1. GSTA 2014 Small Group Science Activities for PreK and Kindergarten Science Activities That Nurture Critical Thinking and Problem Solving

2. Dr. John Payne Mercer University Kimberly Johnson Telfair County Elementary School

3. All materials in the presentation are available at https://c1.livetext.com/doc/7270295

4. John Payne Assistant Professor of Science Education Mercer University Center for Excellence in Science and Mathematics Instruction in Early Care and Education Payne_jw@mercer.edu

5. STEM Science Technology Engineering Mathematics

6. STEM Jobs STEM Classes STEM Activities

7. STEAM Science Technology Engineering Arts Mathematics

8. Integrating Reading STREAM Science Technology Reading Engineering Arts Mathematics

9. Integrated Instruction STREAMS Science Technology Reading Engineering Arts Mathematics Social Studies

10. Climbing The Data Ladder: Differentiating Instruction

11. Differentiating Instruction in Science Students may be more interested in one topic than another. Students who are more interested in a topic should be allowed to pursue the topic at a higher level of complexity. Keep records of activities completed Use observed student interests and actions to select activities offered

12. Developmental Continuum Simple to complex For example sorting into 2 groups, 4 groups, 6 groups Teacher support to student driven For example, teacher chooses materials to student asks for materials Knowing, understanding, applying

13. The 5 Part Learning Cycle Model Engage Explore ExplainElaborate Evaluate

14. The Great Race

15. Louisiana PreK Physical Science Expectations Position and Motion of Objects 15. Demonstrate motion by using students’ own bodies (PK-CS-P3) (PS-E-B3) 16. Explore the motion of objects by using balls, toy cars, or spinning tops (PK-CS-I2) (PS-E-B3) Properties of Objects and Materials 9. Sort objects using one characteristic (PK-CS-P2) (PS-E-A1)

16. Science as Inquiry The Abilities Necessary to Do Scientific Inquiry 1. Ask questions about objects and events in the environment (e.g., plants, rocks, storms) (PK-CS-I1) (SI-E-A1) 2. Pose questions that can be answered by using students’ own observations and scientific knowledge (PK-CS-I1) (SI-E-A1) 3. Use the five senses to describe observations (PK-CS-P3) (SI-E-A3) 4. Select and use developmentally appropriate equipment and tools and units of measurement to observe and collect data (PK-CS-I4) (SI-E-A4) 5. Express data in a variety of ways by constructing illustrations, graphs, charts, tables, concept maps, and oral and written explanations as appropriate (PK-CS-I5) (SI-EA5) (SI-E-B4) 6. Use a variety of appropriate formats to describe procedures and to express ideas about demonstrations or experiments (e.g., drawings, journals, reports, presentations, exhibitions, portfolios) (PK-CS-I5) (SI-E-A6) 7. Identify and use appropriate safety procedures and equipment when conducting investigations (e.g., gloves, goggles, hair ties) (PK-CS-I4) (SI-E-A7)

17. Louisiana Kindergarten Science Expectations Position and Motion of Objects 16. Follow directions using vocabulary such as front/back, above/below, right/left, and next to (PS-E-B1) 17. Trace the motion of an object, such as a ball or toy car, as it rolls (PS-E-B3) 18. Sequence the relative order of the speed of various objects (e.g., snails, turtles, tricycles, bicycles, cars, airplanes) (PS-E-B3)

18. Where’s the critical thinking and problem solving? Pick the object you think will roll down the ramp fastest and win the race? Why did you pick that object? Why did your object win ( or lose)? What could you do to your object to make it faster? Why do some objects roll and others slide?

19. Moving from properties of objects to properties of materials Properties of objects: color, shape, size, weight Properties of materials: density, magnetism, conductivity ( heat and electricity), solubility, viscosity, chemical activity Properties translate to observations:

20. Density - Sink or Float/layers of liquids Magnetism – Is the material attracted to a magnet Solubility – Does the material dissolve in water Viscosity – how fast does the material flow out of the bottle Conductivity – does the material conduct heat or electricity

21. Heat conductivity Engage Start with some hot ( warm) water. Test with your finger At least three different spoons made of different material ( if they are about the same size, that would be best) Put the spoons in the hot water and touch the handle of each spoon until you begin to feel the handles of the spoons warm up.

22. Explore Is there a difference in the rate at which the spoons warm up? Which one warms up first? Where does the heat come from that warms up the spoon? Feel the water in the cup again. Is it cooling off ( losing heat) Heat flows from hot to cold.

23. Explain Some of the heat flows into the air. The spoons are made of different materials. Metal ( iron, steel, etc), wood, plastic, ceramic( clay) Which material seems to conduct heat better?

24. Elaborate Try the reverse process. Make a prediction based on the prior experience. Start with cold water in the cup ( ice water) Touch the water Put the three spoons in the cup and touch three spoons one at a time until you feel some change. What did you observe? What do you wonder about this? What do you think about this? How could you test your ideas?

25. Evaluate Each student should be assessed Three or four levels would be appropriate. The student is fully engaged, is able to respond to questions and generate questions and sees the activity to conclusion______ The student engages but loses interest and does not complete the activity______ The student is not ready for this activity ____

26. The evaluation should take place throughout the activity and be formative and summative in nature. Student journals are important in this evaluation process. Encourage students to draw pictures and write where possible in their journals. Encourage student generated long term projects.

27. Safety

28. Material Safety Data Sheets MSDS http://www.cargill.com/salt/static/DM029116 _LatestReleased_DM029116_Web.pdf

29. Salt EMERGENCY OVERVIEW None - GRAS Substance (Generally Recognized As Safe) HMIS Health: 1, Flammability: 0, Reactivity: 0, Protective Equipment: A Potential Health Effects Route(s) Of Entry: Ingestion, skin/eye contact, inhalation. Human Effects and Symptoms of Overexposure: Acute Eye Contact: Irritation with burning and tearing (salt concentrations greater than the normal saline present). Chronic Eye Contact: No applicable information found for chronic systemic effects. Acute Ingestion: Intake of large amounts has generally occurred for deliberate reasons: suicide, absorption, and to induce vomiting. The following effects were observed; nausea and vomiting, diarrhea, cramps, restlessness, irritability, dehydration, water retention, nose bleed, gastrointestinal tract damage, fever, sweating, sunken eyes, high blood pressure, muscle weakness, dry mouth and nose, shock, cerebral (fluid on brain) or pulmonary edema (fluid in lungs), blood cell shrinkage, and brain damage (due to dehydration of brain cells). Death is generally due to cardiovascular collapse or CNS damage. Less than a few grams would not be harmful. For larger quantities, drink large amounts of water or milk. Chronic Ingestion: No applicable information found for chronic systemic effects. Carcinogenicity NTP: Not listed as a carcinogen or mutagen. IARC: Not listed as a carcinogen or mutagen. OSHA: Not listed as a carcinogen or mutagen. Medical Conditions Aggravated by Exposure: In some cases of confirmed hypertension, ingestion may result in elevated blood pressure. 4. FIRST AID MEASURES First Aid For Eyes: For eye contact, flush with water immediately, lifting eyelids occasionally. First Aid For Skin: Remove clothing from affected area. Wash skin thoroughly. Rinse carefully. First Aid For Inhalation: If person breathes large quantities, remove to fresh air at once. If breathing

30. SUGAR-MSDS http://www.carolina.com/text/teacherresources/MSDS/sucrose.pdf Section 2 - Hazard Identification Emergency Overview: Non-Hazardous under normal use. Potential Health Effects: Eyes: May cause irritation. Skin: May cause irritation to skin. Ingestion: May cause gastrointestinal discomfort. Inhalation: May cause irritation to respiratory tract. Section 3 - Composition / Information on Ingredients Principal Hazardous Components: Sucrose (CAS#57-50-1) 100% TLV units: ACGIH-TLV: 10 mg/m3 TWA PEL units: OSHA-PEL: 15 mg/m3 TWA(Total dust); 5 mg/m3 TWA (respirable fraction) Section 4 - First Aid Measures Emergency and First Aid Procedures: Eyes - In case of contact with eyes, rinse immediately with plenty of water and seek medical advice. Skin - After contact with skin, wash immediately with plenty of water. Ingestion - If swallowed, if conscious, give plenty of water and induce vomiting immediately as directed by medical personnel. Immediately call a physician or poison control center. Never give anything by mouth to an unconscious person. Inhalation - In case of accident by inhalation: remove casualty to fresh air and keep at rest.

31. Vinegar MSDS http://www.carolina.com/category/teacher%2 0resources/material%20data%20safety%20sh eets%20%28msds%29/msds-%20v- z/vinegar.do

32. Safety # 1 Risk vs. Reward Goggles, Aprons, Labcoats Student Health Histories (Allergies, etc) Proximity of students, teacher control and supervision Consider showing recorded demonstrations Student learn to proceed with caution.

33. Mystery Powders Salt will dissolve in water Sugar does not dissolve well in cold water Sugar and salt show a crystal form Flour does not dissolve in water, but does float Cornstarch has a special property which makes it behave strangely when mixed with water

34. Baking powder will fizz a bit when mixed with water if you observe carefully Baking soda will dissolve in water but does not fizz. It will react with vinegar if you chose to use it in this activity. Plaster of paris can be put in a plastic bag, mixed with water and the heat generated can be observed by feeling the bag.

35. Overview of Research Preschool Pathways to Science Paul H. Brooks Publishing 2010 ISBN 13:978-1-59857-044-1 Understanding the Reggio Approach Linda Thornton and Pat Brunton Routledge,Taylor and Frances Group New York and London 2008 ISBN 13:978-0-415-48247-9

36. National Science Teacher’s Association (NSTA) www.nsta.org “Science and Children” Council for Elementary Science International (CESI) www.cesiscience.org www.cesiscience.org/publications/aug09news letter_final_copy.pdf

37. Nurturing Inquiry 1999 Heinemann ISBN 0-325-00135-9 Start Young Early Childhood Science Activities NSTA Press 2006 ISBN 13-978-0-87355-268-4

38. Eager to Learn: Educating Our Preschoolers Barbara T. Bowman, M. Suzanne Donovan, and M. Susan Burns, Editors; Committee on Early Childhood Pedagogy, National Research Council ISBN: 0-309-50389-2, 468 pages, 6 x 9, (2000) This PDF is available from the National Academies Press at: http://www.nap.edu/catalog/9745.html

39. Intentional Science Teaching Standards Domains Expectations Performance Indicators Activities Assessments

40. Intentional Science Teaching 1. Ask questions about objects and events in the environment (e.g., plants, rocks, storms) (SI-E-A1) 2. Pose questions that can be answered by using students’ own observations and scientific knowledge (SI-E-A1) 3. Predict and anticipate possible outcomes (SI-E-A2) 4. Use the five senses to describe observations (SI-E-A3)  Performance Indicators:  Uses senses to OBSERVE, classify, and learn about objects.  Records observations through dictating to an adult, drawing pictures, or using other forms of writing. (There are other alternatives here)

41. How much intentional science teaching goes on in your classroom? What science lessons did you teach yesterday? Last week? This month?

42. Do you ever put science concepts at the center of your weekly lesson plans?

43. The main focus and goal of science in the Pre-k classroom is… Not for students to “learn” science, but for students to “do” science!

44. My grandson

45. Find the seeds : Part One

46. The Nature of Science Inquiry 5. Measure and record length and temperature in both metric system and U.S. system units (SI-E-A4) 6. Select and use developmentally appropriate equipment and tools and units of measurement to observe and collect data (SI-E-A4) 7. Express data in a variety of ways by constructing illustrations, graphs, charts, tables, concept maps, and oral and written explanations as appropriate (SI-E-A5) (SI-E-B4) 8. Use a variety of appropriate formats to describe procedures and to express ideas about demonstrations or experiments (e.g., drawings, journals, reports, presentations, exhibitions, portfolios) (SI-E-A6) 9. Identify and use appropriate safety procedures and equipment when conducting investigations (e.g., gloves, goggles, hair ties) (SI-E-A7) Understanding Scientific Inquiry 10. Recognize that a variety of tools can be used to examine objects at different degrees of magnification (e.g., hand lens, microscope) (SI-E-B3)

47. Science performance indicators  Asks questions about objects, organisms or events in the environment  Uses senses to observe, classify, and learn about objects  Uses language to describe observations  Uses simple equipment to experiment  Predicts what will happen  Observes and explores a variety of living things

48. Quick Check of Student’s Growth in Science Inquiry Skills The child is alert to changes in his/her environment, cares about how things work, wants to know why things change and is willing to think about and work toward an answer. Observes Wonders Thinks Predicts Tests Records Reports

49. Make Science Pervasive  Use the “Science /Scientist” word  What does a scientist look like, what do they do?  Lab coats, aprons, goggles, safety glasses  Science puzzles, Science books, Science at lunch  Do Science outside  Have a science visitor

50. Have an engineer or architect visit your class. When students are building they are engineering. Engineers have a plan before they build. Engineers have to operate under constraints of time, money, material availability, safety, etc. Having students build the tallest tower or longest or strongest bridge would be a good engineering contest.

51. Make science interesting  Spruce up your science center.  Rotate your science inventory to fit the theme  Have a good question or instruction for every science toy.  Relate your group reading time to your science center themes and activities  Design games around science themes and standards.

52. Pervasive Science Environments Teachers set the tone Students can dress and act like scientists Students can read science related books Meals can be planned to enhance and support the science themes Toys and puzzles can be science related Science themes can be emphasized in outdoor play Science ideas can link home and school

53. Find science and math connections Grade-Level Expectations: Prekindergarten Number and Number Relations 1. Count by ones to 10 (PK-CM-N3) (N-1-E) (N-3-E) 2. Count a set of 5 or fewer objects by establishing a 1-to-1 correspondence between number names and objects (PK-CM-N2) (N-1-E) 3. Identify an object’s position as first or last (PK-CM-G3) (N-1-E) 4. Identify numerals 1 to 5 (PK-CM-N5) (N-1-E) (N-3-E) 5. Compare sets of objects using the words same/different and more/less/fewer (PK-CMN1) (N-3-E) (N-7-E) Measurement 6. Use comparative vocabulary in measurement settings (e.g., long/longer, short/shorter, more/less, hotter/colder, heavier/lighter, bigger/smaller) (PK-CM-M3) (M-1-E) (M-2-E) (M-3-E) 7. Use words such as day, week, month, schedule, morning, noon, night (PK-CM-M1) (M-

54. Kindergarten Math Expectations Grade-Level Expectations: Kindergarten 1 Number and Number Relations 1. Count by ones to 20 (N-1-E) (N-3-E) 2. Count a set of 20 or fewer objects by establishing a 1-to-1 correspondence between number names and objects (N-1-E) (N-3-E) (A-1-E) 3. Use the ordinal numerals 1st through 10th to discuss positions in ordered lists (N-1-E) 4. Identify the numerals for the numbers 0 through 20 (N-1-E) (N-3-E) 5. Using a number line or chart, identify the numbers coming before/after a given number and between 2 given numbers (N-1-E) (N-3-E) (A-1-E) 6. Identify pennies, nickels, and dimes and their values using the cent sign (¢) (N-1-E) (N- 2-E) (N-6-E) (M-1-E) 7. Count forward and backward from a given number between 1 and 10 (N-3-E) 8. Compare sets containing 20 or fewer objects using the words same/different and more/less/greater/fewer (N-3-E) (N-1-E) 9. Use concrete objects to model simple real-life addition and subtraction problems (N-4-E) 10. Use operational vocabulary (add, subtract, join, remove, take away, put together) to explore sets of objects (N-5-E)

55. Algebra 11. Use the words same, different, equal, not equal, greater than, and less than while using concrete objects for comparative models (A-1-E) 12. Model and act out story problems, physically or with objects, to solve whole number sentences with sums less than or equal to 6 (A-2-E) Measurement 13. Use vocabulary such as: yesterday, today, tomorrow, hours, weeks, names of days, names of months; sequence events; and identify calendars and clocks as objects that measure time (M-1-E) (M-2-E) (M-5-E) 14. Measure and estimate length and capacity using non-standard units (e.g., sticks, paper clips, blocks, beans) (M-2-E) (M-3-E) 15. Use comparative and superlative vocabulary in measurement settings (e.g., longest, shortest, most, hottest, heaviest, biggest) (M-3-E) (M-1-E) (M-2-E)

56. Geometry 16. Name and identify basic shapes using concrete models (e.g., circles, squares, triangles, rectangles, rhombuses, balls, boxes, cans, cones) (G-2-E) (G-1-E) (G-4-E) (G-5-E) 17. Compare, contrast, and sort objects or shapes according to two attributes (e.g., shape and size, shape and color, thickness and color) (G-2-E) 18. Use words that indicate direction and position of objects and arrange an object in a specified position and orientation (e.g., between, behind, above) (G-3-E) 19. Investigate the results of combining shapes (using paper shapes, pattern blocks, tangrams, etc.) (G-3-E) (G-1-E) 20. Draw circles, squares, rectangles, and triangles (G-4-E) Data Analysis, Probability, and Discrete Math 21. Collect and organize concrete data using tally mark charts (D-1-E) 22. Collect and organize data in a simple bar graph using pictures or objects (D-1-E) 23. Sort, represent, and use information in simple tables and bar/picture graphs

57. Engineering activities

58. Hollow Blocks

59. 3D Art

60. Gears

61. Learning Cycle Explore Class Response/Concept Invention Concept Extension