Science Education in PreK “If a child is to keep alive his inborn sense of wonder…he needs the companionship of at least one adult who can share it, rediscovering with him the joy, excitement and mystery of the world we live in” –Rachel Carson in The Sense of Wonder Beliefs • • • • Teachers build on the “sense of wonder” Learn science through play DOING science is natural for young children The science processes are more important than learning science facts • Teachers are “facilitators” of learning not “instructors” • Teacher observes children’s actions and listen to follow the children’s leads. Top 4 Science Processes • • • • Observing: All 5 Senses Communicating: Oral, Written, Pictorial Comparing: Sensory, Linear, Mass, # Organizing/Sorting: group, sequence, gathering data Questioning in Science • • • • • • Listen Follow Children’s Leads Wait Time Ask Genuine Questions Engage in Science Processes Use Science Tools Genuine Questions • • • • • • • • • • • • • “I’m not sure I understand what you mean. Try telling me again.” “What makes you think so?” “How would you describe it?” “What does it (look/feel/smell/taste/sound) like?” “How can we find out?” “Can you think of another way?” “What is the (same) about all these?” “See if you can find other materials in the (room) that…” “I wonder what that might like to (eat)?” “How many (pennies) would it take to balance that object?” What could you do to make that (marble) (roll) (farther)?” “Can you think of a way to make your (shadow) (longer)?” “Can you draw a picture that shows me…?” O-W-L Chart O What do you Observe about the object? (Don’t forget to measure) W What do you Wonder about the object? L What did you Learn about the object? Formative Assessment Rubric • Not Yet –Child doesn’t participate • Emerging –Briefly participates and watches adult do activity • Almost Mastered –Child does activity and describes what happens; participates in adult-led discussion • Fully Mastered –Child does activity and helps peers; discusses outcome independently Your Task • Complete an O-W-L for your group as a TEACHER Resource • Include 3-5 genuine questions to guide students in the Wonderings Column • Make Suggestions/Adaptations for each Station Activities. Unit 3 – Wind & Water • • • • • • Inflating Balloons p17 What Can Air Move? p18 Absorbency of Materials p60 Water Sound Exploration p62 Drying & Reconstituting Clay p95 Exploring Insulating Materials p133 Other Wind Activities in Your Packet • • • • • A Windy Day Air That Moves Wind Walk Parachute Play Air Crafts the Game Other Water Activities in your Packet • • • • • • Water Painting Water Magic Looking Through Water Absorbing Water Water Mixtures Water Drops Today’s Books! I Get Wet by Vicki Cobb Tale Of Jack Frost by Marcia T. Jones A Drop of Water: A Book of Science and Wonder by Walter Wick More Books! Snowballs by Lois Ehlert The Snowflake : A Water Cycle Story by Neil Waldman Can You See the Wind? by Allan Fowler Feel the Wind by Arthur Dorros How the Ladies Stopped the Wind by Bruce McMillan Jack Frost by Helen Bayley Davis Someone painted pictures on my Windowpane last night -Willow trees with trailing boughs And flowers, frosty white, And lovely crystal butterflies; But when the morning sun Touched them with its golden beams, They vanished one by one. Snowball by Shel Silverstein I made myself a snow ball as perfect as could be. I thought I'd keep it as a pet and let it sleep with me. I made it some pajamas and a pillow for it's head. Then, last night it ran away. But first -- it wet the bed.