GSTA 2014Small 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

Explore

ExplainElaborate

Evaluate

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 conductivityEngage

• 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 SheetsMSDS

• 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

%20resources/material%20data%20safety%20sheets%20%28msds%29/msds-%20v-z/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/

aug09newsletter_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 Wonders Thinks • Predicts 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) (N-• 2-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 CycleExplore

Class Response/Concept Invention

Concept Extension