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SCIENCE
Understanding the World Around Us
Polar Bear, Polar Bear
Clap your hands and stomp your feet after each of the Polar Bear’s tricks.
Preparation: Bear shaped bottle; yellow, blue, red, food coloring; magic cleaner; water.
Children have a natural interest about the world around them.
Children act as scientists as they question their surroundings.
The SCIENCE AREA Place it near a window and away from active play
The focus is to allow the child to explore the world around them through hands on, activities, displays, and simple science experiments.
Have a table set up where materials are available for the child to examine with his/her senses.– Include items like: microscopes, magnifying glasses, globe,
pictures, plants, leaves, nuts and seeds, rocks, real and plastic animals, insects, seashells, building materials, experiments….
Introduce New Vocabulary and Skills: Problem Solve, Transformation, Reversal, Classification, Explore,
CHEMISTRY 1. Suspension
– Fireworks in a Glass 2. Chemical reaction
– Volcano 3. Chemical change
– Shiny Penny – 1/4c white vinegar 1 tsp salt in one glass. Add a dull or darkened penny and let sit. Check periodically.
– Pour bowl ¼ full of vinegar, place chicken bone in vinegar, cover bowl with lid.
– Make Butter
CREATIONS of MATTER:
GAK½ C Elmers Glue
1 C water
Food Coloring
1 Tbsp Borax
Pour glue and ½ c water in bowl and mix with a spoon. Add food coloring. In another bowl, put ½ c water and all of borax. Mix. Pour both bowls together and mix. When it becomes thick, mix with hands. Store in ziploc bag.
Silly PuttyIn a zip loc bag, place 1 In a zip loc bag, place 1 tablespoon Elmer's glue, 1 tablespoon Elmer's glue, 1 tablespoon water and 2 drops of tablespoon water and 2 drops of food coloring Mix well. In a food coloring Mix well. In a container mix 1/2 cup water and container mix 1/2 cup water and 1 tablespoon Borax. After the 1 tablespoon Borax. After the glue, water, and food coloring glue, water, and food coloring have been mixed, add 1 have been mixed, add 1 tablespoon of the borax mixture. tablespoon of the borax mixture. Close Ziploc and mix well. The Close Ziploc and mix well. The result is a very, very close result is a very, very close
resemblance to the silly putty.resemblance to the silly putty.
PHYSICAL Balance
– Does air have weight? 2 balloons and a ruler. Weight and Size
– Lift a bottle with a stick Gravity
– Drop various objects to see how they fall Water: Test Sink or Float
– Scuba Diver– Dancing raisins
Magnets– Dancing Socks
Machines: wheels, gears, lever (nutcracker) Conductor/Insulator
– ice cubes on a metal baking sheet, ice cubes on a piece of cardboard, which melts faster? Pour salt on ice cube and a string.
– Electricity Static on hair with balloons.– Crayon Melt on a hot plate
BOTANY Plants and trees
– Do leaves breath? Place a leaf in a glass of water and watch as bubbles form on the leaf.
– matching leaves with the tree. Germination
– sprout seed in plastic bag– Grass Head Guys. Grow grass in a
stocking and potting soil.
Photosynthesis– one plant in sun, one plant in
dark.
BIOLOGY Living and non-living things Animals
– Care of pets Habitats and Diets
– Make a home for a bird, study what a bird eats.
Living and non-living things– seashells, pet fish, watch tad poles develop,
hatch chickens. Our 5 senses
– smelling jars, tasting table, sound cans, touch gel bags.
Your Human Body
ASTROLOGY-METEOROGY
Sun– make a sundial, sun prints on paper.
Light and Dark – Shadow tracing – outdoors with the sun, indoors with the
flashlight. Moon and Stars
– shapes, chart phases of the moon The water cycle
– Make a cloud in a jar. Weather
– tornado in a bottle.– Thunder in a brown bag
Season changes
ECOLOGY Conservation Recycling Erosion Care of the
Environment– Worms in soil
BEST LEARNED THROUGH:
Experiences of the senses: – eyes, nose, mouth, ears, and touch
First hand experiences Simple experiments Unplanned discoveries Exciting discussion Observation Predictions
They are eager to learn about their world
Remember the SCIENTIFIC PROCESS?
Observe: notice, wonder explore. Ask questions Create a hypothesis Predict outcome Perform experiment Analyze results Evaluate hypothesis
CHARACTERISTICS OF A SCIENCE TEACHER:
Facilitator, observer Expands vocabulary Makes connections
– (books, exploration) Acknowledges ideas Follow up Questions
– To encourage children to discover scientific principles, the teacher should use effective questioning. These questions will help the child discover concepts for him/herself.
Effective Questioning OPEN-ENDED QUESTIONS:
– Promotes discussion - requires decision-making skills• ** What are you observing?• How could you group these?• What happens when you ….?• ** What do you think will happen if….• What can you do to make that happen?• How does it look the same or different than it did yesterday?• ** How did you do that?• I wonder how _______ works?• What can you change to make ______ work/happen out?• When did this happen? What happened afterward?• ** I don’t know either. Let’s see if we can find out
CLOSED-ENDED QUESTIONS: – Single answer or Yes/No answers
• What color is it?• What shape is it?• Do you like to look at the fish?
BOOKS AND SONGS
Always include Books and Songs