GSTA 2014
Small Group Science Activities for
PreK and Kindergarten
Science Activities That Nurture
Critical Thinking and Problem Solving
• Dr. John Payne
• Mercer University
• Kimberly Johnson
• Telfair County Elementary School
All materials in the presentation are
available at
• https://c1.livetext.com/doc/7270295
•
•
•
•
John Payne
Assistant Professor of Science Education
Mercer University
Center for Excellence in Science and
Mathematics Instruction in Early Care and
Education
• Payne_jw@mercer.edu
STEM
• Science
• Technology
•
Engineering
•
Mathematics
• STEM Jobs
• STEM Classes
• STEM Activities
STEAM
• STEAM
• Science
• Technology
•
Engineering
•
Arts
•
Mathematics
Integrating Reading
• STREAM
• Science
• Technology
•
Reading
•
Engineering
•
Arts
•
Mathematics
Integrated Instruction
• STREAMS
• Science
• Technology
•
Reading
•
Engineering
•
Arts
•
Mathematics
•
Social Studies
Climbing The Data Ladder:
Differentiating Instruction
Differentiating Instruction in Science
• Students may be more interested in one topic
than another.
• Students who are more interested in a topic
should be allowed to pursue the topic at a
higher level of complexity.
• Keep records of activities completed
• Use observed student interests and actions to
select activities offered
Developmental Continuum
• Simple to complex
• For example sorting into 2 groups, 4 groups, 6
groups
• Teacher support to student driven
• For example, teacher chooses materials to
student asks for materials
• Knowing, understanding, applying
The 5 Part Learning Cycle Model
Engage
Evaluate
Elaborate
Explore
Explain
The Great Race
Louisiana PreK Physical Science
Expectations
• Position and Motion of Objects
• 15. Demonstrate motion by using students’ own
bodies (PK-CS-P3) (PS-E-B3)
• 16. Explore the motion of objects by using balls,
toy cars, or spinning tops (PK-CS-I2)
• (PS-E-B3)
• Properties of Objects and Materials
• 9. Sort objects using one characteristic (PK-CS-P2)
(PS-E-A1)
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Science as Inquiry
The Abilities Necessary to Do Scientific Inquiry
1. Ask questions about objects and events in the environment (e.g., plants, rocks,
storms) (PK-CS-I1) (SI-E-A1)
2. Pose questions that can be answered by using students’ own observations and
scientific knowledge (PK-CS-I1) (SI-E-A1)
3. Use the five senses to describe observations (PK-CS-P3) (SI-E-A3)
4. Select and use developmentally appropriate equipment and tools and units of
measurement to observe and collect data (PK-CS-I4) (SI-E-A4)
5. Express data in a variety of ways by constructing illustrations, graphs, charts,
tables,
concept maps, and oral and written explanations as appropriate (PK-CS-I5) (SI-EA5)
(SI-E-B4)
6. Use a variety of appropriate formats to describe procedures and to express
ideas
about demonstrations or experiments (e.g., drawings, journals, reports,
presentations, exhibitions, portfolios) (PK-CS-I5) (SI-E-A6)
7. Identify and use appropriate safety procedures and equipment when
conducting
investigations (e.g., gloves, goggles, hair ties) (PK-CS-I4) (SI-E-A7)
Louisiana Kindergarten Science
Expectations
• Position and Motion of Objects
• 16. Follow directions using vocabulary such as
front/back, above/below, right/left, and
• next to (PS-E-B1)
• 17. Trace the motion of an object, such as a ball
or toy car, as it rolls (PS-E-B3)
• 18. Sequence the relative order of the speed of
various objects (e.g., snails, turtles,
• tricycles, bicycles, cars, airplanes) (PS-E-B3)
Where’s the critical thinking and
problem solving?
• Pick the object you think will roll down the
ramp fastest and win the race?
• Why did you pick that object?
• Why did your object win ( or lose)?
• What could you do to your object to make it
faster?
• Why do some objects roll and others slide?
Moving from properties of objects to
properties of materials
• Properties of objects: color, shape, size,
weight
• Properties of materials: density , magnetism ,
conductivity ( heat and electricity), solubility,
viscosity, chemical activity
• Properties translate to observations:
• Density - Sink or Float/layers of liquids
• Magnetism – Is the material attracted to a
magnet
• Solubility – Does the material dissolve in water
• Viscosity – how fast does the material flow out
of the bottle
• Conductivity – does the material conduct heat
or electricity
Heat conductivity
Engage
• Start with some hot ( warm) water.
• Test with your finger
• At least three different spoons made of
different material ( if they are about the same
size , that would be best)
• Put the spoons in the hot water and touch the
handle of each spoon until you begin to feel
the handles of the spoons warm up.
Explore
• Is there a difference in the rate at which the
spoons warm up?
• Which one warms up first?
• Where does the heat come from that warms
up the spoon?
• Feel the water in the cup again. Is it cooling
off ( losing heat)
• Heat flows from hot to cold.
Explain
• Some of the heat flows into the air .
• The spoons are made of different materials.
• Metal ( iron, steel, etc) , wood, plastic,
ceramic( clay)
• Which material seems to conduct heat better?
Elaborate
•
•
•
•
•
•
•
•
•
Try the reverse process.
Make a prediction based on the prior experience.
Start with cold water in the cup ( ice water)
Touch the water
Put the three spoons in the cup and touch three
spoons one at a time until you feel some change.
What did you observe?
What do you wonder about this?
What do you think about this?
How could you test your ideas?
Evaluate
• Each student should be assessed
• Three or four levels would be appropriate.
• The student is fully engaged, is able to
respond to questions and generate questions
and sees the activity to conclusion______
• The student engages but loses interest and
does not complete the activity______
• The student is not ready for this activity ____
• The evaluation should take place throughout
the activity and be formative and summative
in nature.
• Student journals are important in this
evaluation process.
• Encourage students to draw pictures and write
where possible in their journals.
• Encourage student generated long term
projects.
Safety
Material Safety Data Sheets
MSDS
• http://www.cargill.com/salt/static/DM029116
_LatestReleased_DM029116_Web.pdf
Salt
•
EMERGENCY OVERVIEW
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
None - GRAS Substance (Generally Recognized As Safe)
HMIS Health: 1, Flammability: 0, Reactivity: 0, Protective Equipment: A
Potential Health Effects
Route(s) Of Entry: Ingestion, skin/eye contact, inhalation.
Human Effects and Symptoms of Overexposure:
Acute Eye Contact: Irritation with burning and tearing (salt concentrations greater than the normal saline present).
Chronic Eye Contact: No applicable information found for chronic systemic effects.
Acute Ingestion: Intake of large amounts has generally occurred for deliberate reasons: suicide, absorption, and to
induce vomiting. The following effects were observed; nausea and vomiting, diarrhea, cramps, restlessness,
irritability, dehydration, water retention, nose bleed, gastrointestinal tract damage, fever, sweating, sunken eyes, high
blood pressure, muscle weakness, dry mouth and nose, shock, cerebral (fluid on brain) or pulmonary edema (fluid in
lungs), blood cell shrinkage, and brain damage (due to dehydration of brain cells). Death is generally due to
cardiovascular collapse or CNS damage. Less than a few grams would not be harmful. For larger quantities, drink
large amounts of water or milk.
Chronic Ingestion: No applicable information found for chronic systemic effects.
Carcinogenicity
NTP: Not listed as a carcinogen or mutagen.
IARC: Not listed as a carcinogen or mutagen.
OSHA: Not listed as a carcinogen or mutagen.
Medical Conditions Aggravated by Exposure: In some cases of confirmed hypertension, ingestion may result in
elevated blood pressure.
4. FIRST AID MEASURES
First Aid For Eyes: For eye contact, flush with water immediately, lifting eyelids occasionally.
First Aid For Skin: Remove clothing from affected area. Wash skin thoroughly. Rinse carefully.
First Aid For Inhalation: If person breathes large quantities, remove to fresh air at once. If breathing
SUGAR-MSDS
•
http://www.carolina.com/text/teacherresources/MSDS/sucrose.pdf
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Section 2 - Hazard Identification
Emergency Overview: Non-Hazardous under normal use.
Potential Health Effects:
Eyes: May cause irritation. Skin: May cause irritation to skin.
Ingestion: May cause gastrointestinal discomfort. Inhalation: May cause irritation to respiratory tract.
Section 3 - Composition / Information on Ingredients
Principal Hazardous Components: Sucrose (CAS#57-50-1) 100%
TLV units: ACGIH-TLV: 10 mg/m3 TWA
PEL units: OSHA-PEL: 15 mg/m3 TWA(Total dust); 5 mg/m3 TWA (respirable fraction)
Section 4 - First Aid Measures
Emergency and First Aid Procedures:
Eyes - In case of contact with eyes, rinse immediately with plenty of water and seek medical advice.
Skin - After contact with skin, wash immediately with plenty of water.
Ingestion - If swallowed, if conscious, give plenty of water and induce vomiting immediately as directed by medical
personnel. Immediately call a physician or poison control center. Never give anything by mouth to an unconscious
person.
Inhalation - In case of accident by inhalation: remove casualty to fresh air and keep at rest.
•
• Vinegar MSDS
• http://www.carolina.com/category/teacher%2
0resources/material%20data%20safety%20sh
eets%20%28msds%29/msds-%20vz/vinegar.do
Safety # 1
•
•
•
•
Risk vs. Reward
Goggles, Aprons, Labcoats
Student Health Histories (Allergies, etc)
Proximity of students , teacher control and
supervision
• Consider showing recorded demonstrations
• Student learn to proceed with caution.
Mystery Powders
•
•
•
•
Salt will dissolve in water
Sugar does not dissolve well in cold water
Sugar and salt show a crystal form
Flour does not dissolve in water , but does
float
• Cornstarch has a special property which
makes it behave strangely when mixed with
water
• Baking powder will fizz a bit when mixed with
water if you observe carefully
• Baking soda will dissolve in water but does not
fizz. It will react with vinegar if you chose to
use it in this activity.
• Plaster of paris can be put in a plastic bag,
mixed with water and the heat generated can
be observed by feeling the bag.
Overview of Research
•
•
•
•
•
•
•
•
•
•
Preschool Pathways to Science
Paul H. Brooks Publishing
2010
ISBN 13:978-1-59857-044-1
Understanding the Reggio Approach
Linda Thornton and Pat Brunton
Routledge,Taylor and Frances Group
New York and London
2008
ISBN 13:978-0-415-48247-9
•
•
•
•
•
•
•
National Science Teacher’s Association (NSTA)
www.nsta.org
“Science and Children”
Council for Elementary Science International
(CESI)
www.cesiscience.org
www.cesiscience.org/publications/aug09news
letter_final_copy.pdf
•
•
•
•
•
•
•
•
Nurturing Inquiry
1999
Heinemann
ISBN 0-325-00135-9
Start Young
Early Childhood Science Activities
NSTA Press 2006
ISBN 13-978-0-87355-268-4
• Eager to Learn: Educating Our Preschoolers
Barbara T. Bowman, M. Suzanne Donovan,
and M. Susan Burns, Editors; Committee on
Early Childhood Pedagogy, National Research
Council
• ISBN: 0-309-50389-2, 468 pages, 6 x 9, (2000)
This PDF is available from the National
Academies Press at:
http://www.nap.edu/catalog/9745.html
Intentional Science Teaching
• Standards
Domains Expectations
• Performance Indicators
• Activities Assessments
Intentional Science Teaching
• 1. Ask questions about objects and events in the environment (e.g.,
plants, rocks,
• storms) (SI-E-A1)
• 2. Pose questions that can be answered by using students’ own
observations and
• scientific knowledge (SI-E-A1)
• 3. Predict and anticipate possible outcomes (SI-E-A2)
• 4. Use the five senses to describe observations (SI-E-A3)
 Performance Indicators:
 Uses senses to OBSERVE , classify , and learn about objects.
 Records observations through dictating to an adult, drawing
pictures, or using other forms of writing. (There are other
alternatives here)
How much intentional science
teaching goes on in your classroom?
•
•
•
•
What science lessons did you teach
yesterday?
Last week?
This month?
Do you ever put science concepts at
the center of your weekly lesson
plans?
The main focus and goal of
science in the Pre-k classroom
is…
Not for students to “learn”
science, but for students to “do”
science!
My grandson
Find the seeds : Part One
The Nature of Science Inquiry
•
•
•
•
•
•
•
•
•
•
•
•
•
•
5. Measure and record length and temperature in both metric system and U.S. system
units (SI-E-A4)
6. Select and use developmentally appropriate equipment and tools and units of
measurement to observe and collect data (SI-E-A4)
7. Express data in a variety of ways by constructing illustrations, graphs, charts, tables,
concept maps, and oral and written explanations as appropriate (SI-E-A5) (SI-E-B4)
8. Use a variety of appropriate formats to describe procedures and to express ideas
about demonstrations or experiments (e.g., drawings, journals, reports,
presentations, exhibitions, portfolios) (SI-E-A6)
9. Identify and use appropriate safety procedures and equipment when conducting
investigations (e.g., gloves, goggles, hair ties) (SI-E-A7)
Understanding Scientific Inquiry
10. Recognize that a variety of tools can be used to examine objects at different degrees
of magnification (e.g., hand lens, microscope) (SI-E-B3)
Science performance indicators
 Asks questions about objects, organisms or
events in the environment
 Uses senses to observe, classify, and learn about
objects
 Uses language to describe observations
 Uses simple equipment to experiment
 Predicts what will happen
 Observes and explores a variety of living things
Quick Check of Student’s Growth in
Science Inquiry Skills
• The child is alert to changes in his/her
environment, cares about how things work,
wants to know why things change and is willing
to think about and work toward an answer.
• Observes
• Predicts
Wonders Thinks
Tests
Records
Reports
Make Science Pervasive
 Use the “Science /Scientist” word
 What does a scientist look like, what do they
do?
 Lab coats, aprons, goggles, safety glasses
 Science puzzles, Science books, Science at
lunch
 Do Science outside
 Have a science visitor
Have an engineer or architect visit
your class.
• When students are building they are
engineering.
• Engineers have a plan before they build.
• Engineers have to operate under constraints
of time, money, material availability, safety,
etc.
• Having students build the tallest tower or
longest or strongest bridge would be a good
engineering contest.
Make science interesting
 Spruce up your science center.
 Rotate your science inventory to fit the theme
 Have a good question or instruction for every
science toy.
 Relate your group reading time to your
science center themes and activities
 Design games around science themes and
standards.
Pervasive Science Environments
•
•
•
•
Teachers set the tone
Students can dress and act like scientists
Students can read science related books
Meals can be planned to enhance and support
the science themes
• Toys and puzzles can be science related
• Science themes can be emphasized in outdoor
play
• Science ideas can link home and school
Find science and math connections
•
Grade-Level Expectations: Prekindergarten
•
•
•
•
•
•
•
•
•
•
•
•
•
Number and Number Relations
1. Count by ones to 10 (PK-CM-N3) (N-1-E) (N-3-E)
2. Count a set of 5 or fewer objects by establishing a 1-to-1 correspondence between
number names and objects (PK-CM-N2) (N-1-E)
3. Identify an object’s position as first or last (PK-CM-G3) (N-1-E)
4. Identify numerals 1 to 5 (PK-CM-N5) (N-1-E) (N-3-E)
5. Compare sets of objects using the words same/different and more/less/fewer (PK-CMN1)
(N-3-E) (N-7-E)
Measurement
6. Use comparative vocabulary in measurement settings (e.g., long/longer, short/shorter,
more/less, hotter/colder, heavier/lighter, bigger/smaller) (PK-CM-M3) (M-1-E) (M-2-E)
(M-3-E)
7. Use words such as day, week, month, schedule, morning, noon, night (PK-CM-M1) (M-
Kindergarten Math Expectations
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Grade-Level Expectations: Kindergarten
1
Number and Number Relations
1. Count by ones to 20 (N-1-E) (N-3-E)
2. Count a set of 20 or fewer objects by establishing a 1-to-1 correspondence between
number names and objects (N-1-E) (N-3-E) (A-1-E)
3. Use the ordinal numerals 1st through 10th to discuss positions in ordered lists (N-1-E)
4. Identify the numerals for the numbers 0 through 20 (N-1-E) (N-3-E)
5. Using a number line or chart, identify the numbers coming before/after a given number
and between 2 given numbers (N-1-E) (N-3-E) (A-1-E)
6. Identify pennies, nickels, and dimes and their values using the cent sign (¢) (N-1-E) (N2-E) (N-6-E) (M-1-E)
7. Count forward and backward from a given number between 1 and 10 (N-3-E)
8. Compare sets containing 20 or fewer objects using the words same/different and
more/less/greater/fewer (N-3-E) (N-1-E)
9. Use concrete objects to model simple real-life addition and subtraction problems (N-4-E)
10. Use operational vocabulary (add, subtract, join, remove, take away, put together) to
explore sets of objects (N-5-E)
•
•
•
•
•
•
•
•
•
•
•
•
•
Algebra
11. Use the words same, different, equal, not equal, greater than, and less than while using
concrete objects for comparative models (A-1-E)
12. Model and act out story problems, physically or with objects, to solve whole number
sentences with sums less than or equal to 6 (A-2-E)
Measurement
13. Use vocabulary such as: yesterday, today, tomorrow, hours, weeks, names of days,
names of months; sequence events; and identify calendars and clocks as objects that
measure time (M-1-E) (M-2-E) (M-5-E)
14. Measure and estimate length and capacity using non-standard units (e.g., sticks, paper
clips, blocks, beans) (M-2-E) (M-3-E)
15. Use comparative and superlative vocabulary in measurement settings (e.g., longest,
shortest, most, hottest, heaviest, biggest) (M-3-E) (M-1-E) (M-2-E)
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Geometry
16. Name and identify basic shapes using concrete models (e.g., circles, squares,
triangles,
rectangles, rhombuses, balls, boxes, cans, cones) (G-2-E) (G-1-E) (G-4-E) (G-5-E)
17. Compare, contrast, and sort objects or shapes according to two attributes (e.g.,
shape
and size, shape and color, thickness and color) (G-2-E)
18. Use words that indicate direction and position of objects and arrange an object
in a
specified position and orientation (e.g., between, behind, above) (G-3-E)
19. Investigate the results of combining shapes (using paper shapes, pattern
blocks,
tangrams, etc.) (G-3-E) (G-1-E)
20. Draw circles, squares, rectangles, and triangles (G-4-E)
Data Analysis, Probability, and Discrete Math
21. Collect and organize concrete data using tally mark charts (D-1-E)
22. Collect and organize data in a simple bar graph using pictures or objects (D-1-E)
23. Sort, represent, and use information in simple tables and bar/picture graphs
Engineering activities
Hollow Blocks
3D Art
Gears
Learning Cycle
Explore
Class
Response/Concept
Invention
Concept
Extension