit On” could become just a small part of some other topic that engages the minds of many children in a class.

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Acknowledgments

Thanks to Yvonne Kogan for permission to use photographs in Figures 5, 6, 7, 8, 10, and 11.

Thanks to Durango Mendoza for photograph in Figure 1 and for the “Things You Can Sit On” slide show.

Thanks to Scott Brouette for document review.

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Appendix A: Illinois Early Learning Benchmarks Addressed during a Project on Things to Sit On

The following table suggests some of the Illinois Early Learning Benchmarks that are likely to be addressed during a project on things to sit on.

Benchmark

 Benchmark Description

 Benchmark Is Addressed When…

Language Arts
1.A.ECc

Identify labels and signs in the environment.

 …children find printed words, numerals, etc., on the objects they are studying (e.g., manufacturer’s labels).

Language Arts
2.A.EC

Understand that different text forms, such as magazines, notes, lists, letters, and story books, are used for different purposes.

 …children use reference works, informational books, and the Internet to answer their questions.

…children listen to and tell stories that involve things to sit on.

Language Arts
3.B.EC

Dictate stories and experiences.

…children dictate labels or captions for their drawings and other representations.

…children dictate questions that they want to ask guest experts.

…children recount their activities (e.g., on a site visit) while an adult writes their words.

Language Arts
3.C.EC

Use drawing and writing skills to convey meaning and information.

…children sketch what they see during fieldwork.

…children label parts of their drawings of things to sit on, etc.

…children talk with others about what they have drawn.

Language Arts
5.A.EC

Seek answers to questions through active exploration.

…children discuss what they want to find out.

…children follow up on their own questions through fieldwork.

Language Arts
5.B.EC

Relate prior knowledge to new information.

 …children bring to the investigation a lifetime of experiences with sitting on things.

Language Arts
5.C.EC

Communicate information with others.

…small groups report to the class about what they have observed or found out, using their drawings as visual aids.

Mathematics
6.A.ECa

Use concepts that include number recognition, counting and one-to-one correspondence.

…children count key features of the object they observe (number of corners on a pillow, number of armrests or legs on a chair, etc.).

…children’s drawings include accurate representations of quantities.

…children use their construction of one-to-one correspondence to begin to understand symmetry (one arm on each side of a sofa, one stirrup on each side of a saddle, etc.).

Mathematics
6.C.ECb

Connect numbers to quantities they represent using physical models and representations.

 …children create scale models of objects people sit on, including accurate representations of numbers of parts, etc.

Mathematics
7.A.ECa

Demonstrate a beginning understanding of measurement using non-standard units and measurement words.

 …children use string, tape measures, unit cubes, etc., to measure various types of seating (height, width, etc.).

…children talk about differences in height, width, etc., among the objects they have measured.

…children talk about differences between their own size and the size of objects they have observed.

Mathematics
7.B.EC

Show understanding of and use comparative words.

…children discuss or make drawings that show how particular chairs or other objects and their various parts are similar to/different from each other.

…children use words such as tallest, darker, and softest when discussing findings.

…children use drawings to illustrate differences among various things to sit on that they have observed.

Mathematics
8.A.EC

Sort and classify objects by a variety of properties.

…children group parts of chairs and other items by common characteristics (for example, when sorting or making Venn diagrams).

Mathematics
9.A.EC

Recognize geometric shapes and structures in the environment.

  ...children describe parts of various things to sit on, using words such as “rectangle,” “round,” and “flat.”

Mathematics
9.B.EC

Find and name locations with simple words, such as “near.”

 …children use terms such as under, over, through, around, etc., to describe the location of an object they have observed, or the placement of its parts.

Mathematics
10.A.ECa

Represent data using concrete objects, pictures, and graphs.

 …children make graphs or Venn diagrams using information related to the things to sit on that they have observed.

…children sketch and draw accurate and detailed pictures of chairs and related objects.

…children organize drawings, photos, and other documentation to tell the story of their investigation of things to sit on.

Mathematics
10.A.ECb

Make predictions about what will happen next.

 …children speculate about possible results of an exploration or experiment.

Mathematics
10.B.EC

Gather data about themselves and their surroundings.

 …children observe nearby things to sit on, taking field notes.

…children interview guest experts about things that people can sit on.

…children take surveys of peers and family members.

Science
11.A.ECa

Uses senses to explore and observe materials and natural phenomena.

 …children handle or use the artifacts collected.

…children closely study various things to sit on, noticing characteristics such as textures, sounds, and visible properties (size, shape, colors, etc.).

…children use a variety of materials to represent their knowledge and understanding of things that people can sit on.

Science
11.A.ECb

Collect, describe, and record information.

 …children sketch, draw, take photographs, and make notes during all fieldwork.

Science
11.B.ECa

Use scientific tools such as thermometers, balance scales, and magnifying glasses for investigation.

 …children use magnifiers and other tools to examine various things to sit on.

…children use various scales to weigh bolts, fabric, and other parts of chairs and other things to sit on.

Science
11.B.ECb

Become familiar with the use of devices incorporating technology.

 …children see how tools and related items are used to make and repair various things that people sit on.

…children see how some things to sit on incorporate technological features (e.g., wheelchair with motor).

Science
12.A.ECa

Investigate and categorize living things in the environment.

 …children learn which living things may be able to sit and which cannot.

Science
12.B.EC

Describe and compare basic needs of living things.

 …children consider what makes sitting important to human beings and to some other living things.

Science
12.C.EC

Make comparisons among objects that have been observed.

 …children talk with each other about differences among the particular things to sit on that they are studying.

…children compare physical characteristics of objects that they have collected, such as furniture parts, tools, chairs, etc.

…children organize photographs and drawings to show variations in size, materials, construction, etc.

Science
12.D.EC

Describe the effects of forces in nature (e.g. wind, gravity, and magnetism).

 …children observe and discuss ways that various materials respond to use, to being left outdoors, etc.

Science
13.A.EC

Begin to understand basic safety practices.

 …children find out about seat belts and other safety features of things people sit on.

Science
13.B.ECa

Express wonder and ask questions about their world.

 …children ask questions or state what they want to find out during the webbing activities.

…children develop questions to ask guest experts.

…children ask questions after their classmates have reported on fieldwork.

Science
13.B.ECb

Begin to be aware of technology and how it affects their lives.

…children find out about tools that people use to make or repair things to sit on.

…children find out what wheelchairs, sleds, swings, and other things to sit on are like.

Social Science
15.A.EC

Identify community workers and the services they provide.

…children find out about some of the jobs that involve sitting.

…children know some of the jobs that involve making or repairing things that people sit on.

Social Science
15.D.EC

Begin to understand the use of trade to obtain goods and services.

 …children find out the relative cost of various types of things to sit on.

Social Science
16.A.EC

Recall information about the immediate past.

...children report to others about what they have learned during fieldwork.

Social Science
17.A.ECa

Locate objects and places in familiar environments.

…children locate and return to particular chairs or other objects that they are studying.

…children describe the locations of particular objects they are studying.

Social Science
17.A.ECb

Express beginning geographic thinking.

…children make a map of the classroom or school showing where certain chairs or other types of seating are located.

Social Science
18.A.EC.

Recognize similarities and differences in people.

 …children become aware of other people’s preferences and habits with regard to seating.

Fine Arts
25.B.EC

Describe or respond to their own creative work or the creative work of others.

 …children discuss the creative processes involved in representing what they have learned.

…children talk about the ways that artists depict things to sit on in their work.

Fine Arts
26.B.EC

Use creative arts as an avenue for self-expression.

 …children use a variety of materials to express their ideas, feelings, and new understandings about things to sit on.

Social/Emotional Development
31.A.ECb

Exhibit eagerness and curiosity as a learner.

…children involve their families in some activities related to things to sit on.

…children participate willingly in many activities related to the project.
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Appendix B: Children’s Literature Related to Things to Sit On

One of many ways to start a project is to share well-written, accurate informational books or articles from children’s magazines. Having reliable factual information—whether from the text or the illustrations—is especially important during Phase 1 and Phase 2. Realistic fiction (stories that do not involve magic) may be appropriate during all phases of project work.

Children’s direct experiences with things to sit on can help them better respond to the descriptive language of poetry during Phase 3. Magical elements in folktales and fantasy stories related to things to sit on may engage the imaginations of some children during Phase 3. Children may also enjoy looking at the varied ways that illustrators of picture books represent various things that people sit on.

The following lists of books and other items may be useful during a project on things to sit on. The lists are not comprehensive, and teachers may know of additional books.

Informational Picture Books

The following is a sampling of books that can provide factual information about various aspects of things to sit on or the people who work with such things. Some are indirectly related to the topic, such as books about simple machines that are often used in creating things to sit on. The books listed contain some text and illustrations that preschoolers might find helpful, but some were written with older children in mind.

Realistic Fiction Picture Books

The following picture books related to things to sit on are fiction with no magical elements.

Picture Books of Poetry

The following picture books feature poems related to things to sit on.

Picture Books of Folktales and Fantasy

The following picture books include folktales and fantasy writing that involves things to sit on.

Children’s Music CDs

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Appendix C: Teacher Resources

The following resources—encyclopedias and similar books, activity and curriculum books, articles related to things to sit on, Web sites, and other resources—may be useful during a project on things to sit on. The lists below are not meant to be comprehensive. Teachers may know of additional resources, and a librarian may be helpful in locating others.

Encyclopedias, Activity Books, and Related Resources

Teachers may also want to locate and use entries related to chairs, other furniture, sleds, saddles, playground equipment such as swings, slides, see-saws, and other things to sit on in the World Book Encyclopedia, Encyclopedia Britannica, etc.

Resources about Projects on Similar Topics

The teacher may find it helpful to look at articles by teachers who have implemented projects that involved investigating everyday objects. For example, see the following:

Many teachers have found the following DVD helpful when considering projects on everyday objects:

Web Resources Related to Things to Sit On

Other Resources Relevant to Project Work

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