3. Infusing Science & Math
Throughout Daily Routine
• Each day children have the opportunity to visit and play/learn in their
science and discovery centers, where there are numerous activities and
materials to observe and explore.
• Discovery areas contain: microscopes, hand lenses, rock and shell
samples, sensory tables, magnets, insects (both real and plastic), x-rays,
and additional items that are rotated in and out of the center.
• There are animals in each classroom to observe daily, as well as
observing animals outdoors on the playground.
• There are science related books in class libraries, discovery areas, and in
the school library based on various science themes.
• The garden is visited often each week. Each class has their own crop to
plant, water, observe, and harvest.
• Cooking Activities are scheduled weekly.
• Science Experiments are aligned with themes that are taught in a lab
setting.
4. Science preschool goals are accomplished by
practicing what scientists do:
• Observing objects, events, and people
• Asking questions
• Finding words to describe observations and to
communicate ideas
• Exploring and investigating to try to answer
questions
• Using science tools to observe and measure
• Recording observations using simple drawings
and basic charts
5. Guidelines for animals in the
classroom
• All mammals should be vaccinated
• Remember anything with a mouth CAN bite
• Children should not handle reptiles
• Children should sanitize hands before and after holding animals
• Animal cages should be cleaned daily
• Children should be taught to treat animals with respect
6. Animals can be used for observation and language expression
7. The Use of Graphing and Data
Interpretation Pre K – Grade 3
8.
9. How To Use Graphing Cards
• Go to http://www.teacherspayteachers.com/Browse/Search:beth+davis.
• Download and print graphic cards in color on cardstock.
• Purchase trading card plastic sheet protectors and put them in a binder.
• Cut apart cards and store each topic in one square of trading card sheet
protector.
• Give each child a square with either their name or their photo (photos
work best, type or write their name under the photo).
• Choose one topic and remove those cards from the sheet protector. Place
the cards in a graphing pocket chart.
• Discuss the choices and have each child “vote” for their choice by placing
their photo or name card in the column that corresponds with their
choice.
• Count how many responses each choice received. Discuss how many more
one choice got when compared to others. GRAPH OFTEN! This will
increase math and reading skills!
15. Activity 1: Tools Scientist Use-The Pipette or Dropper
The Discussion: A Dropper: Droppers are used to
measure and pick up small amounts of liquids. When
you need to take a little bit of medicine, you can use a
dropper to get just the right amount.
Using A Dropper:
Step 1: Squeeze the bulb (end of the dropper). This pushes the air out of the dropper.
Step 2: With the bulb squeezed, place the other end of the dropper in the water.
Step 3: With the end in the water, let go of the bulb so that it is no longer squeezed.
Step 4: Air pressure from the room will push the water into the dropper.
Step 5: Remove the dropper from the water, squeeze the bulb to let the water
16. Activity 2: Surface Tension
Water is made up of tiny
molecules. Each one is like a little
magnet. At the edges of each drop
of water, the molecules line up like
little mini magnets, attaching to
each other. They form a kind of
“skin” on the top of the drop of the
water holding the rest of the water
in. The “skin” is called surface
tension. When there is too much
water on the “skin”, the surface
tension breaks and the water will
overflow.
Problem Statement: How many drops of water will the head of a penny hold?
Hypothesis: How many drops do you predict the penny will hold?
17. Procedure:
Step 1: Place a penny head side up on a paper towel.
Step 2: Fill a dropper with water.
Step 3: Drop the water one drop at time on the penny.
Step 4: Count how many drops the penny holds.
Step 5: When the surface tension breaks, record how many
drops the penny held on the data table. Graph your results.
Step 6: Repeat the experiment for the other coins.
Coin Number of drops Number of drops rounded to the nearest 10
Penny
Nickel
Dime
Quarter
18. Activity 3: Mixing Colors
In this activity you will mix primary colors
to create secondary colors.
Step 1: Each person should fill their
dropper with red and place it in an empty
space in your flower tray (you can also use
egg cartons).
Step 2: Next add a dropper of yellow to the
red. Notice what new color is created.
Step 3: Repeat steps 1 and 2 using red and
blue
Step 4: Repeat steps 1 and 2 using blue
and yellow.
19. Color extensions:
Using a paper towel
and magic markers,
write the color
combinations and use
a dropper to drop the
corresponding colors
in the holes. Watch
the colors combine.
20.
21. Color extensions:
Place the ends of a paper towel in to difference containers of water and when
they absorb, a new color will be formed.
22. Cut shapes out of paper towels and use the
dropper to decorate the shapes with the colored
water.
Color extensions:
23. Color Extensions
For a sensory experience, place a spoon of two
different color tempera paint in zip lock bags.
Seal the bag and have the children squish and
squeeze the color in the bag until they change.
Hang the bags in the window.
24. Temperature
These
children
have snow
made
in their
hands
and have a
chance to
explore
how it feels.
Mix calcium chloride (Damp Rid) with water and let children
feel how hot it gets. Seal in a container with a metal lid.
Then compare it to something cold.
25.
26. Activity 4: Temperature and Snow
1. Pass around container with water
and Calcium Chloride and feel the
temperature.
2. Cup two hands together tightly
over the catch basin
3. Have your partner pour one
serving of Insta Snow in your hand.
4. Have your partner pour water into
your hands.
5. When snow forms dump into the
catch basin
YOU WILL NEED: small container with water and Calcium
Chloride, 1 spoon of Insta Snow, water, catch basin
27. Density and Matter
Mass, volume, and
density are all
properties of matter.
In this experiment,
students pour red
corn syrup, blue
water, and yellow
vegetable oil and
are amazed when
they sit at different
levels. Corn syrup
(most dense) sinks
to the bottom. Oil
(least dense) floats
on top.
28. Density and Matter
The Concepts: Students will learn that different liquids are denser (heavier)
than others. Each child will be given a portion cup with blue water, yellow
vegetable oil, and corn syrup colored red. Each child will pour their water in a
large glass container. Next, they will pour the oil and watch as the oil floats
on top of the water because the water is denser. Finally, they will pour in the
red corn syrup and watch as the oil and water float on top of the corn syrup.
Students will reexamine the words sinking and floating as well as heavier and
lighter.
Elementary kids learn that mass, volume, and density are all properties of
matter. In easy terms, mass is how much something weighs, volume is how
much space it takes up, and density is how much of matter is packed into a
given space. A liquid that is very dense will seem to be heavier and sink to the
bottom where something that is less dense will float to the top. You can use
different liquids to demonstrate the concept of density. In this activity,
children will predict, pour, analyze, follow directions, use positional words
top, middle, and bottom, and discuss colors.
29. The Set Up: For this activity you will need water colored with blue food
coloring or liquid watercolor (Put a few drops into a water bottle and shake.
It also makes it easier to pour from water bottles.), vegetable oil, corn syrup
(Turn red with food coloring. Since it is very dense, you will need to turn the
bottle back and forth many times.). Set up the following items on a tray for
each child: Three 2 oz. Dixie cups (or portion cups), one with blue water, one
with yellow vegetable oil, and one with red corn syrup. (For easy cleanup, put
a paper towel on the tray). Each tray will also need an empty, clear 8 oz.
plastic cup. You will also need a cup with water and some things to drop in to
demonstrate sinking and floating.
30. The Discussion: Review the principles of sinking and floating and demonstrate
how items sink or float by dropping items in your demonstration cup of water.
Then discuss that everything is made of matter. Go around the room and
name things: blocks, paper, crayons, toys, even the children are matter. All
matter has weight and takes up space. You can demonstrate this by picking up
a block. Discuss that it takes up space, and if you drop it, the weight is has will
cause it to fall. Liquids are also matter. Show your demonstration cup and
discuss that the water takes up space in the cup. Pass around an empty cup
and then the one with the water so the children can feel the difference in
weight. Show the cups with the 3 different color liquids and ask the children
to tell you the colors of each. Discuss that the liquids each have a different
amount of matter packed inside them and that one of them will be very
dense and sink to the bottom when poured together, while one will be less
dense and float to the top.
31. The Exploration: Tell each child to place their empty cup on the tray in front of them.
Instruct them to pick up the yellow liquid (the oil) first and pour it into their clear
empty cup. Next, have them pour the blue water into the cup with the oil. Like magic,
the oil is on top of the blue water. Remind students of the concepts of sinking and
floating and ask them if the water is floating on the top or did it sink to the bottom?
Students should respond that it sank to the bottom. The water sank because it is
more dense than the oil. The oil is “lighter” (or less dense), therefore, it floats on top
of the water. Next instruct students to pour the red corn syrup into the cup with the
oil and the water. The children will be amazed to see that the red corn syrup will sink
below the water. Discuss what happened using the words sink and float. Discuss that
the corn syrup is more dense (or “heavier”) so it sunk to the bottom. Have the
children look at their clear cups and ask them which liquid is on top, on the bottom,
and in the middle. You can pour all of the student cups into one two liter bottle or
large water bottle. Once the lid is on tight, you can turn the bottle and watch as the
liquids will combine, but always separate. Try this again using other liquids and
discuss the results.
32. Activity 5: Density
YOU WILL NEED FOR EACH CHILD: an empty
clear plastic cup or container (you can also use a
test tube), a small cup of vegetable oil, a small
cup of water colored blue, a small cup of corn
syrup colored red.
1. Pour the
yellow
vegetable oil
into the
plastic
container.
2. Pour the
blue water into
the container
on top of the
vegetable oil
and observe
what happens.
33. 3. Pour the red
colored corn syrup
into the container
and observe what
happens.
34. Which liquid floated to the top?
Which liquid sank to the bottom?
4. Use words like sink and
float to describe the results.
35. Our Senses: Sound
Sound: Using A Tuning Fork
Sound travels in the form of vibrations or waves. A vibration is a repeated
back and forth motion. Vibrating objects make the air around it vibrate.
These sound vibrations pass through the air to our ears, strike our eardrum
and cause them to vibrate. Bones in the middle ear transfer the
vibrations of the eardrum to the fluid filled inner ear.
The movement of the fluid in the inner ear causes hairlike nerve receptors
in the inner ear to move. These receptor carry the message to the brain
and the brain perceives these signals as sound.
Although sound can travel through all different types of material, it travels
better through some than others.
36. Activity 6: Sound
YOU WILL NEED FOR EACH PAIR OF STUDENTS: 1 tuning fork, a piece of
paper, and a container of water
Step 1: Strike the tuning
fork and place it close to
your ear to hear the
vibration
Step 2: Strike the
tuning fork and
touch the ends to
feel the vibration
37. Step 3: Strike the tuning fork
and gently touch the end to a
piece of paper to hear and see
the vibration
Step 4: Strike the tuning
fork and touch the very tip
gently to the water in the
container and see the water
jump from the vibration.
38. TABLE GROUPS
1.Paleontologist: 10 stations
2.Funnels and Water Exploration: 20 stations
3.Sinking and Floating: 10 stations
4.Magnetism: 10 stations
5.Using A Hand Lens: 10 stations
6.Sorting and Classifying: 20 stations
7.Parts of a Seed: 10 stations
8.Mealworms & Tadpoles: 10 stations
39. Table Activity 1: Be A Paleontologists
Students learn about the role of a paleontologist. They extract
dinosaurs from GAK.
Step 1:
Extract
dinos from
GAK
Step 2: Flip over
your tray and
sort, count, and
match them to
photos of the
dinosaurs on
discovery trays.
Step 3:
Flatten GAK
and press
dinos in. Fold
to make a
dinosaur
burrito.
40. Table Activity 2: Funnels & Test Tubes
Sometimes we want to pour something
into a container with a small opening. A
funnel makes it easier to pour liquids into
small spaces. We can use a funnel to
help us do so without spilling the liquids
we are pouring. A scientist uses test
tubes to study liquids. Test tubes are
slender containers that hold liquid. To
use a funnel, simply place the small end
of the funnel into the test tube or
container you wish to fill. Then pour the
water into the big opening of the funnel
and the water will flow into the
container.
41. The Activity:
Give each child a test tube rack
and instruct them to place it
inside a plastic container to be
used as a catch basin. I got
these donated from a local
grocery store from the produce
department. Each child will also
need another container filled
with water and a small cup. I
use colored water to make it
more interesting. Demonstrate
by putting the funnel into the first
test tube in the rack.
42. Table Activity 2: Funnels & Test Tubes
Step 1: Place the test tube rack
in the catch basin. Place a funnel
in the first test tube.
Step 2: Scoop up water in a cup
and pour in the first test tube.
When full, move the funnel to
the next test tube. Repeat until
all 4 test tubes are full.
Step 3: Empty the test tubes and
transfer the water from the catch
basin back into the water
container.
43. Table Activity 3:
Sinking and Floating
Students practice
dumping and pouring
water then test items
to see which sink and
float to learn about
buoyancy .
44. The Set Up: Each child should
have their own set of materials
which include a plastic
container filled with blue water
(color is added for the extra
wow factor; after all, how
boring is it to have plain
water!), a small and large cup
or discovery tube, two empty
bowls labeled "sink" and "float",
cork, metal items like large
washers, marbles, wood blocks,
plastic Legos, rubber balls and
any other items that will sink or
float. Also give each child two
small bowls, one labeled “sink”
and one labeled “float”.
45. The Discussion: Begin by asking the children if they
know some things that water is used for. Some answers
may include drinking, swimming, taking a bath, rain is
water. Some may say there is water in the ocean. If these
things are not discussed, find a way to bring them into
the conversation. Discuss the importance of knowing
that they should never go into a pool or body of water
alone. Continue the discussion by asking them if they
know how to float on top of the water. Explain that the
word float means to stay on top of the water. Something
that floats stays on top of the water. Ask if any of the
children have ever floated in the pool. Next discuss that
sinking is the opposite of floating. Something that sinks,
fall to the bottom of a container of water.
46. The Activity: Instruct the children to put their hands in the water
and ask them how it feels (wet, cold). Give them an opportunity
to explore the water with their hands. Then demonstrate how to
scoop up water in the small cup and then pour into the larger cup
or discovery tube. Give them a few minutes to scoop up water
and dump it into the larger cup or discovery tube. Encourage
them to fill the larger cup or tube and let the water overflow. Older
children can count how many cups it will take before the larger
container overflows.
After exploring the water, have them empty both cups and place
a cork in the bottom of the larger cup or discovery tube. Next,
demonstrate how to fill the cup or discovery tube again, this time
watching as the cork floats on top of the water until the cup or
tube overflows and the cork falls into the basin.
47. To continue the activity, pick up
the metal washer from your tray
and say the following. "I am
holding a metal washer. Can you
tell me what shape it is? (round).
What do you think will happen if I
drop it in the water? Allow
children time to make
predictions. Count the number of
children who predict it will sink
and those who predict it will float.
Have the children watch what
happens when the washer is
dropped in the container of
water. Ask if it sank to the bottom
of the water or floated on top of
it? Continue to review that
something that sinks will fall to
the bottom and something that
floats will stay on the top.
48. Table Activity 3: Sinking and Floating
Step 1: Place all items on the
tray.
Step 2: Pick up one item at a
time and place it in the water.
Step 3: If the item sank, place
it in the bowl marked “sink”. If
it floated, place it in the bowl
marked “float”. Count up how
many items were in each bowl.
Step 4: Remove all items from
the water and place back on
the tray for the next person.
49. Table Activity 4: Exploring Magnetism
Students test various items to see if they are attracted to a
magnet. Items are sorted into bowls to identify them as magnetic
or non-magnetic. Older children graph their data.
50. Set Up: Each child will need a tray with
various items that are metals and non-
metals. By using a tray (can be a
recycled Styrofoam tray for a grocery
store) you create personal space and
boundaries for each child. Look around
your classroom, find various items that
can be tested to see if they are magnetic
or not….just about anything will do. Be
sure to get items made of different things
like wood, plastic, metal, etc. Put all
items on the tray. Have one empty
unmarked bowl, this will be the “I don’t
know bowl.” Mark the other bowls with
the words “No” and “Yes”. Each child
will also need a wand magnet.
Magnetic marbles are optional, but a
whole lot of fun.
51. The Discussion: Tell children that a magnet attracts
(brings near) things that are made of certain metals.
Items that are not magnetic will not “stick” to the
magnet. Point out that they will have one bowl with
different items and two empty bowls. Explain that the
bowl marked N O spells no. Ask what sound the letter
makes. Repeat for the word yes. Tell children that they
will test items to see if they will stick to or be attracted to
a magnet. If the item is attracted, it will go in the “YES”
bowl. If not, it will be placed in the “NO” bowl.
52. The Exploration: Pass out a tray with the three
bowls and a magnet to each child. Have the
children keep their hands under the table or else
the inclination is to touch everything on the tray.
Go over the three bowls and review the words
YES and NO. Have them pick up the magnet
wand in one hand and demonstrate the first
item. Pick up something made of rubber
(rubber stopper, eraser, rubber band, etc.) and
place it in the “I don’t know” bowl. Touch your
magnet to the item and ask the children if it
stuck to the magnet. Direct students to move
the item from the “I don’t know bowl” to the
“NO” bowl. Next choose an item that will be
attracted like a metal washer or paperclip. Ask
the children to pick up the item and place it in
the “I don’t know” bowl and then touch their
magnet wand to the item. Ask them if the item
stuck to the magnet. When they say “Yes” have
them pick up the item and put it in the “Yes”
bowl. Continue to let the children test the items
one at a time. Make predictions or guesses
before testing the items.
Child testing the item
Item is, moved from “I don’t
know bowl” to “yes bowl”.
53. Step 1: Pick up an item from the
tray and place it in the “I don’t
know bowl”.
Step 2: Use the magnet to try and
pick up the item. If the item sticks
to the magnet, remove it from the
magnet and place it in the “yes”
bowl. If it does not stick, place it in
the “no” bowl.
Step 3: Count how many items
were in each bowl. Remove the
items from the bowls and place
them back on the tray for the next
person.
Table Activity 4: Exploring Magnetism
54. Table Activity 5: Hand Lens
Place several small items on a plate or on a tray. Call out each item one at a
time and have the child pick up the items one at a time and look at them using
the magnifier. Discuss whether the magnifier makes each item bigger or
smaller. After looking at several items (be sure to use some with tiny print like
stamps or pennies with older children), give each child items like rocks, shells,
tree trunk pieces and other nature items and give them a chance to take a
closer look at each item. Also encourage the children to get a closer look that
their hand. Have them explain what looks different about their hand when
viewing it with the hands lens vs without.
55. Classification Systems
Scientists use classification systems to make it
easier to study branches of science. By dividing
objects into groups, scientists become experts in
their fields.
An attribute is a characteristic used to group
things.
56. Scientists classify things into groups so that it is
easier for them to observe what they are studying.
Zoologists are scientists who know a lot about
animals. Botanists know a lot about plants, and
marine biologists know a lot about marine life.
They are experts in their fields. Things are classified
by how they are alike or different. An attribute is a
way of describing something. It can be how it
looks, the size, shape, color, how it feels, or other
characteristics.
57. Sorting Plastic Lids
Children sort lids from the large container.
Each child collects one color.
Child with
her tray of
green lids.
Children getting ready to line
up lids to make their graphs. Children lining up lids to be counted.
59. Junk Boxes and other things to classify
• Buttons
• Beads
• Bread tags
• Lids
• Keys
• Hardware
• Plastic pieces
• Shapes
• Stamps
• Luggage tags
• Hose & cable fittings
• Gift cards
• Barrettes
• What else can you classify
60. Table Activity 6 & 7:
Sorting & Classifying
Step 1: Choose an item to sort
and place it in the center of your
sorting mat. If you need to sort
into more than 4 groups, use the
back of the sorting mat.
Step 2: Sort the item into groups
by their characteristics.
Step 3: Place the items back in
the container. Choose at least 2
other containers to sort.
61. Parts Of A Seed
Seeds are alike in many ways. They develop in the ovary of a plant
and contain a little plant called an embryo. Seeds are covered by
a thin outer coating called a seed coat. The seed coat protects
the seed. The tiny seed has its own food until it is able to make its
own food in its leaves. The food storage of a seed is called the
cotyledon. Seeds are different sizes and shapes. A corn seed is a
monocotyledon and has a tiny embryo inside, but since it has only
one cotyledon, it cannot be split in half. A bean seed is a
dicotyledon meaning it has two cotyledons and can be split in half.
The embryo is between the two cotyledons.
62. A popcorn kernel is a monocotyledon: It has one cotyledon
root system
stem
leaf
cotyledon (food source)
Seed coat
embryo
endosperm
64. In this activity, you will have a chance to compare a dry and
soaked bean seed. One lima bean has been soaked overnight.
The other one is a dry seed that has not been soaked.
Materials (per person): one soaked seed, one dry seed, a hand lens, a ruler
or tape measure
Procedure:
1. Lay out the soaked seed and the dry seed next to each other. Write
down or discuss five observations of each seed.
2. Carefully remove the seed coat.
3. Split the seed in two parts.
4. Look for the embryo in the middle. It may break off or fall out.
5. Draw the two cotyledons and the embryo.
Write about it:
Pretend you found a bag of magic beans. Explain what happened after
you planted the beans.
65. Seeds are planted Roots sprout
Leaves form
Flowers form
Seeds are dispersed
66. Table Activity 8: Parts of a seed
In this activity, you will have a chance to compare a dry and soaked
bean seed. One lima bean has been soaked overnight. The other
one is a dry seed that has not been soaked.
Materials (per person): one soaked seed, one dry seed,
a hand lens, a ruler or tape measure
Procedure:
Step 1: Lay out the soaked seed and the dry seed next to
each other. Write down or discuss five observations of
each seed.
Step 2: Carefully remove the seed coat.
Step 3: Split the seed in two parts.
Step 4: Use your hand lens to look for the embryo in the
middle. It may break off or fall out. If you don’t see the
new baby leaf, split open another one.
Step 5: (extension for students) Draw the two cotyledons
and the embryo.
67. Garden Studies
Count the number of yellow flowers on your tomato
plant. Those yellow flowers will fall off and tomatoes will
appear.
Count the number of green tomatoes on your plant.
Count the number of red tomatoes on your plant.
Use Popsicle sticks to measure the height of your plant.
Count the number of green peppers in the garden.
Count the number of red peppers in the garden.
Count how many heads of cabbage are in the bed.
Use paper clips to measure across the cabbage.
Count the number of broccoli in each bed.
Count the number of cauliflower in each bed.
Measure the length of a bean pod.
Measure the distance around the purple eggplant.
Draw the vegetables in the garden.
Use snapping cubes to measure the height of the
cabbage plant.
68. Beans are
planted in a
cup.
Bean seeds
are
transplanted
to the garden
after
sprouting.
Once
grown, the
bean length
is
measured.
69. Students observe and draw broccoli plants that have
gone to seed.
“Hands On”
Broccoli
70. Red tomatoes are
counted and data is
recorded on a post it
note & transferred to field
study book.
Planting tomato
seedlings in the bed.
Tomatoes picked are
counted.
Students use blocks as a non-
standard measure to balance
the scale and weigh their
tomatoes.
Tomatoes are tasted
and taken home.
71. Paperclips are used as a non-standard
measure to measure across the
cabbage heads.
Popsicle sticks are used as a non-
standard measure to measure
plant heights.
Paperclips are used as a non-standard
measure to measure the length of the
peppers.
73. Red and green peppers
are identified and
counted separately.
Watering plants
during daily
observations.
74. We found that children who grow vegetables, learn to eat
more vegetables. Children here are packing produce donated
by Farmshare, a local food recovery program.
75. Adaptations for Older Children
• Use words like diameter when measuring
across vegetables.
• Use words like mass when discussing how
much something weighs.
• Use the word average when figuring out the
average size of vegetables.
76. Life Cycles
• Humans
– The concept is easy to present with small children.
They begin life in their mommy’s belly and are
born to a baby unable to walk. As they grow, they
learn to walk and talk and eventually will grow to
be an adult.
77. Butterfly lays an egg
Caterpillar hatches
Caterpillar grows by
eating leaves
Caterpillar attaches to a plant, forms an outer shell, pupa
After two weeks a butterfly emerges
78. Female frog lays
hundreds of eggs
A tadpole hatches, like a fish
it breathes through gills
Tadpole begins to grow hind legs
Tadpole grows front legs. The gills disappear and
it breathes with its lungs
The tadpole’s tail disappears, it’s a frog.
79. Life Cycles
Two students trying to catch
tadpoles for observation.
Tadpoles in a
test tube for
observation.
Student
using a
hand lens
to view a
tadpole.
Student
cupping her
hand to pick
up a tadpole.
After teaching children about the stages of
development for frogs, students have a
chance to get a closer look.
81. Table Activity: Exploring Tadpoles
You will need a container of tadpoles, a hand
lens, and a clear cup.
Step 1: Sanitize your
hands
Step 2: Use your cupped
hands or a cup to scoop
up some tadpoles.
Step 3: Use a hand lens
to get a closer look.
Return the tadpole to the
water and get another
one. Observe the legs,
tail, and other body
parts.
Step 4: Sanitize your
hands.
82. Student using tweezers to
gently pick up mealworms
out of a container of
oatmeal.
After learning about the life cycle of
beetles, students explore mealworms.
85. Table Activity: Exploring Mealworms
You will need a container
mealworms in oatmeal and
a hand lens.
Step 1: Sanitize your hands
Step 2: Use the hand lens to
get a closer look at the
mealworm. Count the legs.
Step 3: Hold the mealworm
and observe how it moves.
Step 4: Sanitize your hands.
86. You will need a container or water, a
plastic container, and a bar of Dove soap.
Test to see if the soap sinks or floats.
This will also get the bar of soap wet
Place the wet bar of soap in the microwave
and heat for 2 minutes and 30 seconds.
Have children explore the mass of soap. Give
it a minute to cool first
Children explore the soap until it becomes
dust!
Changing states of matter: Soap Experiment
87. Chemical Change
When a chemical change takes place, matter is changed from one thing to
another. When a chemical change takes place, you can’t get the original items
back. Example: When ingredients are mixed to make a cake, after it is baked,
you can’t get the eggs out. By mixing ingredients to bake a cake, after baking,
new matter is produced.
These children mix flour, water, salt, and oil
to make Playdough.
88. Activity 11: Alka Selter Rockets
Chemical Changes in Matter
Basic rocket
design with
recycled lid
taped to toilet
paper tube
Film container
half full of
water, student
ready to drop in
½ Alka Seltzer
tablet
After lid is
snapped on
QUICKLY turn
over the film
canister
Place rocket
on top of film
container with
the lid, step
back and
begin
counting.
Step 3:Step 2:Step 1: Step 4:
89. Parents donated their Christmas trees and they
were cut into tree blocks. In all, 140 trees were
recycled and every class got a container of
tree blocks. Students freely explore tree blocks.
ENCOURAGE RECYCLING!
90. Tree Trunk Exploration
Blocks are lined up in size
order and are counted.
Students use a
hand lens to
see the rings.
They also smell
the pine scent.
On their own, they measured
the height of their tree towers!
Students use a
tape measure
to find the
diameter in
centimeters.
91. Free Exploration at learning centers gives
children a chance to think critically
Miscellaneous nuts and bolts provide
opportunities for construction.
Cable fittings placed in a box are
ideal for building.
92. Magnetic pattern shapes Sorting colored caps by color and shape
Large plastic discovery tubes
with gel balls and other liquids
Small discovery tubes out of test tubes
93. Miscellaneous hose
pieces screwed
together
Insect specimens
encased in plastic
Children reposition PVC
tubes with Velcro
attached to a carpeted
wall and drop balls down
the tubes.
Plastic animals for sorting and
pretend play
94. Free Exploration
with tree blocks
Feeding Lab
Animals
Gears can be attached to walls
or used on the floor in various
configurations.
Buckets of
water and
measuring
cups provide
opportunities
to practice
dumping
and pouring.
Free exploration with shells
95. Kids are amazed with animal
tracks. You can purchase these
molds and make castings with
plaster or Paris and paint or use
Playdough.
Molds can be left at an
exploration station and animal
tracks can be made over and
over using Playdough. If you
leave them out, they will get hard.
96. 90 Days of Graphing Topics on cardstock
Regular price $20 CONFERENCE
SPECIAL $15
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