Guiding Science Experiences

What is science? It is the study of natural processes and their products Requires the development of curiosity and imagination Involves measuring, comparing, classifying, predicting, and making thrilling discoveries

Why study science? Gives kids opportunities to . . . Observe and explore Note differences and likenesses Make predictions and solve problems Build theories to explain what they see Collect samples Develop new interests and skills Listen to sounds

Planning Science Activities Some of the most successful ones are unplanned Best to plan out science activities Focusing on a theme helps children learn about a world by structuring and organizing information Give children time to play with, examine, and try the science materials and equipment

Science Area Best located near a kitchen so there us access to both heat and water sources An outdoor science area can contain garden space or area for small animals, garden tools, insects, nets, etc.

Equipment and Materials Can often be obtained at little or no cost Need to consider safety of items and whether children have skill to use them Most centers have a science table, which should have a focus to advance learning Change materials often to increase kids’ motivation to explore Science table should sit away from walls

Equipment and Materials - Examples Plastic reptiles and books about reptiles at science table Centerpieces at snack or lunch such as bowl of pinecones or bouquet of flowers Playground equipment such as a teeter-totter to demonstrate laws of balance

Role of Teacher Offer space, materials, activities that encourage discovery Provide constant supervision Learn to let children to work alone Unneeded input can stifle curiosity Provide many chances for children to observe

Role of Teacher, cont’d Ask fewer questions that require more thought Open-ended questions promote discussion and require decision-making skills Close-ended questions demand few decision-making skills and are most often answered with yes or no Give children time to respond

Five Basic Process Skills Observing objects using the five senses Drawing conclusions from observations based on past experience Classifying objects into sets based on more observable properties Comparing objects by measuring and counting Communicating by describing objects, relationships, and occurrences **Give examples of activities that would help promote these skills

Developing the Child’s Understanding of Senses As children learn more about their sense, they become aware of how to explain their surroundings Examples: Feeling – reaching into a box and identifying objects Hearing – matching a child’s voice with the correct child

Seeing – name what is missing from a group Smelling – having children identify items with distinct odors placed in small cups Tasting – blindfolding children and giving them food samples

Teaching Science Concepts Below are some of the concepts with science curriculum - Color - Air - Water - Magnets - Food - Wheels - Child’s own body - Field trips/ walks - Gardening - Animals

Sign up for two of the concepts listed With you and your daycare group create a poster that addresses that main points discussed in the book and list 3 possible lesson ideas