Solids, Liquids, and Gases Basic concepts related to states of matter appropriate for young children include the following: Liquids assume the shape of their container Solids retain their shape Some solids dissolve in liquid; some do not Water changes form when frozen or boiled Liquids move at different speeds (viscosity) Air is a gas Adding […]
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Light and Shadow Young children are highly intrigued by the interplay of light and shadow and the ways light can be manipulated to achieve different kinds of effects. Young children can understand and use terms such as light, shadow, reflection, filter, rainbow, image, transparent, translucent, and magnify. Concepts that can be acquired by young children
Physical Science Everyday concepts about physical science are acquired as children do such things as paint in the art center, build with magnetic translucent tiles on the light table, see their shadows while running outdoors, or try to push a heavy truck up a wooden ramp in the block center. As they manipulate and observe
Science Concepts and Curriculum Activities Science content and curriculum are currently not emphasized in early learning standards and primary grades curriculum to the same extent as mathematics. But teachers should facilitate science learning and scientific inquiry through both informal and structured or facilitated investigations (Hamlin & Wisneski, 2012). Informal science learning occurs daily as children
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Three-Dimensional Graph Three-dimensional graphs are a good way to begin using graphs with young children, since they involve the use of concrete objects that children can manipulate to represent data. This graph represents animals on land, on sea, and in the air. Place Your Order Here!
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Data Analysis and Probability Through daily experiences, children learn to answer questions of practical value by organizing, interpreting, and representing information with graphs and charts, pictures, and words. Graphing activities should move from concrete to abstract, starting with three-dimensional graphs using beads on a string, stacking rings on dowel rods, or interlocking Unifix cubes to
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Stop and Reflect How did this project involve children in mathematics and science processes reflected in the standards? How might you have documented the work children were doing to encourage ongoing discussion and problem solving? Temperature Understanding that temperature is something that can be measured is abstract and difficult for young children other than in
Stop and Reflect How did this project involve children in mathematics and science processes reflected in the standards? How might you have documented the work children were doing to encourage ongoing discussion and problem solving? Temperature Understanding that temperature is something that can be measured is abstract and difficult for young children other than in
Stop and Reflect How did this project involve children in mathematics and science processes reflected in the standards? How might you have documented the work children were doing to encourage ongoing discussion and problem solving? Temperature Understanding that temperature is something that can be measured is abstract and difficult for young children other than in
The Twenty-Four Foot Python: A Teachable Moment about Measurement Ms. Deanna was working her way through Shel Silverstein’s book Light in the Attic (1981, p. 44) with her preschool/kindergarten class when she came to “Snake Problem”: It’s not that I don’t care for snakes, But oh what do you do When a 24-foot python says
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