Exploring STEAM and Making at

Home in the Early Years

Webinar and manual produced by Diana Wehrell-Grabowski, PhD

http://www.dianawehrellgrabowski.com

https://www.facebook.com/DianaWehrellGrabowskiPhD/?ref=bookmarks

drdianascience@bellsouth.net

Publication is for personal use only. Not for reproduction, distribution, or sale.

©2020 Diana Wehrell-Grabowski, PhD

Science, Technology, Engineering, and Math (STEAM)

What Does A STEAM Learning Environment Look Like?

Inquiry-based

Interdisciplinary

Integrative

Child-driven

Children are actively engaged in the learning process.

Children are developing and strengthening their critical thinking and problem-solving skills.

Children collaboratively apply math, science, and technical expertise to real-life problems.

Children are conducting hands-on-minds-on explorations to investigate STEM concepts.

STEAM Helps to Develop the 4C’s” (21st

Century Skills)

Parents can develop a home environment that allows their young children to:

Be intellectually engaged and absorbed.

Be intellectually challenged.

Be engaged in extended interactions (communicating, collaborating, etc.).

Be involved in sustained investigations of aspects of their environment and experiences worthy of their

interest, knowledge, and understanding.

Experience the satisfaction that can come from overcoming obstacles and setbacks and solving problems.

Have confidence in their intellectual powers and their questions.

Apply their developing basic literacy and numeracy skills in purposeful ways.

Lillianhttp://ecrp.illinois.edu/beyond/seed/katz/html

https://peterpappas.com/2010/01/taxonomy-reflection-critical-thinking-students-teachers-

principals.html

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Research to Support the Benefits of Incorporating STEAM in the Early Years

http://nieer.org/2017/02/03/sowing-seeds-successful-stem-learning-early-childhood

https://www.unlv.edu/news/article/issues-why-stem-education-must-begin-early-childhood-education

http://education.unlv.edu/policy/documents/volume-2/STEM-Support-in-ECE.pdf

https://naturalstart.org/feature-stories/engaging-children-stem-education-early

http://ltd.edc.org/sites/ltd.edc.org/files/EarlySTEMTechWhitePaper.pdf

STEM Education Must Start in Early Childhood

https://www.edweek.org/ew/articles/2013/03/06/23chesloff.h32.html

Early STEM Education http://www.ncsl.org/research/education/early-stem-education.aspx

STEM in the Early Years by Katz http://ecrp.uiuc.edu/beyond/seed/katz.html

Tomorrow’s Jobs Are in STEM https://www.mindresearch.org/stem-education

The Benefits of STEM in Elementary https://www.steampoweredfamily.com/education/stem-in-elementary/

Early STEM Matters http://ecstem.uchicago.edu/

STEM Starts Early

https://joanganzcooneycenter.org/wpcontent/uploads/2017/01/jgcc_stemstartsearly_final.pdf

Early STEM Education https://innovation.ed.gov/what-we-do/stem/early-stem-education/

Roadmap for Success K-12 STEM Education https://www.nsf.gov/news/news_summ.jsp?cntn_id=120902

STEM Learning https://www.nsf.gov/about/congress/reports/ehr_research.pdf

The T in STEM: Creating Play-Based Experiences That Support Children’s Learning of Coding and Higher Order

Thinking

https://www.naeyc.org/resources/blog/creating-play-based-experiences

Engineering in Preschool https://www.naeyc.org/resources/pubs/yc/sep2018/design-process-engineering-

preschool

Four Things Everyone Should Know About Early STEM Learning

https://www.commonsense.org/education/blog/4-things-everyone-should-know-about-early-stem-learning

The Case for Early Education about STEM Careers

https://www.kcl.ac.uk/sspp/departments/education/research/aspires/10FactsandFictionsfinalversion.pdf

Importance of STEM Education in Elementary Schools

https://education.fsu.edu/importance-stem-education-elementary-school

A Comprehensive Plan for STEM in Australia

http://www.educationcouncil.edu.au/site/DefaultSite/filesystem/documents/National%20STEM%20School%20E

ducation%20Strategy.pdf

https://www.edutopia.org/article/computer-science-all-starting-kindergarten

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STEAM Organizations & Curriculum Resources

http://www.naeyc.org/STEM

http://www.earlychildhoodwebinars.com/wp-content/uploads/2014/03/4.9.14-ECE-STEAM-slides.pdf

American Society for Engineering Education (daily newsletter request Elementary info.)

https://www.familyeducation.com/school/math/eureka-5-easy-ways-grow-kids-stem-skills-home

https://thestemlaboratory.com/preschool-stem-activities/

https://www.creativechild.com/articles/view/stem-for-preschoolers-activities-to-try-at-home

https://stemactivitiesforkids.com/2016/03/29/nuts-bolts-planning-family-stem-event/

https://www.bostonchildrensmuseum.org/sites/default/files/pdfs/rttt/stem/english/STEM.Teaching.Kit_for_W

eb.pdf

http://www.seenmagazine.us/Articles/Article-Detail/ArticleId/5936/SIX-MODELS-FOR-EARLY-CHILDHOOD-

STEAM

Dream Up the Future- egFI- www.egfi-k12.org (great site with K-12 STEM lessons, posters, etc.).

Engineering is Elementary – www.eie.org

http://www.ieee.org/

Engineering is Elementary Store (buy teacher manuals and kits) www.eiestore.com

http://www.www.engineeryourlife.org

http://www.engineeringchallenges.org

Teach Engineering @ http://www.teacheengineering.org

www.girlstart.org (females and STEM)

www.pbs.org/teachers/stem/

www.nasa.gov/offices/education

http://www.makershed.com

http://nasa

http://www.sciencebuddies.org

http://www.stemresources.com

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Suggested STEM Literature

Early Childhood- K

Compiled by Diana Wehrell-Grabowski, Ph.D.

Future Engineer by Alexander.

Baby Loves Coding by Spiro.

Baby 101: Architecture for Babies by Little

What Is Science by Rebecca Kai Dotlich, 2006.

Goodnight Lab: A Scientific Parody by Chris Ferrie, 2017.

Scientist, Scientist, Who Do You See? A Scientific Parody By Chris Ferrie, 2018.

Baby Loves Science Series by Ruth Spiro –

Green Energy, Quantum Physics, Structural Engineering, Quarks, Aerospace Engineering, Gravity +.

Baby University Series by Chris Ferrie- ABCs of Space

Robotics for Babies by Ferrie

Quantum Physics for Babies

Optical Physics for Babies

Newtonian Physics for Babies by Ferrie

Rocket Science for Babies by Ferrie

Have Fun Molly Lou Melon by Patty Lovell,2012.

Doll-E 1.0 by Shanda McCloskey, 2018.

Motion: Push and Pull, Fast and Slow by Darlene Stille, 2004.

Roller Coaster by Marla Frazee,2003.

Toys Galore by Peter Stein, 2013.

Roll, Slope, and Slide: A Book About Ramps by Michael Dahl,2006.

The Handiest Things in the World by Andrew Clements, 2010.

Meet Einstein by Mariela Kleiner, 2011.

Let’s Build by Sue Fliess, 2014.

The Most Magnificient Thing by Ashley Spires, 2014.

What Do You Do With An Idea? By Kobi Yamada, 2013.

Building Our House by Jonathan Bean, 2013.

Sky Color by Peter Reynolds, 2012.

When I Build With Blocks by Niki Alling,2012.

Building A House by Byron Barton, 1981.

Iggy Peck Architect by David Roberts, 2007.

The Three Little Pigs: An Architectural Tale by Steven Guarnaccia, 2009.

Mechanimals by Chris Tourag

Papa’s Mechanical Fish by Candace Fleming, 2013.

If I Built a Car by Chris Van Dusen,2005.

Jack the Builder by Stuart Murphy.

If I Built A House by Chris Van Dusen, 2012.

The Girl Who Never Made Mistakes by Mark Pett, 2011.

The Ultimate Construction Book by Anne Sophie Baumann, 2014.

What Does It Mean to Be A Entrepreneur Rana DiOrio.

Anything Is Possible by Giulia Belloni.

Growing Patterns: Fibonacci Numbers in Nature by Sarah C. Campbell, 2010.

Engineering the ABC’S by Patty O’Brien Novak, 2010.

See Inside How Things Work by Conrad Mason, 2009.

Engineering Elephants by Emily Hunt, Ph.D. & Michelle Pantoya, Ph.D., 2010.

Rocks, Jeans, and Busy Machines: An Engineering Kids Storybook by Alane & Raymundo Rivera, 2009.

Dreaming Up a celebration of building by Christy Hale, 2012.

Shapes in Buildings by Rebecca Rissman, 2009.

Amazing Buildings by Kate Hayden, 2003.

Thirteen Buildings Children Should Know by Annette Roeder, 2009.

13 Architects Children Should Know by Florian Heine, 2014.

Look at That Building! A First Book of Structures by Scot Richie, 2011.

Old MacDonald had a Workshop by Lisa Shulman, 2002.

Block City by Robert Louis Stevenson, 2005.

MaMa Built a Little Nest by Jennifer Ward, 2014.

Home by Carson Ellis, 2015.

A Year at a Construction Site by Nicholas Harris, 2009. 4

Mud by Mary Lyn Ray.

Mud Pie Annie by Sue Buchanan.

Shape Up! Fun With Triangles And Other Polygons by David Adler, 1998.

Switch On, Switch Off by Melvin Berger, 1989.

Who Sank the Boat? By Pamela Allen, 1982

What Is The World Made Of? All About Solids, Liquids, and Gases by Kathleen Weidner Zoehfeld, 1998.

Sid the Science Kid: Why Did My Ice Pop Melt? By Susan Korman, 2010.

Boats by Anne Rockwell, 1982.

Who Sank the Boat? By Pamela Allen,1982.

Floating and Sinking by Ellen Sturm Niz, 2006.

Toy Boat by Randall de Seve, 2007.

Sail Away Little Boat by Janet Buell, 2006.

The Little Boat by Thomas Docherty, 2007.

Roaring Rockets by Tony Mitton and Ant Parker, 1997.

Amazing Airplanes by Tony Mitton and Ant Parker, 2002.

Move It!: Motion, forces and You by Adrienne Mason, 2005.

How Do You Lift A Lion? By Robert Wells, 1996.

Energy Makes Things Happen by Kimberly Brubaker Bradley, 2003.

Newton and Me by Lynne Mayer, 2010.

Forces Make Things Move by Kimberly Brubaker Bradley, 2005

Matter by Diehn, 2018.

Energy by Diehn, 2018.

Plant Patterns by Nathan Olson, 2007.

A Star in My Orange: Looking for Nature’s Shapes by Dana Meachen Rau, 2002.

A Seed Is Sleepy by Dianna Hutts Aston, 2007.

Feats and Failures by the Editors of YES Magazine, 2004.

Why Should I Save Energy? By Jen Green, 2001.

The Earth and I by Frank Ach, 1994.

Measuring Penny by Loreen Leedy, 1997.

What is Friction? By Lisa Trumbauer, 2004.

Shape Up! Fun With Triangles And Other Polygons by David Adler, 1998.

Boxitects, by Smith.

A Book of Bridges: Here To There and Me To You by Keely.

Animal Patterns by Nathan Olson, 2007.

Robots by Helena Domaine, 2006.

My Robot by Eve Bunting, 2000.

Robotics: with 20 projects by Kathy Ceceri, 2012.

Robots by Clive Gifford, 2008.

Robots, Robots Everywhere by Sue Fliess, 2014.

Recycle Robots by Robert Malone, 2012.

Boy + Bot by Ame Dyckman, 2012.

Me and My Robot by Tracey West, 2003.

Hello Ruby: Adventures in Coding by Liukas, 2015.

Doll-E 1.0 by McCloskey, 2018.

How to Code a Sandcastle by Funk & Palacious, 2018.

Sand by Ellen Prager, 2006.

Dirt by Steve Tomecek, 2002.

Create a Creature/Animal STEAM Challenge Books Below:

What If You Had Animal Teeth by Markle, 2013.

Extreme Animals by Davies, 2009.

Eye to Eye by Jenkins, 2014.

Creature Features by Jenkins and Page, 2014.

Teacher and Parent Resources:

Teaching STEM In The Early Years: Activities for Integrating Science, Technology, Engineering, and

Mathematics (STEM) by Sally Moomaw, 2013.

The Art of Tinkering by Wilkerson & Petrich, 2014.

Invent to Learn: Making, Tinkering, and Engineering in the Classroom by Martinez & Stager, 2013.

Teaching Science to Every Child Using Culture as a Starting Point by Settlase & Southerland, 2011.

Science Arts, Discovering Science Through Art Experiments by Kohl & Potter, 1983.

Tinkering: Kids Learn by Making Stuff by Curt Gabrielson, 2013.

Loose Parts: Inspiring play In Young Children by Daly, 2014. 5

Bloom’s Taxonomy at Home

When introducing your child to STEM learning experiences at home use Bloom’s Revised Taxonomy below.

Parents can help their children develop and strengthen their critical thinking skills at home during STEM

explorations, cooking in the kitchen, going on walks, shopping, and even playing outside.

https://www.naeyc.org/resources/pubs/tyc/oct2015/using-blooms-taxonomy-

questioning

http://thinkonline.smarttutor.com/blooms-taxonomy-a-parents-guide/

https://www.exquisite-minds.com/idea-of-the-week/blooms-taxonomy-critical-thinking-skills/

https://www.socialmoms.com/know/parenting-2/blooms-taxonomy-a-parents-guide-to-higher-level-thinking-

skills/

https://novakdjokovicfoundation.org/using-blooms-taxonomy-extend-preschoolers-thinking/

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Journaling at Home

Why Use Journaling?

It helps to develop critical thinking.

Promotes inquiry through reflective writing and drawing.

Provides regular feedback between parent and child.

Suggested materials to encourage children’s early literacy:

Various writing materials (crayons, markers, pencils, etc.).

Letter stamps and stamp pads

Stapler and tape

Small plastic bags with seals for storing specimens, etc. (Available from Walmart, Art supply stores).

Small envelops and small plastic bags

Graph paper, postcards, chalkboard, notepads, etc.

What does a reflective journal contain?

PreK-K- Daily scribbles, drawings, first attempts at writing.

2 and 3-D items (specimens from nature and man-made).

Questions

Tips for keeping a journal at home

What tools will your child use while journaling? (crayons, markers, pencils, scissors, tape, etc.)

How often will you have your child journal?

Guide your child during the journaling process by asking questions, reflections, etc.

Give your child journaling prompts through a story or drawing.

Encourage your child to share their thoughts and stories through journaling.

Resources:

Already Ready: Nurturing Writing in Pre-K and K Classroom by Ray & Glover, 2008.

Notable Notebooks Scientists and Their Writings Jessica Fries-Gaither, NSTA, 2016.

https://stayathomeeducator.com/journaling-preschoolers/

https://teachpreschool.org/2013/04/22/ten-tips-for-keeping-a-journal-in-preschool/

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Engineering Design Process/ Cycle

Engineering design in the earliest grades introduces students to “problems” as situations that people want to

change. They can use tools and materials to solve simple problems, use different representations to convey

solutions, and compare different solutions to a problem and determine which is best. Students are not always

expected to come up with original solutions. Emphasis is on thinking through the needs or goals that need to

be met, and which solutions best meet those needs and goals.

The engineering design process is a process that engineering teams use to guide them as they solve

problems. To determine how to build something (skyscraper, amusement park ride, boat), engineers gather

information and research to understand the needs of the problem to be solved. Then they brainstorm many

imaginative possible solutions. They select the most promising idea and make a final design that includes

drawings, and decisions on the materials and construction, manufacturing and fabrication technologies to use.

They create and test many prototypes, making improvements until the product is the best it can be.

Engineers use their science and math knowledge to explore all possible options and compare many design

ideas. This is called open-ended design because when you start to solve a problem, you don’t know what the

best solution will be to meet the requirements. The process is cyclical and may begin at and return to, any

step.

The use of prototypes or early versions of the design (or a model or mock-up) helps the design process by

improving the understanding of the problem.

Engineers select the solution that best uses the available resources and best meets the project’s requirements.

They consider many factors before they implement a design. The cost to make and use, quality, reliability,

safety, functionality, ease of use, aesthetics, ethics, social impact, maintainability, testability, ease/cost of

construction and manufacturability.

Two key themes of the engineering design process are teamwork and design. Since students are working in

small groups, encourage them to think about the steps of the engineering design process. How will they work

together, listening to and respecting all ideas in the brainstorming session, reserving any judgment until a

decision is made? All opinions should be heard.

The following engineering design processes are appropriate for early childhood – Grade 2.

The Engineering Design Process helps to develop the 4C’s:

Creativity and Innovation

Critical Thinking and Problem-Solving

Collaboration, and

Communication

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Incorporating Meaningful Technology Experiences for the Young Child at Home

Effective uses of technology and screen media are active, hands-on, engaging, and empowering; give the child

control; provide adaptive scaffolds to ease the accomplishments of tasks; are integrated into early childhood

practices, curriculum, routines, and environment; and are used as one of many options to support children’s

learning- NAEYC Tech Position Statement (2012)

Helpful websites for integrating technology in early childhood environments:

http://www.twoguysandsomeipads.com

http://www.globalearlyed.wordpress.com

http://technologyinearlychildhood.com

http://www.freetech4teachers.com by Richard Byrne

http://www.iste.org (International Society for Technology in Education)

There are endless opportunities to integrate meaningful and appropriate technology at home,

a few are listed below: Any type of tool a child uses to further explore an object, concept, etc. is considered a

form of technology. Technology is not limited to digital tools.

Provide children with technology tools including:

iPads®

Kindle®

Nook®

Nabi Jr® http://www.nabi

Kurio® Kids Table 4.0 @ $119.00

Zeepad® 7 inch @ $69.99

LeapFrog® products Explorer Software/Games

Fisher-Price Fun-2-Learn Color Flash Laptop®

Merge Cube https://mergevr.com/cube

Ozobot (K-1) @ https://shop.ozobot.com/collections/for-home

Dash and Dot (K-1) @ https://www.makewonder.com/

Fisher Price Code-A-Pillar

Fisher Price Kinder Code n Learn Kinderbot

Coding Lady Bug from Learning Resources

Coding Mouse @ https://www.learningresources.com/product/learning+essentials--8482-

+stem+robot+mouse+coding+activity+set.do

http://www.robotturtles.com/

https://www.playosmo.com/en/

https://www.primotoys.com/

Kibo @ http://kinderlabrobotics.com/kibo/

Botley @ https://www.learningresources.com/text/botley/index.html

http://blog.learningresources.com/wp-content/uploads/2018/01/Botley_Coding_Printables.pdf

https://preschoolsteam.com/coding-games-for-kids/

Grippies @guidecraft.com

Start-Up Circuits @ https://www.mindware.orientaltrading.com

Circuit Conductor @ https://www.pai.technology/circuitconductor-1/

Snap Circuits @ https://www.elenco.com/brand/snap-circuits/

Use of SmartBoard

Use video and audio tools while teaching, as well as allowing children to have the opportunity to

explore the use of video and audio tools on age-appropriate equipment such as iPads®, Nabi Jr®,

classroom computers, etc.

Use digital cameras to document explorations. Also, allow children to use age-appropriate digital

camera equipment. Most tablets will have a camera and video capability.

Digital microscopes such as Zoomy Microscope (Amazon).

Eye loupes, microscopes, levels, and simple pan scales (Amazon & Lakeshore)

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Coding

https://www.kodable.com/

https://www.edsurge.com/news/2018-04-27-when-robots-teach-kids-computational-thinking-and-kindness

https://scratch.mit.edu/

https://code.org/

There are hundreds of quality educational apps for iPads® Nabi Jr etc., a few are suggested below:

Writing & Journaling

Adobe Spark (images, drawings etc.) @ https://spark.adobe.com/

Book Creator @ https://bookcreator.com/

StoryBird @ https://storybird.com/

3 D Printing Tinkercad @ https://www.tinkercad.com/#/

https://sites.google.com/site/digitalstorytellingwiththeipad/apps-for-digital-storytelling

Nick Jr (many early childhood apps available)

SingingFingers by Beginner’s Mind (drawing with the sound app).

Bot Garage by David Carter and Noelle Cate @ $1.99

StoryBook Maker by Merge Moble @.99

Tinker Box

Science360 (free from NSF)

My First Tangram

Symmetry Shuffle

Mine Craft

Bobo Explores Light @ $4.99

ColorMixlPrint – http://www.colorapp.com

Sid’s Science Fair @ $2.99

Building Kits

Duplos

LEGOs

Young Architect Kit from Lakeshore Learning

Blocks and Blueprint Learning Center from Lakeshore Learning

Architectural Engineering Family Engagement STEM Packs from Lakeshore Learning

LiL Engineers from ETI @ Amazon.com ETI Toys STEM Learning Original 101 Piece Educational Construction

Engineering Building Blocks Set for 3, 4 and 5+ Year Old Boys & Girls Creative Fun Kit Best Toy Gift for Kids

Ages 3yr – 6yr

92 Piece Bamboo Construction Set by Discovery Kids @ https://www.amazon.com/92-Piece-Bamboo-

Construction-Set/dp/B01MTPA8TE

Brackitz Inventor Set at Educational Innovations https://www.teachersource.com

Learning Resources Gears! Gears! Gears! Deluxe Building Set @ https://www.amazon.com/Learning-Resources-

Deluxe-Building- @ Amazon.com

Robot Velcro Blocks by Velcro Kids @ Amazon.com

Design and Drill Robot from Educational Insights @ Amazon.com

Begin Again Tinker Totter Robot Wood Set from Amazon

Robot Engineer Kit by Kid First @ Amazon.com

4-in-1 Block Robot Kit @ https://www.robolink.com/cubeworks-mini

Zoomtool @ Amazon.com

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Implementing Inquiry-Based Learning Experiences at Home

5 E-Lesson

Engage- This part of the lesson mentally engages the child with an event or question. Engagement

investigations/explorations help children to make connections with what they know and can do.

What the Parent Does

Creates interest

Generates curiosity

Raises questions

Elicits responses that uncover what the students know or think about the concept or topic

What the Child Does

Explores materials & objects

Asks questions

Shares observations

Explore- Children can work with one another or with their parent to explore ideas through hands-on-minds-on

explorations/investigations. Under the guidance of the parent, children clarify their own understanding of

major concepts and skills.

What the Parent Does

Encourages children to work together without direct instruction from the parent

Observes and listens to the child as they interact

Provides time for the child to puzzle through problems

May ask probing questions to redirect the child’s investigations when necessary

What the Child Does

Thinks freely, but within the limits of the investigation

Tests out ideas

Forms new ideas

Tries alternatives and discusses with their peers

Records observations and ideas via drawings, scribble, etc.

Explain- Children explain their understanding of the concepts and processes they are learning. A parent may

clarify the child’s understanding and introduce new concepts and skills.

What the Parent Does

Encourages the child to explain concepts and terms

Asks for evidence and clarification from child

Uses a child’s previous experiences as the basis for explaining concepts.

What the Child Does

Explains possible solutions or answers to others

Listens to peers explanations

May questions peers explanations

Shares data and observations with peers and parents

13

Engage

Explore

Explain Extend

Evaluate

Extend- This part of the lesson challenges children to apply what they have learned and builds on their

understanding of concepts to extend their knowledge and skills. Parents can incorporate an engineering

challenge in this part of the lesson, if not in the explore section.

What the Parent Does

Encourages children to apply or extend the concepts and skills in new situations

Expects the child to use formal labels, definitions, explanations

Gives the child a challenge to undertake

What the Child Does

Applies new terms, explanations, and skills to new, but similar situations

Draws reasonable conclusions from the evidence

Records observations, explanations, and drawings in the journal

Evaluate- assessment of a child’s knowledge, skills, etc. by both the parent and the child

What the Parent Does

Observes the child throughout the exploration/investigation

Observes the child as they apply new concepts and skills

Allows the child to access their learning and group-process skills

Ask open-minded questions (see Blooms Taxonomy).

What the Child Does

Comes up with new questions, and answers open-ended questions by using observations & evidence

Demonstrates an understanding or knowledge of the concept or skill

Evaluates his or her progress and knowledge

Asks related questions that would encourage future investigations

14

Exploration: Materials Science Engineers: Exploring Properties of Matter

Connecting to the Standards:

Language, Communication & Literacy

Cognition & General Knowledge (Logic & Reasoning, Math, Science, Social Studies, Creative Arts)

Educational Technology Standards

Key Skills and Concepts:

Touching, seeing, hearing and moving around.

Communicating

Learning about my world

21st

-century skills (creativity, critical thinking, communication and collaboration)

Properties of nature, objects, and materials (Materials Science in STEM)

Using senses to explore materials (sight, hearing, touching, tasting, and smelling)

Are objects bendable or rigid (Think like an engineer, building and packaging materials)

Engineering Design Process

Technology (uses tools to gather information)

Mathematics (measurement and using mathematical tools to obtain measurements)

Required Materials:

A wide variety of common household and building materials for children to observe and analyze. Suggested

materials include Playdoh, Slime, plastic balls, plastic, foil, copper, clay, rock, brick, wood, packaging

materials, building material, plastics, rocks, sand, Playdoh™, Kinetic Sand™, etc. Objects that sink and float.

Magnets to test if objects are magnetic or non-magnetic. Flashlights (children will use to observe whether light

can pass through the material.

Tools to analyze materials can include eye loupes, magnifying lens, microscopes, digital microscopes, pan

scales, simple pan scales, water, and tub to test whether materials sink or float, graduated cylinders, magnets,

scissors, ruler, and journaling supplies.

Related children’s literature to use while conducting investigations (see resource list).

Background

Properties of Matter

All objects and substances in the world are made of matter. The matter has two fundamental properties:

matter takes up space and matter has mass.

Objects and substances can be classified by their physical and chemical properties. Mass is the amount of

matter (or “stuff”) in an object. Weight, on the other hand, is the measure of the force of attraction

(gravitational force) between an object and Earth.

Essential Questions

How do scientists and engineers gather information about objects?

What information can scientists and engineers gather?

How do materials respond to change?

What senses would you use to best describe objects? Physical characteristics

-

Engage-

1. This lesson can be introduced by taking your child outside on a STEM walk to observe common materials

used in buildings and/or make observations of common materials found inside the classroom (metal, plastic,

wood, concrete, tile, etc.).

2. Ask your child to touch the materials (wood, concrete, tile, etc.), and discuss their observations. They can

also record descriptions in their journals. (Have your child use all their senses aside from tasting to explore

the objects).

3. Ask your child to share their observations of what materials they observed outside and inside the

classroom.

4. Facilitate a discussion with your child to discuss how engineers must decide what materials are best suited

for specific projects/ objects, etc. allow for discussion. Think about engineers that build city buildings,

bridges, houses etc. 15

Explore

1. Your child will observe the properties of a variety of common materials found in the home and industry.

Using the available tools (see list above).

Children can compare and contrast among the materials (size, weight, shape, color, texture, can light pass

through the material, use their senses in making observations aside from TASTE).

The parent and child will explore the materials together. The parent is a facilitator/ guides the child in

discovering.

Observe the materials.

Compare and contrast the materials (weight, flexibility, etc.).

Classify objects as bendable or rigid, stretchy, smell, color, etc.

Discuss what the materials are used for (building, packaging, etc.).

2. Aside from observing the characteristics of the materials, ask your child to experiment on one of the

materials. For example, testing to see if the material floats or sinks, magnetism, can light pass through the

material? Etc.

3. Ask your child to draw in their journal.

Guide your child throughout the process by asking questions, prompting etc.

Explain/Share

1. Ask your child to share what they discovered about the different materials. Color, smell, hard, soft, etc. Did

the material float or sink? Was it magnetic, etc.?

2. Encourage your child to use scientific words as they describe their observations such as:

Solid, liquid, hard, soft, lightweight, heavy, bendable, rough, smooth, make a loud or soft sound when you tap

the object on a hard surface. (Parents will introduce and reinforce vocabulary and concepts throughout the

process).

2. After your child has shared their observations.

Parent will:

Reinforce the characteristics of solids, liquids, and gases.

What materials that you studied today would be best for building a home where there are natural

disasters such as Typhoons and flooding?

What materials that you studied today would be best for building a model boat that could float?

Extend

1. Have your child study additional materials to investigate the properties of objects and matter.

2. Have your child build dimensional structures with the materials they observed (bridges, towers, etc.).

3. Go on a walk throughout the neighborhood or city and observe the materials that structures and streets are

made of. When you visit the grocery store, point out all the different types of materials found inside the

grocery store (metal, plastic, brick, glass, etc.).

Evaluate What Your Child Learned

1. Observe your child throughout the learning experience (oral, actions, journaling, etc.).

Literature Connections

If You Find a Rock by Peggy Christian & Barbara Hirsch, 2008.

What Is The World Made Of? By Kathleen Weidner Zoehfeld, 1998.

Change It! Solids, Liquids, Gases and You by Adrienne Mason.

The Three Little Pigs: An Architectural Tale by Steven Guarnaccia, 2009.

How A House Is Built by Gail Gibbons, 1990.

Dirt by Steve Tomecek, 2002.

Sand by Ellen Prager, 2006 16

Exploration: Exploring the Characteristics and Behavior of a Unique Substance: Oobleck

Connecting to the Standards:

Language, Communication & Literacy

Cognition & General Knowledge (Logic & Reasoning, Math, Science, Social Studies, Creative Arts)

Educational Technology Standards

Key Concepts

21st

-century skills

Scientific inquiry

Properties and characteristics of nonliving objects and materials.

Changes in nonliving objects and materials

Engineering (space engineers, structural engineers, etc.).

Materials:

Holding container for Oobleck (plastic shoebox-size container etc.).

Water (1-2 ratio more cornstarch than water)

1 box cornstarch

Other substances to substitute for cornstarch (flour, rice flour, baking soda, etc.). These substances can be

mixed with water to observe how these substances behave compared to cornstarch and water.

* Optional-food coloring

Scissors (optional teacher demonstration to cut the Oobleck)

An object filled with air (balloon, blow-up toy, etc., rocks and pebbles). These items will be used to represent

solids and gas. Also, have a sample of water on hand to represent a liquid.

Essential Questions

How do scientists and engineers gather information about objects?

What information can scientists and engineers gather?

How do materials respond to change?

What senses would you use to best describe objects?

Procedures:

Engage

1. Discuss states of matter with your child by providing the child with a sample of unique substances that

represent each (solids, liquids, and gas).

2. Have a sample of each (cornstarch and water) for the child to observe and touch. Have your child describe

and classify substances. Allow for discussion.

3. Tell your child that we will be making a unique substance made from a solid and a liquid (cornstarch, water

and food coloring).

4. Have your child help you to mix up the cornstarch and water. Ask your child to describe what they are

feeling and observing.

Oobleck Recipe

1. To make Oobleck (cornstarch and water mixture) you will add approximately a 1-2 ratio of water to

cornstarch. Place the cornstarch in a large mixing bowl or tub, then slowly add a little water at a time until the

mixture becomes thick. Add a drop or two of food coloring. ** You will know when you have the right

consistency (when the mixture looks like a liquid/shiny but it feels like a solid).

Explore

1. Provide your child with a sample of Oobleck.

2. Ask your child to explore the characteristics of Oobleck using all available tools.

Have the child observe and explore the physical characteristics of Oobleck (wet, dry, hard, etc.).

Have your child describe Oobleck.

3. Ask your child to make predictions as to what objects will sink or float in the Oobleck. * Have child draw/

record observations and data in journals.

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4. Ask your child to describe what Oobleck reminds them of? Mud, beach sand, etc…

Explain /Share

1. Have your child share their observations of Oobleck. Allow your child to discuss observations and ask

questions.

2. The parent will introduce and reinforce relevant science terms and concepts according to the age of child

such as solids, liquids, and gas, hard, soft, evaporate, mixing, etc.

Extend

1. Ask your child what else could they do with Oobleck? What other experiments could they conduct? For

example:

“What would happen if we placed Oobleck outside?” What happens when we place Oobleck in the freezer?

2. Parent - Ask the child to place objects on top of Oobleck to see what floats or sinks.

3. Parent and Child Together – Will design and build lunar/ space modules using readily available materials

that will carry a cargo load while on top of Oobleck, without sinking. The Oobleck will be representing a

“fictional planet” with a surface made of Oobleck.

Evaluate What Your Child Learned

1. Observe your child throughout the exploration.

a 2. Ask your child to share with you what they learned about the physical

characteristics of Oobleck.

3. Check journal entries (drawings, descriptive writing, etc.).

Background

Oobleck is a mixture. It’s further classified as a colloid. A colloid is a mixture of extremely small particles of a

substance dispersed in another in which it does not dissolve. The particles are smaller than in a suspension.

Oobleck is an example of a physical change and not a chemical change. When the water evaporates we are left

with the original material (cornstarch). In the 1700s Isaac Newton identified the properties of an ideal liquid.

Water and other liquids that have the properties that Newton identifies are called Newtonian Fluids (how true

liquids behave), (specifically, in how they react to shearing forces). Oobleck is a non-Newtonian fluid, it shows

an increase in viscosity with time under a constantly applied force. They resist flow dependent on the velocity

of flow. If something acts on them with a small amount of force (if you stir them slowly, or let your fingers

sink into the Oobleck) they won’t offer as much resistance as they would if a greater force acting on them.

Oobleck does not act like Newton’s ideal fluid. Thus, it’s called a Non-Newtonian fluid. There are many non-

Newtonian fluids around. They do not behave exactly like Oobleck yet they are unique in their characteristics.

Scientists have explored the unique physical characteristics of Oobleck, by looking at Oobleck on a molecular

level. Scientists have looked at the shape of the starch molecules and how the molecules fit together. Other

scientists believe that it is the electrical charge of the particles. The particles in Oobleck acquire an electrical

charge as they rub together. The faster they are rubbed, the more electrical attraction is created between the

particles, causing an increase in viscosity (rate of flow).

Literature Connections:

Bartholomew and the Oobleck by Dr. Seuss, Random House, 1949.

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Exploration: Bubble Engineers

Connecting to the Standards:

Physical Well-Being (Motor Development)

Language, Communication & Literacy

Cognition & General Knowledge (Logic & Reasoning, Math, Science, Social Studies,

Creative Arts)

Educational Technology Standards

Key Skills and Concepts:

21st

-century skills

Physical Properties

Scientific inquiry

Geometry – Recognize, describe, and draw geometric figures.

Compose and decompose geometric shapes.

Spatial relations- Explores and recognizes the size, shape, and spatial arrangement of objects.

Measurement (measures or compares the length, weight, and height of objects)

Scientific inquiry

Physical Science (properties of objects and materials)

Life Science (human and animal habitats)

Mathematics (measures or compares the length, weight, and height of objects & geometry)

Engineering Design Process

Materials

Dish Soap (Dawn or Joy)

* Optional- hygroscopic substances (slow down the rate of evaporation) such as glycerin, sugar or Karo Syrup.

Add about a tablespoon of one of these substances when making the bubble solution.

Bubble solution= approximately ¼ cup dish soap to 1 gallon of water. Best to mix solutions at least several

hours before using it.

Containers to hold bubble solution

Materials to make bubble wands (plastic fruit baskets, pipe cleaners, wires, plastic bubble wands, string,

straws.

Objects to blow bubbles with (kitchen items such as strainers, plastic funnels, etc.).

* Optional- materials to build 3-dimensional geometric structures which will be dipped into bubble solution to

observe faces, vertices, and edges.

Essential Questions to Ask Your Child

1. What do we need to make bubbles?

2. Can you describe what a bubble is?

3. What shapes are bubbles?

4. Why do bubbles pop?

5. What materials could we use to make a bubble blower?

Procedures

Engage

1. Provide your child with a container of bubble solution and a bubble wand. Have your child play and explore

with the bubbles for at least 5 minutes. * You can purchase the solution or have your child use a bubble wand

and a home-made solution.

2. Ask your child to describe what they observed while blowing bubbles.

Explore

1. Ask your child what would we need to make a bubble solution? Container to hold the solution, dish soap,

and water. Allow your child to share their ideas as to how to make a bubble solution.

2. Mix a batch of bubble solution with your child (dish soap and water). Approximately ¼ cup of Dawn or Joy

with one gallon of water.

3. Provide your child with a variety of items they can use to blow bubbles with (funnels, bubble wands,

strainers, straws, etc.).

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Explain/Share

1. Ask your child to share their observations of the bubbles. Describe the bubbles etc.

Shapes, size, colors, smell, how they feel, etc.

2. Parent- can reinforce and introduce terms related to bubbles and matter such as (air, water, gas, soap,

colors, shapes, size, evaporation).

Extend (Bubble Engineers)

1. Provide your child with a variety of materials that they can make a bubble wand with. These materials can

include straws, string, wire, pipe cleaners, plastic funnels, plastic fruit baskets, etc.

2. Tell your child that you would like them to design and build a bubble blower with the given materials. They

can choose whatever materials they would like to build their bubble blower. They can experiment with

different materials. Encourage your child to make several different types of bubble blowers.

3. Place some bubble solution on top of a kitchen counter and give your child a straw. Provide a demonstration

to the child that they will BLOW into the straw, not SUCK up! They will place the straw into the bubble solution

and blow out. Have your child observe the bubble that is formed. Ask your child to describe the bubble.

4. Measure the bubbles.

5. Count how many bubbles your child can make with the straw or the bubble blowers etc.

Evaluate/What Your Child Learned

1. Observe your child throughout the bubble explorations.

2. Ask your child to share descriptions of the bubbles.

3. Ask your child to share words that describe bubbles (shapes, colors, size, etc.).

4. Ask your child to draw in their journals as they conduct the bubble explorations.

Literature Connections

Bubble by Mercer Meyer

Bubble Bubble by Appelt

Joe Joe The Wizard Brews Up Solids, Liquids, and Gas by Eric Braun

Change It! Solids, Liquids and Gas by Mason

Pop! A Book About Bubbles by Miller

Matter- See It, Touch It, Smell It, Taste It by Stille

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Exploration: Civil & Architectural Engineers: Building with Blocks

Connecting to the Standards:

Physical Well-Being (Motor Development)

Language, Communication & Literacy

Cognition & General Knowledge (Logic & Reasoning, Math, Science, Social Studies, Creative Arts)

Educational Technology Standards

Key Skills and Concepts:

21st

-century skills

Physical Properties

Scientific inquiry

Geometry – Recognize, describe, and draw geometric figures.

Compose and decompose geometric shapes.

Spatial relations- Explores and recognizes the size, shape, and spatial arrangement of objects.

Measurement (measures or compares the length, weight, and height of objects)

Scientific inquiry

Physical Science (properties of objects and materials)

Life Science (human and animal habitats)

Mathematics (measures or compares the length, weight, and height of objects & geometry)

Engineering Design Process

Materials:

Pictures, photos or 3D models of structures (dollhouses, etc.)

A wide array of building blocks (wood, plastic, foam, etc.)

A wide array of building materials to add to the building blocks. Materials such as

cardboard, empty boxes, fabric, materials from nature, Styrofoam, masking tape, craft

sticks, etc.

Kapla Building Blocks @ Amazon

Kava Building Blocks @ Amazon

Levels available from local hardware stores.

Measuring tools (rulers, measuring tape, tape measure, levels, non-standards measuring tools, string, etc.),

journals and crayons

Books with photos of buildings and homes, themes on buildings, architecture, etc.

Essential Questions to Ask Your Child:

1. What are the different shapes we see in buildings? (review 2d and 3d structures).

Square vs. Cube, Triangle vs. Tetrahedron, Circle vs. Sphere, etc.

2. Do you notice any patterns in the buildings you see in the city or your neighborhood?

3. What makes buildings strong?

4. Have you ever built a house out of blocks?

5. What is the tallest structure you have built with blocks?

Procedures

Engage

1. Provide your child with a toy model or photo of a house or building. Ask your child to discuss the structure.

2. Ask your child to share their observations and questions with you.

3. Parent- Introduce how man-made structures evolve. The design and building process.

Introduce the careers involved (architects, engineers, builders, etc.).

Parent- provide books about architects, engineers, building homes, etc.

Parent and child watch videos or TV shows of buildings being constructed.

Parent- Discuss how architects often build miniature models of their designs when submitting bids for jobs.

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Explore * Introduce your child to using levels. Have your child use levels as they build.

1. Parents and children can work together or individually as architects and engineers to build a structure of

their choice with the available materials (a variety of building blocks), levels, and measuring devices.

Before building the child and parent can discuss the structure. The purpose and function of the structure,

where might we find the structure, what is it made of, etc.?

2. Ask your child to draw a model of their completed structure in their journals. Your

child can take pictures of their structures with iPads, digital cameras, etc. Children can

use both non-standards tools and standard measurements to measure their structures.

3. Have your child use measuring tools (levels, rulers, measuring tape, and tape

measure) to record the height, width, and length of their structure.

Explain/Share

1. When your child and you have finished building your structures have your child

share their building experience with you.

What problems did they face when building their structure? How did they solve

problems when building their structure?

2. Have your child share the characteristics of their structure. What kind of building is

it? Who lives or works in the building etc.?

4. Parent- will continue to reinforce and introduce terms and concepts related

to building structures:

Mathematics (size, shapes, geometry, and measuring tools)

What made your structures strong?

If your structures collapsed, what made them unstable?

Building materials- discuss the characteristics of the materials. (soft, hard, bendable, weatherproof, materials from nature

vs. man-made, wood, cement, plastic, cardboard etc.).

Engineering skills

Types of building engineers (Civil, Architectural, Structural, Environmental etc.).

What makes building strong?

Extend

1. Have the child replicate a famous building using blocks and other materials.

2. Have children build a structure using blocks and other materials to protect a pet.

3. Have children design and build a structure using blocks and other materials to protect a person from the

sun.

4. Go on a hike around the neighborhood and have your child observe shapes

they see in buildings and structures.

Evaluate What Your Child Learned

1. Observe your child throughout the exploration.

2. Talk with your child after they have finished building their block structures

to assess their level of understanding of shapes, structures, geometry, etc.

3. Check your child’s journal entries (drawings and early literacy descriptors).

Literature Connections:

Block City by Robert Louis Stevenson, 2005.

When I Build With Blocks by Niki Alling, 2012.

Dreaming Up: A Celebration of Building by Christy Hale, 2012.

Building Structures with Young Children by Chalufour and Karen Worth, 2004.

https://www.naeyc.org/resources/pubs/yc/mar2015/preschool-block-center

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Exploration: Young Architectural and Structural Engineers

Connecting to the Standards:

Physical well-being (Motor Development)

Language, Communication & Literacy

Cognition & General Knowledge (Logic & Reasoning, Math, Science, Social Studies, Creative Arts)

Educational Technology Standards

Key Skills and Concepts:

21st

-century skills

Physical Properties

Scientific inquiry

Geometry – Recognize, describe, and draw geometric figures.

Compose and decompose geometric shapes.

Spatial relations- Explores and recognizes the size, shape, and spatial arrangement of

objects.

Measurement (measures or compares the length, weight, and height of objects)

Engineering

Materials:

Materials to build dimensional structures with: building blocks, cardboard, water bottles, cardboard tubes,

Styrofoam blocks and trays, bubble wrap, old electronics, craft sticks of various sizes, soaked garbanzo beans,

raw spaghetti noodles, bamboo skewers of various lengths, toothpicks, pipe cleaners, cardboard, masking

tape, glue, packing peanuts, levels, rulers, and scissors. * Optional- materials from nature (twigs, mud, leaves,

grass clippings, and rocks).

Young Architect Kits @ Amazon

Survive the Quake Engineering Kit from Lakeshore Learning

I Can Build It Architecture Kit @ https://www.lakeshorelearning.com/i-can-build-it-architecture-set

Essential Questions

1. What shapes do we see in buildings?

2. Why do building engineers choose certain materials when constructing each building?

3. How can we make building structures strong?

4. What do you think architects and building engineers have to think about before designing a building?

Procedures:

Engage

1. Parents and children can look at picture books with photos of buildings and structures.

2. Give your child a variety of toy model buildings to observe and study. These can be bought at Michael’s or

Dollar Tree.

3. After your child has had time to explore and study the structures, ask your child to share their observations

of the structures.

4. Encourage your child to compare and contrast among the structures (height, shapes, materials structures

are built with, etc.). * Parents can prompt with questions.

Explore

1. The engineering design challenge is to build a home that would protect for at least 2 pretend people or a

pet animal (can use action figures, toy animals, etc.) The structure is a model prototype. The children must

draw their structure in their journal. The child with help from the parent will use measuring tools to get

dimensions. Also, have your child describe any special attributes it has, for example, it can withstand wind,

rain, flooding heat, etc.

* During this training, the instructor will have each group choose their structure they will build as well as what

materials they will use in constructing their structure. Structures will be drawn, labeled, and the purpose of

the structure identified, where might this structure be found based on its design, etc.

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2. Your child and you will select materials to build the dimensional structure with (see materials above). Allow

your child at least 1- 2 hours to build their structures. Have your child draw the structure in their journal. With

help from the parent, the child will label the structure, measure the structure and record dimensions in a

journal. Describe the purpose of the structure (home, business, shade structure), and where the structure

would be built (geographical region).

Explain/Share

1. After your child and you have finished building the structures have your child share

with you what they learned while building. Also, they will describe the structure to you.

2. Parent- continue introducing and reviewing relevant scientific, mathematical and

engineering, and social studies terms and concepts according to age level to include:

properties of matter, shapes, the strength of materials, geographical considerations

when designing and building structures.

Extend

1. Parent - Discuss materials that structures are built with. The teacher will facilitate a class discussion to

discuss how engineers have to decide what are the best materials to build their planned project with (home,

bridge, building, etc.).

2. Have your child conduct tests on the shapes to see how well they stand up to wind or rain (subject the

structures to air from a fan or water from a squirt bottle). Think about the Three Little Pigs: An Architectural

Tale.

3. Have children gather materials from nature to build nature structures. Build homes and structures with

leaves, twigs, etc. Engineering Challenge “Create a House Using Only Objects Found in Nature”

4. Have children design a House Boat or structures that would be able to float during floods.

5. Have your child build a structure that would withstand an earthquake.

6. Have your child design and build a temporary structure to protect a family after an earthquake.

Evaluate

1. Observe your child throughout the exploration.

2. Ask your child to share with you what they learned while they were building (concepts, vocabulary +).

3. Check journal entries (early literacy skills).

Literature Connections:

Iggy Peck Architect by Andrea Beaty, 2007.

Architecture Shapes by Michael Crosbie

Building a House by Byron Barton.

13 Buildings Children Should Know by Annette Roeder.

13 Bridges Children Should Know by

13 Architects Children Should Know by

Roberto, The Insect Architect by Nina Laden.

The Three Little Pigs: An Architectural Tale by Steven Guarnaccia, 2009.

A Year at a Construction Site by Nicholas Harris, 2009.

Building Our House by Jonathan Bean, 2013.

Look at That Building: A First Book of Structures by Scot Richie, 2011.

Shapes in Buildings by Rebecca Rissman, 2009.

Jack the Builder by Stuart Murphy.

If I Built A House by Chris Van Dusen, 2012.

Architect Building Kits

I Can Build It! Architecture Kit from Lakeshore Learning

Young Architect Kit from Amazon

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Exploration: Using Loose Parts to Design and Build Ramps

Connecting to the Standards:

Physical well-being (Motor Development)

Language, Communication & Literacy

Cognition & General Knowledge (Logic & Reasoning, Math, Science, Social Studies,

Creative Arts)

Educational Technology Standards

* Engineering Practices

Key Concepts

Energy- investigate how and why things move.

Objects move in ways that can be observed, described, predicted, and measured.

What causes objects to move differently under different circumstances?

Mathematics (Counting, shapes, and measurement)

Materials

Car track ramps, foam insulation tubing, wood corner molding, paper tubes, swim noodles, plastic drainage

tubing from Home Depot or Lowes, pool noodles, toy cars, balls of various sizes, marbles, woodblocks,

smooth and rough surface materials, tape, string, and rulers. * Think safety (use balls that children can’t

swallow).

Procedures

Engage

1. Give your child a toy ball or car, and ask them how can you make the ball or car move without touching it?

(make a ramp).

2. Allow your child to explore.

3. Ask your child to share what they observed happen with the ball and track.

Explore

1. Tell your child that they will explore the speed of objects as they roll down a ramp.

2. Have materials for your child to select from, to build ramps. Or you may choose to give your child specific

materials. Racecar tracks, insulation tubing, pool noodles, marbles, small toy balls, etc. *Make sure the ball is

large enough so that the child will not swallow the ball.

3. Tell your child they are to design, build and test ramps using the materials of their choice, or from the given

materials. The objective is for the ball or another object to move throughout the ramp. Children can combine

materials, use tape, string, etc..

4. Encourage your child to record their observations in their journals (drawings, descriptive writing, etc.).

* Parent and child can work together in constructing, or parent can act as a facilitator, and guide the child as

needed.

Explain/Share

1. Ask your child to share their observations and experience of the ramp building experience.

2. Ask your child to share their observations using STEM vocabulary (motion, move, fast, slow, speed, up,

down, shapes, structures, height, etc.).

3. Parent- will introduce or review the following terms and concepts: force, motion, energy, push, pull, rough,

smooth, etc.

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Extend

1. Have your child build additional ramps, using different materials, or by making their ramps more complex

than the first design.

2. Provide your child with different materials they can use to test if friction (rough vs. smooth surface etc.)

affects the direction of movement and/or speed of the object. Use sandpaper, tiles, wood, etc.

Evaluate What Your Child Learned

1. Observe children's participation during exploration.

2. Check journal entries (descriptive language and drawings).

3. Assess ramp designs (effort child put forth, the complexity of design, etc.).

4. Children can evaluate their design for success.

Did it meet the established criteria?

Did their final design match their planned design?

How would the child improve their design?

Background

A ramp, or inclined plane, is a surface one end higher than the other.

An object placed on an inclined plane will roll, slide, or stay put.

The shape of an object affects whether it will roll or slide or stay put.

Objects that slide are more likely to move on steeper inclines, and both rolling and

sliding objects move faster down steeper inclines.

The motion and speed of a rolling or sliding object are affected by the texture of the object and the

texture of the surface on which it is rolling or sliding.

When a rolling ball hits an obstacle, it will stop or slow down and its direction may change.

When a stationary object is hit by a rolling ball, the force may knock the object over or cause it to move

depending on how fast the ball is going and how heavy it is.

Literature Connections:

Wheels! By Annie Cobb, 1996.

What is Friction? By Lisa Trumbauer, 1963.

Push and Pop Things That Go by Moira Butterfield, 2005.

Move It! Motion, forces and you by Adrienne Mason, 2005.

Newton and Me by Lynne Mayer, 2010.

Anything is Possible by Giulia Belloni.

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Exploration: Young Mechanical and Electrical Engineers: Analyzing the Parts of an Object

Connecting to the Standards:

Physical Well-Being (Motor Development)

Language, Communication & Literacy

Cognition & General Knowledge (Logic & Reasoning, Math, Science, Social Studies, Creative Arts)

Educational Technology Standards

Key Concepts

Objects move in ways that can be observed, described, predicted, and measured.

What causes objects to move differently under different circumstances?

Mathematics (Counting, measurement, data collection, mathematical reasoning)

The Arts- Design Cycle

Engineering and Technology

Physical characteristics of objects

Materials

A variety of objects that have multiple-parts and connect to STEM concepts (think

engineering). Use water and sand toys, toy trucks and cars, infant and toddler “take apart toy kits”, musical

instruments, kitchen tools such as egg beaters, old phones, VCRs, musical instruments, rulers & non-standard

measurement tools, pan scales, magnifying lenses, & tool kits for kids, mini tool kits (available from online

sources & local hardware stores.

Safety Goggles

Essential Questions ( These questions can be asked and discovered during the actual process of taking apart

the gadget apart child and parent).

What is an engineer?

How many kinds of engineers do you think were involved in designing and building this object? Allow time for

children to think/discuss. Many types of engineers may be involved with creating a gadget or toy for example,

mechanical, electrical, systems +.

How do you think the object works?

What do you think might be inside the toy or gadget that makes it work?

Procedures:

Engage

1. Introduce your child to tinkering, reverse engineering, and mechanical engineering by showing them a

gadget or toy that has multiple parts. Ask your child to share what the object is. Have your child observe it

briefly, and ask them to describe it. And how they think it works, etc. Allow time for your child to share their

ideas.

2. Ask your child to share what they know about what inventors and engineers do? Allow time for your child to

share their ideas.

Engineers often study objects and take them apart to observe their inner workings. They then design and build

new products from studying existing models. This is called reverse engineering.

Explore *

The following will be undertaken as parent and child working together to dismantle the gadget or toy.

1. Tell your child that they are going to be an engineer. They will observe and study an object up close. * The

complexity of the objects to be studied will vary according to the age of children, safety aspects, etc.

2. Your child and you will explore the toy or gadget for about 10 minutes.

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Explore Continued

3. Next, ask your child to:

1. Count the number of parts they can see (record in journals).

2. Draw the shapes that make up the object (circles, squares, triangles, etc.).

3. How many different types of materials make up the object the group is studying?

Plastic, metal, rubber,

4. Discuss with you (parent) how they think the gadget/toy works.

5. Ask your child to draw a picture of their object in their journals.

Explain/ Share

1. Have your child share with you what they learned about the gadget while

observing it. This can include: the number of parts, shapes of parts, types of

materials that made up the gadget such as plastic, metal, hard, soft, etc

2. Parent- will continue to reinforce and introduce related STEM terms and

concepts such as:

Types of Engineers

Tinkering

Experimenting

Designing

Reverse Engineering

Extend

1. Parents and children will carefully dismantle the toy or gadget. The parent and child can decide on a

method to display the external and internal components. For example, the parts can be taped onto a piece of

cardboard or poster board, etc. The parent and child will attach parts to the board. The parent will ask the

child to describe the parts, the parent will label the parts.

2. Ask your child to share what they learned from taking apart the gadget.

3. Your child and you can design and create new gadgets and art structures from internal and external

components that were taken apart. It is suggested that parents collect and store internal and external parts

from toys and gadgets, these components can be used in many engineering and art challenges.

Parent

1. The parent will facilitate a discussion to introduce and review relevant terms according to age level such as

engineers, reverse engineering, inside, and outside parts, simple machines, deconstructing, tinkering,

deconstructing, electricity, shape, size, physical characteristics of materials.

Evaluate What Your Child Learned

1. Observe your child during the “tinkering and analyzing process”.

2. Have your child demonstrate their knowledge of identifying and counting parts of a gadget (orally and

visually).

3. Check journal for entries (descriptive writings, drawings, scribbling, etc.).

Literature Connections:

Doll-E 1.0 by Shanda McCloskey, 2018.

Have Fun Molly Lou Melon by Patty Lovell, 2012.

Toys Galore by Peter Stein, 2013.

Old MacDonald had a Workshop by Lisa Shulman, 2002

Papa’s Mechanical Fish by Candace Fleming, 2013.

What Does It Mean to Be an Entrepreneur by Ran DiOrio, 2016.

What Do You Do With an Idea by Kobi Yamada, 2014.

Copyright© Diana Wehrell-Grabowski 2020

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