2. All about Science
In this PowerPoint we will learn about the Science Center within a classroom, the
materials needed, how diversity is created, skills and abilities used, your role as a
teacher and milestones from different domains.
According to naeyc.org science in a preschool setting is important because it
allows students to explore the world around them. It is inevitable that students will
be around nature at some point in their life.
In order for our children to be able to understand their environment they use their
personal resources such as the five senses. Using their sense will help them to
explore the world around them.
Lets Explore the wonderful center of science!
3. Categories
The Science Center should have 4 categories and each one ask for 3-5
materials per category. The Categories are:
Natural Objects Collection
Living things
Natural/Science books, games or toys
Natural/Science Activities
4. Natural Objects Collection
The requirements for collections are that
groups of similar natural objects be grouped
together. A variety and high quantity of
different material should be present to allow
students to explore similarities and or
differences.
5. Living Things
Living things should be in the children's
immediate environment within the
classroom or in the children's outside
play area. It should include plants, class
pets or even a bird feeder that would
attract birds to the window where the
children may see them.
6. Nature/Science Books, Games and Toys
• Books containing realistic pictures, photos
or drawings that tell facts about animals or
other living things. Bilingual books would
be include to create diversity.
• Games with realistic nature themes and toys
portraying natural life.
7. Nature/Science Activities
Nature science activities have material placed within the center that encourage
children to experiment with scientific concepts or observe scientific process unfold.
Activities include but are not limited to:
Sensory tubes with different substance that can be shaken
Magnets with objects
Magnifying glasses with things to look at
Water sensory table to experiment sink or float activity
Weather chart to observe weather and be completed daily and thermometer to
take the temperature.
9. Skills and Abilities
The skills that students would get would be observing and communicating. They
could do this by exploring the centers collections, participating in experiments,
asking questions, answering open-ended questions lead by the teacher.
Science and nature enhance the child's ability to problem solve, ask questions,
explore the world around them and helps students with the cognitive skill,
following directions.
10. Teacher Role
The role of the teacher is to:
Open the children’s minds up with asking questions.
Plan experiments
Point out different things in their environment that they wouldn’t notice on their
own.
Encourage students to solve simple problems themselves
Provide adequate time for center play/exploration.
Keep center organized
Make sure that all components are present for a center to be successful.
11. Milestones
Approaches to Learning
Strand #4 Reasoning and problem-solving
Sub-strand: D8 Explaining different reasons why simple events occur
Strategies:
Engaging child in discussions focused on explaining why events occur.
Wondering aloud with child about why things happen.
12. Milestones
Approaches to Learning
Strand #4: Reasoning and problem-Solving
Sub-strand: D9 Develop increasing abilities to classify, compare and
contrast objects, events and experiences.
Strategies: Providing objects for sorting (from different collections), asking child to
explain how they can be sorted.
Engaging child to notice similarities and differences in the environment
Using comparative words or phrases naturally in daily conversations
(e.g., not the same, different, exactly, match, alike, same, other than, similar,
equal, unequal).
13. Milestones
Cognition and General Knowledge (pg. 89)
Strand 1: Learning about Mathematical Concepts
Sub-Strand:C5. Explore similarities and differences of objects (e.g., color, size,
shape, and texture).
Strategies:
Providing opportunities for child to notice patterns in nature (e.g., types of leaves).
Providing a variety of safe materials with which the child can experiment and draw
conclusions about their properties.
14. Milestones
Cognition and General Knowledge (pg.90)
Strand 1: Learning about Mathematical Concepts
Sub-strand: C7. Recognize, sort, and classify objects by a single characteristic.
(e.g., color, size, shape, and texture).
Strategies: Making simple games using fabric swatches or wallpaper samples
for children to match. Labeling the environment so children can put
away toys (e.g., dinosaur box, block box).
15. Milestones
Cognition and General Knowledge (pg.90)
Strand 1: Learning about Mathematical Concepts
Sub-strand C8: Continue to understand the relationship between objects.
Strategies:
Discussing similarities and differences of everyday objects during play.
Providing opportunities for child to arrange collections into groupings using
different rules that you make up together.
16. Milestones
Cognition and General Knowledge
Strand: 2 Learning About the World (pgs.98-99)
Sub-Strand: A5. Know that living things are made up of different parts (e.g., body parts).
Strategies:
Taking child to explore natural environment and pointing out structures of
living things (e.g. lion's mane, giraffe's neck, apple stem and asking why (e.g., why the giraffe needs a long
neck, etc.).
Sub-Strand: A6. Explore characteristics, basic needs, and life cycles of living things.
Strategies:
Reading books and magazines with child containing photographs of different
habitats and landforms.
Playing matching games using picture cards with mother and baby animals.
Planting bean seeds in a “garden” in a clear jar so the child can observe and
describe root development and plant growth.
17. Milestones
Cognition and General Knowledge
Strand: 2 Learning About the World (pg. 99)
Sub-strand: A7. Discover and describe naturally occurring patterns (e.g., weather
phenomena, shells, etc.).
Strategies:
Taking advantage of every day events to talk with child about nature and science (e.g., the
changing weather).
Introducing child to pictures of natural phenomena involving patterns (e.g., oceans, shells, leaves,
animals’ coats
Sub-Strand: A9. Recognize matter in its three forms (i.e., solid, liquid, gas).
Strategies:
Engaging child in simple and nutritious cooking projects, demonstrating simple scientific principles
(e.g., freezing juice to make popsicles, making jello.).
Designing simple science experiments that demonstrate changes in matter (e.g., place crayon bits
on hot sidewalk and in a clear cup of ice).
18. Milestones
Cognition and General Knowledge
Strand: 2 Learning About the World (pg.99)
Sub-strand: A10. Describe the observable properties of objects using pictures and
words (e.g., color, size, shape, texture).
Strategies:
Exploring properties of the earth with child as found in her daily environment (e.g., examine rocks, dig in
the soil, explore puddles).
Identifying birds in the local environment using a guidebook, encouraging child to describe what each
bird looks like.
Sub-Strand: A12. Expand knowledge of and respect for their environment, living
creatures, and plant life.
Strategies:
Setting an example for child by respecting the natural world and living creatures, and discussing why it is
important.
19. Milestones
Cognition and General Knowledge
Strand: 2 Learning About the World (pgs.100-101)
Sub-strand: B6. Use senses to observe and explore materials and natural phenomena.
Strategies:
Providing materials for a variety of sensory experiences (e.g., sand and water)
and asking open-ended questions.
Discussing concern for living things.
Respecting the child's individual preferences
Sub-Strand: B10. Provide some explanations for scientific phenomena.
Strategies:
Helping child to find the answers to “why” questions through active exploration and reflection.
Providing opportunities for child to engage in cause-effect activities (e.g., freeze water with objects in it, observe how long it
takes to melt).
20. Milestones
Cognition and General Knowledge
Strand: 2 Learning About the World (pgs.101-102)
Sub-strand: B11. Begin to use simple tools and equipment for investigation
Strategies:
Providing opportunities for child to learn through play (e.g., a sand table/box
with measuring cups, and various containers to fill.).
Giving magnifying glass to child to explore the environment.
Sub-Strand: B13. Observe and remark upon changes and cause-effect relationships in the physical world.
Strategies:
Guiding child’s efforts to identify, record, and describe changes in the
environment.
Engaging child in “if – then” questions (e.g., “If I keep pouring water into this
cup, what will happen?”).
21. Milestones
Cognition and General Knowledge
Strand: 2 Learning About the World (pg.102)
Sub-strand: B14. Begin to collect, describe, and record information.
Strategies:
Helping child develop records of observations (e.g., drawings, objects, photos) from walks in
the neighborhood.
Providing opportunities for child to share observations through pictures, words, charts and
graphs.
