Physical and Earth Science

Exploring

Presented By:

Rosie AmstutzNate HendesonAshton SprouseLauren Yoppolo

Physical ScienceAn encompassing term for the branches of natural science and science that study non-living system. A study of the physical world around you.

Exploring Physical Science For the young child to construct knowledge

in physical science, he must actively engage with the materials to make it his own.

Physical knowledge is gained most thoroughly from the child acting on the object.

There are many kinds of physical science but only some allow the child to directly act on objects to

experience the results.

Exploring Physical Science Examples of materials children can directly act on:

The inclined plane, play dough and other manipulative materials, pulleys and pendulums, building blocks and woodworking construction, and experiences with sand and water.

Ongoing opportunities to build and experiment with these materials in the classroom provide the raw materials through which children can see the results of their actions and try changing them to meet their goals.

These physical science experiences are the best choices for building young children’s understanding of cause and effect.

Physical Knowledge Criteria Applied to Science Activities

There are 4 criteria for activities that promote physical knowledge.

1. Child produces the movement by her actions.2. Child can vary his actions to affect outcome.3. Child can observe the action of the object.4. Child can immediately experience the effect. (Sources: Chaillé & Brittain, 2003, pp. 68, 69; Kamii & DeVries, 1993,

pp. 8, 9)

Some physical science activities will meet all criteria and some will not.

The science experiences that meet all four of the criteria will best support young children’s learning in physical knowledge.

Choices in Physical Science

Not limited to materials that children can act on directly.

Can go further- there are countless materials to explore where children cannot observe the force on the object.

Example: Young children cannot grasp the concepts that explain the intervening force (force of magnetism). Intervening force- a phenomenon that is not caused directly by

the child acting on it, usually not observable by the child. While 3 categories of the Physical Knowledge Criteria

for Science can be met, children can act on the materials directly (employing the intervening force) and vary the results and observe them.

Through this, children can experience the result of the intervening force.

Choices in Physical Science

More Good Examples: Density: sink-and-float activity

▪ Experiment with different objects in water Electricity Computers

Children cannot understand these but they can make predictions and comments.

When simple materials using force or electricity can be explored, children can recognize that there is an intervening force that causes actions.

Choices in Physical Science

Bad Examples: Chemical Changes (i.e. Volcano Experiment)

▪ Results are magic to children▪ Reaction is outside their understanding and control▪ Actual change is not seen, only end result (fizzing)

Chemical reactions are not usually seen in daily lives so it does not lead to further understanding of their world.

Wrong information: Volcanoes are not caused by combining baking soda and vinegar.

Many activities like this that should be left for junior high science labs. (i.e. growing crystals)

Applying Physical Knowledge Critera to Biological Science

The 4 Physical knowledge criteria are not all met in many biological science activities.

In biological science, children observe a change that is beyond their comprehension. Change from caterpillar to butterfly Sprouting of seeds

However, by watching these changes over time, children can generalize that these changes take place and they can see the purpose of growth and change, as they sense their own bodies changing.

Physical Science Experiences

There are many science materials that meet the criteria for physical knowledge.

When choosing these, teachers provide a wide range of constructivist learning tools. Main focus of physical science in preschool and kindergarten.

Standards: As a result of the activities in grades K-4, all students should

develop an understanding of:▪ Properties of objects and materials▪ Position and motions of objects▪ Light, heat, electricity, and magnetism.Content Standard: K-4. National science education standards (1996).

Activities with Inclined Planes

Activity 1 Create inclined plane with cardboard

tubes, wrapping paper, clear tubes, long boards, and blocks.

Vary height by number of blocks used Roll various sized balls, cylinder blocks, or

cars down ramp Vary only one variable at a time

Activity 2 Build ramps of different heights Roll ball down ramp to compare which

rolls farthest Predict before, measure after, and graph Helps to develop spatial relationships,

prediction, observation, graphing, and cooperative learning skills.

Activities with Inclined Planes

MakingPredictions

Activities with Inclined Planes

Experimenting

andMeasuring

Activities with Inclined Planes

Graphing results and comparing findings with predictions.

Activities with Pendulums and Pulleys

Pendulum = length of string + bob

Provide children time to experiment with various uses

Provide materials to knock over

Ask children to experiment with various lengths of string, weight of bob, and structure types

Sand pendulum

Physical Science with Blocks

Stacking and knocking over blocks

Creation of complex structures allow children to experiment with balance

Force used to manipulate various sizes, shapes, and weights of blocks

Moving and transporting during clean-up time

Tinkering and Helping with Repairs

Helps children understand how things work

Involves taking things apart

Small repairs can be educational

Enlist the help of other staff and community members

Woodworking

Aesthetically pleasing

Provides children with an opportunity to work hands-on and use real tools

Close supervision is necessary

Helpful to view woodworking in an environment outside of school

Water as a Force

Multiple ways to explore water

Most children are naturally curious about water

How water flows, how to vary that flow, and how to transport water via tubes, pipes, etc.

What is Static Electricity?• Produced by friction• Caused by an imbalance of positive and negative

charges

Static Electricity (like magnets) causes oppositely charged objects to attract each other and like charged objects to repel each other.

Flow of electrons

What are some everyday experiences of it?• Lightning• Receiving shocks after shuffling across a carpet• Taking clothes that cling to each other out of the dryer• Combing hair in the wintertime

What are some terms you can use to describe static electricity?

• repel, attract, static charge, electron transfer

Static Electricity

Static Electricity Experiment

There are many things you can use to electrically charge a PVC pipe, balloon, etc.: wool ￭ faux fur hair ￭ variety of fabrics clothes ￭ arms

Examples of objects that may be attracted or repelled: Rice Krispies ￭ water salt ￭ pepper small pieces of paper￭ hair walls ￭ gelatin feathers ￭ small pieces of fabric coffee grounds

Earth ScienceThe study of nonliving elements or inanimate matter on the planet and elements that affect the planet.

Earth Science

Effects of WeatherGeologyLight & ShadowEcologySource of Water

Four Kinds of Science Intertwined

The study of the four types of science areas are often intertwined.

When studying the earth, we learn that soil is formed by decaying plant and animal life. This process makes the earth rich for plants to be sustained and grow and to support animal life.

Children can study small areas of earth as ECOSYSTEMS by digging up a section of earth and discovering elements of both plant and animal life.

Children can see a miniature ECOSYSTEM by creating a terrarium.

A playground can be seen as an ecosystem with different places for play, plants, animals & children.

Earth Science

Life Science: Plants

Life Science: Animals

Physical Science

ECOLOGY: The study of conserving earth and living systems

•Humans effect on the environment shows negative influences.

•Children usually do not experience this impact.

•In small observable ways, children can picture the changes humans can make to keep our spaces on earth for the people, animals, and plants and to preserve resources for the future.

“ Teachers have a responsibility to expose children to the delights and mysteries of the great outdoors. Before children learn how humans impact the environment in harmful ways, they need opportunities to learn to care about it.” --Kupetz and Twist, 2000

OBSERVABLE COMPONENTS OF WEATHER

Focus on what children can see around them in their own environment Examine a water puddle after a

rain: step over it or jump in it Feel the force of the wind

blowing a paper streamer Observe that water changes to

ice and back again; compare the melted ice to other ice

Clouds are too distant to interact with but children can make observations about their shape, their beauty can be enjoyed and notations can be made about them when the weather changes.

Young children cannot grasp the steps of the water cycle because it cannot be seen.

WATER, SAND, AND MUD EXPLORED

Can be done indoors and outdoors.

WATER Multisensory:

sounds, textures, changes of state, soothing feelings of wetness

Fascinating, excites, relaxes

Valuable for play with SAND and DIRT

Sand

Easy to move & mold. Can be dug, sifted, sculpted, poured, and drawn upon.

Indoors at a sand/water table; outdoors in a large sand area

Use small toys (trucks, animals), live vegetation, kitchenware, tableware, shovels, molds, containers

Soap & Water

Soap can be added to water to make bubbles.• Give children a straw

to blow into to make a bubble mountain

• Make a bubble machine by inserting a straw into the side of a Styrofoam cup.

• Experiment with berry baskets, shapes made from chenille stems, plastic rings from 6-packs of water bottles

Mud

• Indoors: put soil from outside or purchased soil in tubs and allow children to explore it with water

• Outdoors: in a digging area, place shovels, buckets, tablespoons and cups

Water Play

• Use small pumps, water wheels, funnels and containers of all shapes and sizes.

• Materials can be organized for varied water play experiences: pouring and filling, sieves and containers with holes, pumps and wheels, sponges, and materials for washing.

• When weather changes, children can decide to create changes with water, snow, and ice

ROCKS, SOIL, AND SAND INQUIRY

Rocks Sorting, seriating, measuring Experiment with volume: how many rocks does it

take to overflow a large jar of water Build forms, make paths Draw with stones, sand them down Change in characteristics can be observed in water Some can be cracked open When light is shown on some rocks, different

consistencies are shown Combine stones and sand to explore different ways

of creating

Sand & Gravel Sort with a sieve Compare wet and dry; mold and shape, poured and

piled Rub on hard surfaces and soft surfaces Use a magnifying glass to show size of granules

Soil Dig it up Compare it to sand Used wet, damp or dry Mix with sand, small rocks and crumbling leaves,

grass, bark and flowers

Comparing Portions of the Earth in Different Areas of the Playground

• Using small trowels, spoons and table knives, collect about a cup of earth from each area

• Label each cup with the source of the earth, such as sandbox, garden, under the tree.

• Bring the samples indoors and provide a tray for each sample.

• Provide tea strainers, colanders, pencils, spoons, bug catchers, magnifying glasses, and/or microscopes to examine each cup of earth.

• Children may draw the results they find.

Can You Explain?

Refracted Light

The bending of light

Light travels at different speeds through various materials

When light changes speed, it bends in a new direction

How will a pencil appear if we place it in water?

Pencil in Water Experiment

What did we think was going to happen?

What actually happened?

Why did this happen?

Color Spectrum

Complex phenomena for young children

Light Sources

Flashlights, Light bulbs, Light tables

Placing different materials on light sources

Shadows

Why do you have a shadow?

Do you always have a shadow?

How does your shadow change?

What happens to your shadow when you wave? stretch out your arms? spin around?

Weather

Making observations makes the topic meaningful to them

Best and most memorable observations occur when the students are actually outside to observe the weather

What Type of Could Is This?

Clouds

Create Your Own Cloud!!!

Stratus Cumulus

Cirrocumulus Cirrus

Field Trips

Helps introduce and solidify what children already know

Enlivens topicFocuses

attention on inquiry

Questions?