Making Bridges

 The students in the wonderland classroom have been currently doing a study on bridges. This project began a month back from the students building in  the block area.  We have began taking a closer look at bridges to learn what a bridge entails and learn about the different parts of a bridge.

Research shows that there are several stages of block play.  Right now our students are showing skills found in Stage 6 of block play where they work cooperatively to build a structure, deciding in advance what the will build. They build their structures to look much like what they have planned in advance.  Due to the complexity of the structure and the commitment of the children, they typically wanted to build and play with the structure over several days. While building, the children assign each other roles, and they use a variety of materials to achieve the desired effects. They also begin dramatic play around the block structure.


Here are some samples of some of the bridges being created out of different materials.


 “The train is crossing over the bridge.” -Roberto


 “People can walk on the bridge so they don’t fall.” -Benjamin


 “Look! This is a COOL bridge!” -Timmy


“They are for cars and have two ways. You walk and walk and walk.” -Jake


“Bridges are stretchy.” -Jonathan


 “It goes high up and is really big. It is so bumpy.” -Aidan


 “Their could be sharks under the bridge to bite people because they’re hungry.” -Jackson



A bridge with towers,suspender cables, main cables and a deck.


This project is providing many opportunities for reading, writing, math, and so much more.  Visit our classroom and ask our teachers to see details on our work.  Our next project update night will cover the details of this project for any parents who attend!  Hope to see you there!

Learning Goals Achieved:

Number, operation, and quantitative reasoning. The student uses numbers to name quantities. The student is expected to:
(A) use one-to-one correspondence and language such as more than, same number as, or two less than to describe relative sizes of sets of concrete objects;
(B) use sets of concrete objects to represent quantities given in verbal or written form (through 20); and
(C) use numbers to describe how many objects are in a set (through 20) using verbal and symbolic descriptions.

Patterns, relationships, and algebraic thinking. The student identifies, extends, and creates patterns. The student is expected to identify, extend, and create patterns of sounds, physical movement, and concrete objects.

Geometry and spatial reasoning. The student describes the relative positions of objects. The student is expected to:
(A) describe one object in relation to another using informal language such as over, under, above, and below; and
(B) place an object in a specified position.

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