Updated July 2014
PBS KIDS Lab: Activities
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PBS KIDS Lab: Activities

Exemplary ELA, math activities support learning in and out of school

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Grades
Pre-K–2
Subjects & Skills
English Language Arts, Math, Critical Thinking, Communication & Collaboration
Price:  Free
Platforms:  Website
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A short description and a list of targeted skills are provided for each activity.
Activities address a variety of mostly math-related skills in fun and creative ways.
Each activity details learning goals, supplies, related digital activities, book suggestions, and more.
Step-by-step instructions and extension ideas guide teachers.

How Can I Teach with This Tool?

PBS KIDS Lab's Activities section is a directory of hands-on explorations into basic math concepts -- from counting to data analysis -- as well as a few language topics. The activities, organized according to their corresponding PBS shows, offer inspiration for engaging lessons; there are also links to related digital games. Although aimed primarily at parents, with games intended to be played at home, teachers need only follow the activity suggestions -- with perhaps a few tweaks here or there -- to adapt these activities for classroom use.

In the classroom, start by reading the recommended book(s), followed by the recommended hands-on activity; finally, have kids practice with the digital game. Alternately, use multiple activity ideas related to a single learning theme to create a series of exploration centers for kids to rotate through. Or, have students work in small groups to complete different activities and report back to the class about what they've learned.

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Standards:

Key Standards Supported

Counting And Cardinality

  • K.CC.4.a

    When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.

  • K.CC.4.b

    Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.

  • K.CC.4.c

    Understand that each successive number name refers to a quantity that is one larger.

Geometry

  • 2.G.1

    Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.5 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

  • K.G.5

    Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.

  • K.G.6

    Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?”

  • K.G.1

    Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.

  • K.G.2

    Correctly name shapes regardless of their orientations or overall size.

Measurement And Data

  • 1.MD.1

    Order three objects by length; compare the lengths of two objects indirectly by using a third object.

  • 1.MD.2

    Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.

  • 1.MD.4

    Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

  • K.MD.3

    Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.3

  • K.MD.1

    Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.

  • K.MD.2

    Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.

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Key Standards Supported

Language

  • L.K.6

    Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

  • L.1.6

    Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

Speaking & Listening

  • SL.K.4

    Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

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