at last! science made simple! - core knowledge foundation · 2016. 11. 10. · at last! science...

AT LAST! SCIENCE MADE SIMPLE! Special Area: Preschool Written By: Deb Kee and Mary Calcote I. ABSTRACT

A. Science activities, which will allow children many opportunities to explore and discover their environment, will be presented. Using the month by month planning guide and a systematic approach, the Level I and Level II science skills will be addressed. Teaching strategies, as well as extension ideas will be introduced to help children master the skills outlined in the Preschool Sequence. Together, we will learn fun and innovative ways to teach science throughout the year.

II. OVERVIEW

A. Content from the Core Knowledge Preschool Sequence 1. Scientific Reasoning and the Physical World pp.84-88 2. All Level I and II goals and skills will be addressed pp. 84-88. See

Appendix A and B for a complete list of the Preschool Sequence science objectives.

III. BACKGROUND KNOWLEDGE

A. Reference Books and/or Teacher Resources 1. Core Knowledge Preschool Sequence, VA: Core Knowledge

Foundation, 2000 2. Rockwell, Robert E., Sherwood, Elizabeth A., Williams, Robert A.

Everybody has a Body. Gryphon House, 1992. 3. File Folder Games. Science. Finch, Karen, Carsen-Delosa, 1992. IV. PREREQUISITE PRIOR KNOWLEDGE FOR STUDENTS

A. Not Applicable V. RESOURCES

A. Materials used to teach skills: Children’s Books Charts and Graphs Folder Games Rebus Stories Journals Mystery Box Hands-On Science Tools Sensory Jars Build a Doodle Sewing Materials Cooking Utensils Woodworking Materials

“At Last! Science Made Simple,” 2003 Core Knowledge® National Conference Saturday Presentation 1

VI. LESSONS OUTLINE Scientific Reasoning: The purpose of this presentation in not to detail

specific, individual lessons, but to guide participants in moving from the broad goals and objectives of the Preschool Sequence to more manageable planning on a monthly and weekly basis. The activities will focus on all the Level I and II objectives necessary to master the science goals in the Core Knowledge Preschool Sequence. These will be taught using various groupings. The Language of Instruction vocabulary from the Scientific Reasoning section of the Preschool Sequence will be addressed. Participants will be given a variety of suggestions to teach the science skills from which they can create their own ideas and materials. Assessments will be conducted as we follow the steps for the scientific “systematic approach”. Documentation of the child’s knowledge will be collected using a variety of techniques. Examples of each child’s work will be compiled into a portfolio through words, drawings, displays, photos, etc. The following handouts will be useful in implementation:

• Monthly Science Skill Cards-The teacher should place the appropriate card in the science center each month. This is used to inform parents and other adults of the Core Knowledge science skills.

• Monthly Brainstorming Ideas-This is based on the format of the monthly science skill cards. The teacher will use it as a reference for lesson planning and continue to brainstorm for other ideas.

• Popcorn Web-While popping popcorn, have the children describe their experience using the 5 senses. During small group time, have children recall their experiences and write them on the web.

• Language of Instruction Card for Science Center-This card shows the teacher-child and teacher-only words. It may be hung up for quick reference.

• Habitat Lotto-The teacher may use these photos to make a game to allow children the opportunity to place animals in the appropriate habitat.

• Plant/Pet Journal Covers-These pictures can be used on the front of a notebook for the science center. Children can make notes of observations.

• Our Watermelon Book Cover- After the children have had the experience of eating a watermelon, use this picture for the cover of a class book

• Blank domino template-Using stickers, clip art, or magazine pictures, the teacher can create dominos to relate to science skills: 5 senses, habitat, etc.

• Science Center Sign-This sign should be posted at the child’s eye level. • Tasting Party Graph-Children will rotate through the science center and

taste various foods and graph their opinion with a happy or sad face. • Assessment-An example of an assessment tool is provided for the month

of September.


VII. HANDOUTS/WORKSHEETS Appendix A: Monthly Science Skill Cards Appendix B: Monthly Brainstorming Ideas Appendix C: Popcorn Web Appendix D: Language of Instruction Card Appendix E: Habitat Lotto Appendix F: Plant/Pet Journal Covers Appendix G: Our Watermelon Book Cover Appendix H: Blank Domino Template

Appendix I: Science Center Sign Appendix J: Tasting Party Graph Appendix K: Assessment

VIII. BIBLIOGRAPHY

A. Core Knowledge Preschool Sequence, Charlottesville, VA: Core Knowledge Foundation, 1997.

B. Rockwell, Robert E., Sherwood, Elizabeth A., Williams, Robert A. Everybody has a Body. Gryphon House, 1992.

C. File Folder Games. Science. Finch, Karen, Carsen-Delosa, 1992.

Science Center Science Center Science Center

Make center necklaces from the above pictures for population control in science center.


Appendix A, p. 1, Science Skill Cards

September Scientific Reasoning

Level I Skills: Identify body parts: face Level II Skills: Identify body parts including the

following organs: heart, lungs Identify the body part and sense

associated with the experience of certain sensations

October Scientific Reasoning

Level I Skills: Identify body parts: body Level II Skills: Care for, observe, and record

observations of an animal (all year) Select and use appropriate tool for a particular task:

cut-scissors, join paper-stapler


Level I Skills: Level II Skills

Level I Skills: Level II Skills

“At Last! Science Made Simple


November Scientific Reasoning

Describe objects using the senses: vision

: Identify and describe human needs: food and drink, shelter and protection from temperature and weather

Select and use appropriate tool for a particular task: nail-join wood: hammer

December Scientific Reasoning

Describe objects using the senses: taste

: Observe, describe, and record some basic properties of water, its presence and effects in the physical world Select and use appropriate tool for a particular task: join fabric-needle and thread

,” 2003 Core Knowledge® National Conference Saturday Presentation 5


January Scientific Reasoning

Level I Skills: Describe objects using the sense: hearing Level II Skills: Sequence photos and/or drawings of a

baby, school-aged child, young adult and elderly adult to represent the life cycle

February Scientific Reasoning

Level I Skills: Describe objects using the senses: touch Level II Skills: Classify images of animals according to

the habitat or environment in which they generally live: lake/river, ocean, forest (woods), jungle



March Scientific Reasoning

Level I Skills: Describe objects using the senses: smell Level II Skills: Observe, describe, and record some basic properties of light, its presence and effects in the physical world Plant, care for, observe, and record observations of a plant (all year) Select and use the appropriate tool to

complete a particular task: dig a hole/trowel, shovel;

water a plant/watering can, hose

April Scientific Reasoning

Level I Skills: Select and use scissors to cut straight lines (all year) Level II Skills: Observe some basic properties of air, its presence and effects in the physical world



May Scientific Reasoning

Level I Skills: Level II Skills: Create or construct a project

Things We Need

Food Drink

Shelter Protection


Appendix B, p. 1, Monthly Brainstorming Ideas

September Scientific Reasoning

Level I Skills: Identify body parts: face Level II Skills: Identify body parts including the following organs: heart, lungs Identify the body part and sense associated with the experience of certain sensations Suggestions: -Feelings Matching Game -Sing: Head and Shoulders, Knees and Toes -Body Parts Dominoes -Folder Game: Heart and Lungs Matching -Body Parts Matching Game -5 Senses Matching Game -Art Print: Senecio, “Head of a Man” -Talk Pictures: Realistic pictures with various expressions -Scarecrow face graph -Movement Activity: Feel the Heartbeat -Breathe in and out of a paper bag to show lung function

October Scientific Reasoning

Level I Skills: Identify body parts: body Level II Skills: Care for, observe, and record observations of an animal (all year) Select and use appropriate tool for a particular task: cut-scissors, join paper-staple Suggestions: -Journal for pet center or pet time line -Picture directions in art center for scissors/stapler -Trace body on paper, cut out, and decorate -Class Book: “I have a band aid on my…..” -Body Part Kids: Match arms, legs, etc. to body -Graph: “Do you have a pet?” -Song: “Little Green Frog” -KWL on classroom pet



November

Scientific Reasoning

Level I Skills: Describe objects using the senses: vision Level II Skills: Identify and describe human needs: food and drink, shelter and protection from temperature and weather Select and use appropriate tool for a particular task: nail-join wood: hammer Suggestions: -Use a clothespin to hold nail when hammering -Introduce I-Care Weather Cat -Look through goggles with one side covered -Game: “Who’s Missing?” -Chart: “Things Humans Need”

December Scientific Reasoning

Level I Skills: Describe objects using the senses: taste Level II Skills: Observe, describe, and record some basic properties of water, its presence and effects in the physical world Select and use appropriate tool for a particular task: join fabric-needle and thread Suggestions: -Have a tasting party and graph what children liked best -Do a KWL chart on Water -Do a Float or Sink Activity -Sewing Activity -Popsicle painting



January Scientific Reasoning

Level I Skills: Describe objects using the senses: hearing Level II Skills: Sequence photos and/or drawings of a baby, school-aged child, young adult and elderly adult to represent the life cycle Suggestions: -Put listening jars in a bag for children to match sounds -Make picture cards from clip art or magazines to create a sequencing activity of different age groups -Environmental sounds guessing game with real objects -Art activity: family collage -Use PVC Phones in conversation -Use ear trumpet made from PVC/Funnel

February Scientific Reasoning

Level I Skills: Describe objects using the senses: touch Level II Skills: Classify images of animals according to the habitat or environment in which they generally live: lake/river, ocean, forest (woods), jungle Suggestions: -Make a feely book with different textures

-Play Habitat Lotto -Show talk pictures of animals in their environment -Create habitat with blue tray, brown clay, plastic animals

-Use texture dominoes -Add materials/animals to sensory table for a habitat -Habitat folder game



March Scientific Reasoning

Level I Skills: Describe objects using the senses: smell Level II Skills: Observe, describe, and record some basic properties of light, its presence and effects in the physical world Plant, care for, observe, and record observations of a Plant (all year) Select and use the appropriate tool to complete a particular task: dig a hole/trowel, shovel; water a plant/watering can, hose Suggestions: -Smelling Jars with matching photo cards -Photograph children making shadows outside -Sun faded paper using various shapes to block the sun -Plant journal in science center/oral dictation -Handprint Art: Hand is plant/roots; arms the stem -Grow a carrot in water/sand -Popcorn party: Make a popcorn web -Use a Light Lab (flashlight and a shoe box) -Plant timeline on tape register tape -Grow plants in 3 types of soil and measure growth

April Scientific Reasoning

Level I Skills: Select and use scissors to cut straight lines (all year) Level II Skills: Observe some basic properties of air, its presence and

effects in the physical world Suggestions: -Children cut lines to make pinwheels -Use pinwheels with small fans to show air movement -Art-Blow paint bubbles and let it spill over onto paper -Woodworking-Make sailboats -Children cut streamers to make a windsock -Art Print: Broadway Boogie Woogie-cut paper squares -Use small items to blow with a straw


May Scientific Reasoning

Level I Skills: Level II Skills: Create or construct a project Suggestions: -Make discovery bottles -Bring in large boxes to paint and construct different types of homes. Incorporate plan, do, review. -Use a recipe to create a food item

Outdoor “Science Backpack” Materials ice cube prongs bug catcher ice cube tray net plastic magnifying glass journal/crayons kaleidoscope telescope clear plastic containers gloves turkey baster periscope mini windsock pinwheel watering can flashlight chubby paint brush goggles spoon ice tray reference cards thermometer rain gauge lab coats

Indoor “Science Table” Materials pet watering can science journal talk pictures plant magnifying glass science folder game science books Nature collection small photo album

Other items to rotate in and out of Science Center: prism seasonal items science books color paddles magnets eye droppers tweezers folder games items from nature: seeds, leaves, insects, nuts, etc.



Appendix C-Popcorn Web Using 5 Senses

Taste

Hear Smell

Touch See


Appendix D-Language of Instruction Card

Language of Instruction for Scientific Reasoning

Teacher and Children Teacher Only Animals Plants Animals Material World air air birth ice alive alive development light source animal bulb flow liquid blood flower growth shadow breathe fruit life cycle solid farm grow sense state forest leaf temperature steam grow light weather hearing living General heart plant Plants describe jungle roots development explain lake seed growth observation living stem life cycle observe lungs water shoot record move soil report ocean Material World sprout predict river air temperature science salty alive weather smell light Tools/Construct sour living Material World build sweet not living boil construct taste sun dissolve create touch water float tool water wind freeze utensil gas heat

“

Excerpted from the Core Knowledge Preschool Sequence, 2000. Charlottesville, VA: Core Knowledge

Foundation, p. 88

At Last! Science Made Simple,” 2003 Core Knowledge® National Conference Saturday Presentation 15

Appendix E-Habitat Lotto Game

Habitat Lotto

Animal Homes Playing Pieces

“

Desert

Jungle

At Last! Science Made Simple,” 2003 Core K

Lake/River

Lake/River

nowledge® National Conference Saturday Pre

Forest

Forest

sentation 16

Appendix F, p.1, Plant Journal Cover

Plant Observation

Journal


Appendix F, p.2 Animal Journal Cover

Animal Observation

Journal


Appendix G-Watermelon Book Cover

Our Watermelon

Book


Appendix H-Blank Domino Template


Appendix I-Science Center Sign

Science and Discovery

When a child plays here, he/she learns: *to use a systematic process to explore materials *to use the senses to explore the characteristics of various materials *to compare objects that are the same or different *to discriminate colors, shapes, sizes and quantities *to sort and classify objects *to measure *to bar graph *about animals *about plants *about elements of the physical world *new vocabulary *to use drawings and words to represent observations and discoveries Adults can encourage play by: *modeling the use of a systematic, scientific process *observing children’s play and using explicit language to talk about what children are doing *asking questions to clarify what children are doing (“Does it taste salty or sweet?”) *asking children to make predictions (“What will happen to the shadow when we turn off the light?”) *show children how to make a bar graph

Taken from Core Knowledge Preschool Getting Started Training. Handouts. 2000. Charlottesville, VA Core Knowledge Foundation.


Appendix J-Tasting Party Graph

Tasting Party

lemon orange animal

crackers jelly life savers

pretzel


Appendix K-Assessment

September Assessment

Level I Skill: Identify body parts: face Observe and Note: ? When looking at a picture of a face, can the child name any of the features? ? When drawing a picture, does the child include facial features on the head? ? Does the child display knowledge of the facial features by pointing to them when asked? Probe: Ask child to point to the following facial features: -eye -eyebrow -eyelash -eyelid -forehead -cheek -nose -lip -tongue -teeth -mouth -chin Competent

• Displays knowledge of placement for the 12 facial features stated above. AND • When asked to name a particular feature, child can do so without hesitation.

Progressing • Displays general knowledge of placement for 8 of the 12 facial features. For

example, shows slight hesitation but is able to point to at least 8 features. AND/OR • Is able to name 8 of the 12 facial features. For example, child may have hesitation

but is able to name at least 8 of the 12 facial features. Not Yet

• Points to general area, however is unsure of specific location. For example, when asked to point to forehead, child hesitates and points to an area at random.

AND/OR • Exhibits frequent hesitation and/or refers to same feature over and over again.

For example, while pointing to the child’s cheek, the teacher asks, “What part of your face is this?” The child pauses and then states “face”. When asked to name another part of their face, the child repeats his previous answer, “face”.


Appendix K-Assessment


Level II Skill: Identify body parts including the following organs: heart, lungs Observe and Note: ? When looking at a picture of a heart or lungs, can the child name them? ? Can the child tell the function of the heart and lungs? ? When drawing a picture, can the child include the heart and lungs? ? Does the child display knowledge of the location of the heart and lungs by pointing to them when asked? Probe: Ask child to describe the location and function of these organs: -heart -lungs Competent

• Displays knowledge of location for the 2 organs stated above. AND • When asked to describe the function of the heart and lungs, child can do so without

hesitation. Progressing

• Displays general knowledge of location for 1 of the 2 body parts above. For example, shows slight hesitation but is able to point to the location of at least 1 of these organs.

AND/OR • Is able to describe the function of 1 of the 2 organs above. For example, child may

have hesitation but is able to describe the function of at least 1 of the 2 organs. Not Yet

• Points to general area, however is unsure of specific location. For example, when asked to point to the lungs, child hesitates and points to an area at random.

AND/OR • Exhibits frequent hesitation and/or the child cannot give name or function of the

organ. For example, while pointing to the child’s lungs, the teacher asks, “What do your lungs do?” The child pauses and then states “I don’t know”. When asked, “What does your heart do?” the child repeats his previous answer, “I don’t know”.



Level II Skill: Identify body part and sense associated with the experience of certain sensations Observe and Note: ? When looking at a picture of a body, can the child name parts? ? When looking at a picture of a nose, can the child name the sense associated with it? ? When drawing a picture, does the child include basic body parts? ? Does the child display knowledge of the 5 senses by pointing to the body parts

associated with them when asked? ? Ask the child what sense you would use to know something was hot? Probe: Ask child to point to the following body parts: -eyes -ears -nose -mouth -fingers Competent

• Displays knowledge of the 5 senses and the body part associated with them. AND • When asked to name a particular body part and the sense associated with it, child

can do so without hesitation. Progressing

• Displays general knowledge of 3 of the 5 above body parts and their sense. For example, shows slight hesitation but is able to point to at least 3 of the body parts/senses.

AND/OR • Is able to name 3 of the 5 body parts above and their sense. For example, child may

have hesitation but is able to describe at least 3 of the 5 body parts and its sense. Not Yet

• Displays general knowledge, however is unsure of specific location or sense associated with it. For example, when asked to point to what they hear with, child hesitates and points to an area at random.

AND/OR • Exhibits frequent hesitation and/or the child cannot give name or function of the

organ or its sense. For example, while pointing to the child’s ear, the teacher asks, “What is this?” The child pauses and then states “Ear”. When asked, “What does your ear do?” the child hesitates and responds, “I don’t know”.


at last! science made simple! - core knowledge foundation · 2016. 11. 10. · at last! science...

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