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Ch 11 Developing Science Centers - Coggle Diagram
Ch 11
Developing Science Centers
Learning Outcomes
effective indoor and outdoor centers
create developmentally appropriate and that meet science standards.
ways science centers enhance children's development.
science actives vary on age and Development
how children learn scientific concepts
facilitating learning centers
Children's Development of Scientific Concepts
early concepts are not always concrete or perceptually based
children's concepts are not uniform across content areas, individuals, or tasks.
concepts are tools that are implications of children's reasoning-- positive and negative
children's concepts reflect their "theories" about the world.
How the Science Center Enhances Children's Development
inquiry process
develop an explanation or conclusion
communicat information and your findings to others
dictate or write
draw
tell someone
make a chart
conduct investigations and observe the results
form a hypothesis (predict what will happen)
plan a way to answer the question
Ask a question
choosing topics
allow for direct exploration and engagement
Include important scientific concepts.
are
allow multiple opportunities to explore the concept in in-depth ways over an extended time.
engaging to children and adults
developmentally appropriate
provide for both physical and life science over the course of a program year
Designing an Effective Science Center Purpose of the Science Center
Types of Science Centers
discovery centers
exploring scientific concepts
inquire tools
tools that children can use throughout the classroom
inquiry centers
children are encouraged to focus on a question or questions to answer
Science boxes
contains materials around a different topic and children have the choice of choosing from many different activities
Setting Up the Science Center
organized labeled science table and shelving.
near a window
accommodate several children and the teacher
adequate work space
bulletin board to post information and findings
design to encourage cooperation and communication
near a sink
enticing
an enclosed quiet area for uninterrupted work and concentration
allows independents
directions are provided through
pictures
writting
tape recorded
at circle time
materials with in reach
clear designated place for each item
materials are arranged in a logical order or sequence
all needed materials are available
contains resource materials
books
posters
videos
a computer
contains inquiry tools
pulleys
scales
eyedroppers
microscopes
magnifying glasses
specimen bags
background sheets
vocabulary
big ideas
overriding concepts
open-ended material or variety of tasks at different levels
Choosing Materials and Activities for the Science Center
criteria
designed for action
relevant to the children
build on current knowledge, background, and previous activities so that it is developmentally appropriate for the group of children using the centers
encourage "what would happen if statements
provide the needed materials so that children can test their hypothesis and ideas
encourage processing skills like
recording ideas and plans
materials
relfecting what has been learned
expose children to specific content related to the topic being studied
tie into bigger overriding concepts or "big ideas.
Meeting Standards Through Science Center Activities
Using Science Tools
Physical Science Standards
Physical Science Learning Center Activities
bubbles
float and sink
liquids
movement
Moving Water
Moving Objects
magnets
Physical science is the study of nonliving things. For early elementary age children the core ideas as defined in A framework for K-12 science education are:
Matter and its interactions
Motion and stability: Forces and interactions
Energy
Waves and their applications in technologies for information transfer
Standards for preschool children include the study of the following:
Properties of solids and the properties of liquids
Position and motion of objects
Properties and characteristics of sounds and light
Life Science Standards
Life Science Learning Center Activities
Animals
Plants
Life science is the study of living organisms and their relationship to each other and their environment. For children in the early elementary grades, the core ideas as defined in A framework for K-12 science education are:
From molecules to organisms: Structures and processes
Ecosystems: Interactions, energy, and dynamic
Heredity: Inheritance and variation of traits
Biological evolution: Unity and diversity
Worth and Grollman (2003) have defined life science goals for the preschool years as being:
Physical characteristics of living things
Basic needs of living things
Simple behaviors
Life cycles
Recognizing variation and diversity in living things
Relationship between living things and their environments
People (pp. 26-29)
Earth and Space Science Standards
Earth and Space Science Learning Center Activities
Soil
Rocks
Water and Ice
Earth and space science is the study of the earth, the climate, the solar system, and the universe. The National Research Council (2012) in A framework for K-12 science education identify the core ideas for early elementary grades for earth and space science as being:
Earth's place in the universe
Earth's systems
Earth and human activity
Worth and Grollman (2003) have identified earth and space standards for preschool
children as being:
Properties of earth materials
Weather and climate
Pattern of movement and change of the moon and the sun (p. 144)
One of the big ideas in earth science is that humans and the environment impact each other.
Special Considerations for Infants and Toddlers
The important science concepts children are exploring in this age group are:
Using their senses to explore the physical properties of materials
Becoming aware of cause and effect ("If I turn this switch the light will come on.")
Recognizing real and not real (a live animal versus a stuffed toy animal, a real rock versus a plastic replica of a rock)
Making simple classifications (Miller, 2004, p. 25)
To learn concepts, children need to have hands-on experiences. This is particularly true for infants and toddlers.
Some materials for hands-on science explorations with infants and toddlers include:
Natural materials to explore, group, and classify
You will also want to include props to help with the explorations
Living things, along with their food and the materials used to care for them.
Items to explore how things move
Baskets of materials to compare and contrast
Cause-and-effect materials. It is important that the children are able to create the effect themselves so they can link their action to the effect.
Teachers' Facilitation of Learning in the Science Center
Following are some of the important roles that teachers have in promoting science through a center approach.
Determine Concepts to Be Taught
"Concepts are building blocks of knowledge: they allow people to organize and
categorize information"
Choose Developmentally Appropriate Concepts and Activities
Determine Children's Current Knowledge and Theories
Introduce Materials and Develop Interest
Assist Children to Develop a Mental Structure
Teach Children Scientific Vocabulary
Provide Background Knowledge
Ask Open-Ended Questions
Encourage Children to Reflect Upon Their Learning
Encourage and Model Curiosity, Inquiry, and Enjoyment of Science
Implement Formal Science Talks for Preschool and Elementary-Age Children
Meet the Needs of All Learners
Observe and Document Individual Children's Learning
Outdoor Science Centers
Engineering Standards
The National Research Council (2012) in A framework for K-12 science education identify the core ideas in the early childhood years for engineering as being:
Engineering design
Links among engineering, technology, science, and society
Engineering Learning Center Activities