A FEW WORDS ABOUT OUR ACTIVITY FORMAT:

We wanted to use a fairly simple activity format, but still want teachers and others working with 4-year olds to have enough information to feel comfortable doing the activities WITH children.  Each description has the following:
 

• Title:  a few words to let you know what this activity is about.
• Investigation:  which states what you'll be studying.
• Process Skills:  the science processes to be emphasized in this activity (See our page discussing the impoprtance of science processes!).
• Materials:  a list of the key science or other materials this activity requires.
• Procedure:   Several sections to help you to carry out the activity -- (1) Getting started, which suggests way(s) to get this investigation underway, (2) Questions and comments to Guide Children,  which suggests what you might say to children, as well as some rewponses you can anticipate, (3) What Children and Adults will Do, which offers further ideas on how to do the activity, and (4) Closure, which suggests way(s) to bring the activity to a productive close.
• Follow-up Activities:  additional things you and the children might want to try.
• Center Connection:  which suggests ways to continue this activity via a classroom science center.
• Literature Connection:  books you might want to use to extend the learnings of this activity.

Keeping in mind, dear Visitor, that what follows are curriculum materials still under development, here are a few samplers for you to examine or try out:

Investigation: Discovering that wind makes objects move and a strong wind produces sounds

Process skills: Observing, communicating

Materials: None

Procedure:
 Getting started:  On a windy day take the children for a walk around the school.  Ask children to look for things that are moving.  Watch what they do and listen to what they say.

 Questions  and comments to guide children: Children's responses
What do you see that is moving? "Why the wind go so fast?"
Stand still.  Is anything on you moving? "Why does the wind make noise?"
Do you see anything in the sky that is moving?
What is making everything move?

 What children and adults will do:  Children will enjoy being out in the wind.  As they notice things moving, change their focus from time to time by pointing out things on the ground, above their eye level or in a different direction from which they are looking.  Repeat what some children say so other children can notice the same objects moving.
 
 Closure:  Gather children inside.  Ask them what things they saw moving outside.  Draw pictures on a chart of the objects they talk about and label it, "Our wind walk."

Follow up Activity:  On another day, put out leaves, pieces of paper, cotton and other small objects of varying weights on a table.  Provide children with straws and ask them if they can pretend to be the wind and move some of the objects.  Ask them which things are easiest to move and why.

Center Connection:  Put some of the same objects and straws in the science area.

Literature Connection:
Mirandy and Brother Wind by Patricia McKissack, Knopf, 1988.
Gilberto and the Wind by Marie Hall Ets, Penguin, 1978.

A WIND WALK

Family Science Connection:

Around the house find things that the family can blow and can observe what will happen.  Blow on a feather, an open napkin or paper tissue, the top of a glass coke bottle, a pencil on the table or whatever the family finds that will move the senses.  After blowing these various objects, describe what the family saw, felt or heard.

Comments or questions that may add a sense of wonder to this activity:

  What object was the easiest to move when blown upon?  Did it weigh the least or the most?

  If we blow harder on an object will it move faster or slower?
 

UN CAMINO DE AIRE

Ciencia en la Familia:

Alrededor de la casa encuentra objetos a los que la familia puede soplar para observar que es lo que sucederá.  Sopla a una pluma, una servilleta de papel abierta, o un pañuelo de papel desechable, la boca de una botella de soda vacia, un lápiz sobre la mesa, o cualesquier cosa que la familia encuentre que puede mover los sentidos.  Después de soplar en estos bojetos, describan lo que la familia vio, sintió o oyó.

Comentarios o preguntas que pueden despertar curiosidad en esta actividad:

  Que objeto fue el mas facil de soplar?

  ¿Si le sopamos fuerte a un objeto este se movera mas rapido o mas despacio?
 

Investigation: Collecting rocks

Process skills: Observing, comparing, communicating

Materials: Bags, boxes or aluminum pans

Procedure:
 Getting started:  Take the children on a rock hunt.  Pick a location where there are rocks, or scatter some yourself ahead of time.  Give each child a bag and encourage them to look for rocks they find interesting to put in their bags.  Let them spend time looking for rocks before you ask questions.  Listen to what they say.

Questions  and comments to guide children:
What can you tell me about your rock?
What makes it like (unlike) your friend's rock?
What do you like about your rocks?
Can you find a different kind of rock?
Can you find a rock that's bigger than yours?  smoother?  a different color?  shape?

 What children and adults will do:  The children will find all kinds of rocks.  As they talk about their rocks, repeat some of their language.  Ask questions that follow their train of thought.  For example, if they seem to be most interested in how heavy they are, your questions should encourage them to compare the weights of different rocks.
 
 Closure:  Back in the classroom have children put their rocks in front of them.  Have each child choose one rock to show to the others.  Ask children to describe what they like about their rocks.  Say, "This is your pet rock.  In a few minutes, we are going to put them together in a pile.  Do you think you can find yours?"  Go ahead and try it.  If children have trouble, ask questions about their rocks to help them find their own rocks.  Have children put all the rocks into a box or pan for further investigation.

Cultural Variations:  If you can't find interesting rocks where you are, this activity works well with leaves, shells, seed pods, twigs, or other natural materials.  You can also use food — apples, oranges, pinion nuts, whatever you have in abundance.

Center Connection:  Put the pan of rocks in the science area along with hand lenses and a balance scale.

Art Connection:  Put out play dough and various rocks.  Let children experiment with using their rocks to make prints in the dough or using rocks to decorate their play dough creations.

Literature Connection:
Everybody Needs a Rock by Byrd Baylor, Macmillan, 1985.

MY FAVORITE ROCK

Family Science Connection:

In the neighborhood, go on a rock hunt and find as many different rocks as possible to collect and take home.  At dinner have each family member pick their favorite rock that was collected and put it near their plate.  As a family discussion, ask each member to describe their favorite rock and tell why they like it.

Comments or questions that may add a sense of wonder to this activity:

  What do you like about your rock?

  Can you find another rock on the table that is bigger than your rock?
 Smoother?  A different color?  Different shape or smell?
 

MI ROCA FAVORITA

Ciencia en la Familia:

En el vecindario, vayan a una exploracion de rocas y encuentren tantas rocas diferentes como sea posible para asi recolectarlas y tenerlas en casa.  Durante la cena pida a cada miembro de la familia que escoja su roca favorita y que sea cogida y puesta cerca de su plato.  Como discusion familiar pida a cada miembro de la familia que describa su roca favorita y diga purque le gusta.

Comentarios o preguntas que pueden despertar curiosidad en esta actividad:

  ¿Qué es lo que te gusta de tu roca?

  ¿Puedes encontrar otra roca en la mesa que es mas grande que tu roca?  ¿Mas lisa?  ¿De diferente color o olor?

Investigation: Changing the angle of a ramp to affect the distance that an object will roll

Process skills: Observing, comparing, communicating

Materials: Paper towel rolls, cut in half lengthwise, table tennis balls, marbles, small cars, blocks, tape

Procedure:
 Getting started:  Show children how to make a ramp by taping the top of a paper towel tube to a block.  Let children experiment by rolling various objects down their ramps.  Watch what children do and listen to what they say before you ask questions.

Questions and comments to guide children: Children's Responses
Which object went the farthest? "Look teacher, it goes fast!"
Why do you think the ___ went farther than the "I'm gonna see which ones goes
 ___? fastest"
How could you make your ball go farther? Lots of laughter, giggling
What do you think will happen if I put another (in Robin Ryan's class)
 block under the ramp like this?

 What children and adults will do:  Children will experiment with all three objects and may find other objects to try.  After a while, encourage children to vary the steepness of the ramp.  Ask them to tell you what happened when they did.

 Closure:  Hold a final "race" by having all the children let go of their object at the same time to see which travels the farthest.  (The tops of the ramps need to be lined up first).  Use adding machine tape or measuring sticks to compare distances.

Follow up Activity:  Outside, put long boards, large blocks and balls together so children can experiment further with ramps.

Center Connection:  Add pieces of press board or plywood to the block area so children can use them for ramps.

Literature Connection:
Train Song by Diane Siebert, Thomas Y. Crowell, 1990.
Wheels by Venice Shone, Scholastic, 1990.

RAMPS

Family Science Connection:

In the house or yard, build an obstacle ramp with things from around the house.  Use chairs, tables, wood boards, towel rolls, toys, etc. and see how creative you can be and still get objects to roll down this homemade obstacle ramp.  Talk about the favorite objects that were rolled down the ramp and compare why these objects were most fun to watch.

Comments or questions that may add a sense of wonder to this activity:

  What objects rolled the fastest?  What objects rolled the slowest?

  What objects were the most fun to watch as they rolled down the ramp?  Why?
 

RAMPAS

Ciencia en la Familia:

En casa o en el patio, construyan una rampa con cosas que tengan en casa.  Usen sillas, mesas, tablas de madera, rollos de toallas, juguetes, etc., y vea que cretivos pueden ser, consiga objetos que puedan hacer rodar hacia abajo en la rampa hecha en casa.  Hablen acerca de los objetos favoritos que rodaron sobre la rampa y compare por qué esos objetos fueron los que mas les gusto observar.

Comentarios o preguntas que pueden despertar curiosidad en esta actividad:

  ¿Qué objetos rodaron mas rápido?  ¿Qué objeto rodaron mas despacio?

  ¿Qué objetos fueron los mas divertidos de observar cuando rodaban hacia abajo de la rampa?
 ¿Por qué?

Investigation: Observing and learning about the behavior of earthworms.

Process skills: Observing, comparing, communicating

Materials: Per child:  1 earthworm (or red wiggler), hand lens, clear plastic sandwich box or cup, moist paper towel, plastic spoon;
 Per group:  moist soil and a small amount of food for worms:  cornmeal, used coffee grounds, brown sugar, chopped leaves, 1 small bowl of water

Procedure:
 Getting started:  Place a box on the table and invite the children to guess what's in the box from a few "clues" about earthworms.  After guessing, place an earthworm inside a clear plastic box or cup that has a moist paper towel in it.  Tell them that the paper towel will help to keep them moist while they are at school.  Allow time for the children to observe the earthworm.  Listen to their comments and observations.

Questions and comments to guide children:
Tell me about the earthworms.
Do they have any eyes?  legs?  mouth?
Which way is your earthworm moving?
What does the worm feel like?
Have you ever seen an earthworm outside?  where?
What do you think they like to eat?

 What children and adults will do:  Children will watch the earthworms and touch them.  Notice what children are interested in.  Encourage them to use hand lenses.  Follow their lead when choosing questions to ask.  Ask only 2 or 3 questions during one group time.

 Closure:  Ask the children to share what they like about earthworms.

Follow up Activity:  On another day, ask the children what would happen if they were to blow gently across the body of the earthworm.  WAIT FOR THEIR PREDICTIONS:  Model a gentle blow and have the children gently blow and observe the response.  Ask what they think earthworms would do if two drops of water were placed near their heads?  WAIT FOR THEIR PREDICTIONS then model — 2 drops near head — children can just drop a finger into a bowl of water and drop it near their head end.

Center Connection:  Place the earthworms in an uncovered plastic container and cover them gently with moist soil/planter mix.  Lightly mix some food, coffee grounds, brown sugar, and chopped leaves into the moist soil.

Literature Connection:
Inch by Inch by Leo Lionni, Astor-Honor, 1962 (available in Spanish)
The Big Fat Worm by Nancy Van Laan, Knopf, 1987.

CRITTERS:  OBSERVING EARTHWORMS

Family Science Connection:

On or right after a rainy day, go on a worm hunt.  Spend time observing water puddles and muddy places in the yard.  See if you can find those long worms that come out right after a continuous rain.  Talk about how these critters move, slide and dive quite easily into the mud.  Think about what they might eat and where they go when everything dries.  If you have a hard time finding worms, dig around a bit with a spoon or shovel and you should find some moving critters.  Checking out a children's book about worms could also be a way to see worms if the hunt fails.  Good luck!

Comments or questions that may add a sense of wonder to this activity:

  Let's watch the earthworm to see how it moves its body in the mud.

  How does the earthworm like to move?
 

ANIMALITOS:  OBSERVANDO LOMBRICES DE TIERRA

Ciencia en la Familia:

Durante o inmediatamente después de un dia lluvioso, vayan en busca de lombrices.  Pasen tiempo observando charcos de agua y lugares lodosos en el patio.  Véan si es que pueden encontrar esas lombrices largas que salen después de que ha llovido mucho.  Hablen acerca de como se mueven, deslizan y se clavan muy fácilmente en el lodo.  Piensen acerca de como se alimentan y a donde van cuando todo se seca.  Si les es difícil encontrar lombrices, escarven un poco con una cuchara o una pala y podrán encontrar algunos animalitos en movimiento.  Pidiendo libros infantiles de la biblioteca relacionados con las lombrices puede ser también una manera de ver lombrices si es que su busqueda fracasa.  ¡Buena suerte!

Comentarios o preguntas que pueden despertar curiosidad en esta actividad:

  Observemos a la lombriz de tierra mira como se mueve su cuerpo en el lodo.

  ¿Como le gusta moverse a la lombriz de tierra?

  

Investigation: Exploring an ear of corn

Process skills: Observing, communicating

Materials: Ears of corn in their husks, newspaper

Procedure:
 Getting started:  Working in pairs, let the children explore the corn husks.  Watch what they do.  Listen to what they say.  After a few minutes encourage children to find out what is inside their corn husks.

 Questions and comments to guide children: Children's Responses
What does the husk feel like? In Emely Lek's class, children
How can we find out what's inside? recognized the corn right away
What does the silk feel like? and remarked, "I like to eat corn."
Why do you think the corn is covered with silk? "My mom bought it at the store."
How does your Mom (or other adult) cook corn
 at home?

 What children and adults will do:  After an exploration period, children will begin pulling off the husks and silk.  Encourage them to put the silk in one pile and the husks in another.  They will talk abut eating corn once they discover it.  Have children look at the kernels.  Ask them what they look like.  If they don't make the connection to seeds, show them some other seeds and ask them if the corn kernels look like seeds.

 Closure:  Tell children you are going to cook the corn so they can taste it.  Find out how many have eaten corn on the cob.  Cook and enjoy (see follow up).

Follow up Activity:  Cook the corn in a microwave oven.  Brush the ears with melted margarine.  replace husks, without the silk, around the ear of corn.  Fasten with rubber bands.  Cook on full power, allowing one minute for each ear.  Leave at least one inch of space between ears.

Center Connection:  Put husks, silk, and one ear of corn in the science center with hand lenses.

Literature Connection:
Three Stalks of Corn by Leo Politi, Aladdin Books, 1994.
Corn is Maize, the Gift of the Indian by Aliki, Harper Trophy, 1976.

AN EAR OF CORN

Family Science Connection:

At the market look at all the different kinds of corn sold and talk together about their similarities and differences.  Mom, dad, brothers and sisters can also point out that corn is mixed with other foods for better flavor, texture or looks.

At home during dinner see if the family can point out all the ways we eat and use corn.  Discuss the feel, smell, look and sound of corn in all its forms.

Grow corn and other vegetables and compare homegrown to store bought.

Comments or questions that may add a sense of wonder to this activity:

  Let's name all the different ways we cook and eat corn!

  I wonder if corn tastes sweeter if it is cooked or eaten raw?
 

UNA ESPIGA DE MAIZ

Ciencia en la Familia:

En el mercado, busque las diferentes clases de maiz que se venden y hablen juntos acerca de sus similitudes y diferencias.  Mama, papa o hermanos mayores pueden tambien senalar que el maiz es mezclado con otras comidas para que tengan un mejor sabor, textura y apariencia.

En casa durante la cena, vea si su familia puede senalar todas las maneras en que comemos y usamos el maiz.  Discuta como se siente, huele, ve y suena el maiz en todas sus formas.

Siembre maiz y otros vegetales y compare los que crecen en casa con los que compramos en la tienda.

Comentarios o preguntas que pueden despertar curiosidad en esta actividad:

  Nombremos todas las diferentes maneras de cocinar y comer maiz.

  ¿Me pregunto si el maiz sabe mas dulce si es cocinado o comido fresco?

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                                 "A HEAD START ON SCIENCE" DEMONSTRATION PROJECT
                                California State University, Long Beach, Department of Science Education
 

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