Science Learning CenterDeborah C. Franklin

CATEGORIES OF MATERIALSFour categories are required in every science learning center. Every category must have 3-5 different materials offered and accessible to the children on a regular basis daily.

The four categories are:

Collections of Natural Objects

Living Things

Nature Science Books, Games or Toys

Nature/Science Activities

COLLECTIONS OF NATURAL OBJECTS

Examples include: Seashells, Rocks, Pinecones, Leaves and Plastic Animals.

LIVING THINGSExamples include: House Plant, Bird Feeder, Fish Tank, Turtle Tank and Ant Farm.

NATURE SCIENCE BOOKS, GAMES OR TOYSExamples include: Books about science and animals with realistic pictures or photos. Games that are fact based and Toys that portray natural life.

NATURE/SCIENCE ACTIVITIESExamples include: Rolling an object down a ramp, Sink and float activities, Tasting & Comparing different foods, Magnets and Smelling & Matching different spices.

ACCOMMODATIONS FOR INFANTS AND TODDLERSCollection of Natural Objects: Taking infants and toddlers to where they can touch grass or other plants.

Living Things: Infants and toddlers smelling and touching flowers.

ACCOMMODATIONS FOR INFANTS AND TODDLERS

Nature science books, games or toys: Pictures or posters of animals displayed within the classroom.

Nature/science activities: Sensory boards.

ACCOMMODATIONS FOR CHILDREN WITH SPECIAL NEEDS

To accommodate children with special needs there are several options for all categories.

They can include: Activities that rely on touch and smell instead of sight.

DIVERSITYTo represent diversity in the science center:

Books should be available in different languages, show people from different ethnicities and animals from different countries.

SKILLS AND ABILITIESWhen children have interactions with and access to the materials in a Science Activity Center, they acquire the following skills and abilities:

They are encouraged to learn about, care for and respect nature.

They obtain first hand experience with living things.

They also learn to observe growth patterns.

TEACHER’S ROLEThe teacher’s role would be to encourage children to participate in an activity and show appreciation for that child’s contribution.

Examples are:

Children gathering pinecones or leaves to add to the classroom collection.

Children taking turns to feed and care for the class pet; i.e. fish, turtle.

DOMAIN: COGNITION AND GENERAL KNOWLEDGEStrand 2: Learning about the World

Sub-Strand A: Scientific Knowledge

A11. Expand knowledge of and respect for their environment, living creatures, and plant life (page 28).

Strategies:

Setting an example for child by respecting the natural world and living creatures, and discussing why it is important.

Example:

Helping to care for the class pet.

DOMAIN: COGNITION AND GENERAL KNOWLEDGE

Strand 2: Learning about the World

Sub-Strand B: Scientific inquiry and exploration.

B11: Begin to use simple tools and equipment for investigation (page 29).

Strategies:

Providing opportunities for children to learn through play.

Example:

Work with wheeled vehicles and slopes to find how they work.

DOMAIN: APPROACHES TO LEARNINGStrand 2: Curiosity and Initiative

B9: Offer to help with Chores (page 9).

Strategies:

Expressing appreciation for child’s initiative and desire to help.

Asking many questions such as, “What will happen next?”

Example:

Help water plants.

Experiment with objects.

DOMAIN: APPROACHES TO LEARNINGStrand 4: Reasoning and Problem Solving

D9: Develop increasing abilities to classify, compare and contrast objects, events and experiences (page 11).

Strategies:

Providing objects for sorting.

Example:

Sort objects and compare the groups formed.