Online Companion: Early Education Curriculum: A Child's ...



Online Companion: Early Education Curriculum: A Child's Connection to the World, 4E

Chapter 6

Science

• Reflective Review Questions

• Web Activities

• Additional Related Web Links

Reflective Review Questions

1. An infant is sitting in a high chair and holding a spoon in one hand. The caregiver has placed a bowl of food in front of him. However, the child is not interested in the food. He’s more interested in looking down at the floor and then dropping his spoon on the floor. Each time he does it he looks up and watches the caregiver to see what she will do. She gets more and more exasperated from retrieving the spoon, rinsing it in hot water, and returning it to the child. Finally, she tells him if he can’t hold the spoon to feed himself, she will feed him. Explain why the child could be said to be like a scientist who is conducting scientific experiments. What are the experiments? What is the infant learning from each episode of dropping the spoon and observing the caregiver’s reaction? Why is this important to him? Is the caregiver relating to the child appropriately? What should she do or not do?

2. What is ecology? Why is an understanding of this concept important for children? Describe an experiment that demonstrates to young children the importance of people giving proper care to plants or living creatures in their environment.

3. Given the increasing obesity problem in the United States, describe how you would create a curriculum that would include nutrition education in a toddler room, a preschool room, and a first grade classroom.

4. What is meant by the terms touchable animals and untouchable animals? Which animals fit each category? What are the dangers in handling untouchable animals?

(See the Web sites listed in “Additional Related Web Sites: to help you answer this question.)

5. Give an appropriate example of a scientific inquiry for three- and four-year-olds, and explain why it is appropriate.

6. Create a one-week nutritional menu for preschoolers that includes breakfast, lunch, and two snacks. Make sure to take into consideration the needs of children from different ethnicities, as well as particular food requirements of children with identified needs.

7. List and define the categories of the fundamental science and knowledge concepts based on the National Science Education Standards (NSES) explained in Chapter 6 of the text. How are these similar to or different from what you learned when you were in preschool and the primary grades? Explain.

8. Curiosity and wonder are very important to doing science. Make a list of at least five wondering questions you have and then set about trying to find the answers to them. If you wonder what your classmates questions and answers were, ask them.

Web Activities

1. Celebrate Earth Science Week



This Web site offers many opportunities to help teachers and primary-age children as they explore this year’s theme. (Note: The content changes yearly during October. There are activities that encourage teachers to bring some aspect of Earth Science into their classrooms.) Explore this site and summarize what you find. Which activities would you introduce to the children? Would you recommend this Web site to other teachers? Why or why not?

2. Teacher Source



(Click on “PBS Teacher Source” and then on “Science”)

Review the wealth of science information, lesson plans, and activities for preschool and primary-grade children and their teachers. Many of these are based on books, inquiry-based instruction, and PBS children’s programs. Which curriculum activities would you choose from this site? Explain why they are of value to you. How will you share these activities with the children?

3. National and state standards have been revised, updated, or perhaps created for science. Conduct an Internet search to find out whether your state has current standards for science benchmarks and indicators. Print or save them so that you can use them in your activity planning for children, as well as for other assignments.

4. The Project Approach



This is a fascinating site that offers many examples of in-depth project work. First you need to form a team with other students who are doing their field work or are working at the same site. To begin, read the background that is located on the left side of the screen. Click on “Theory,” “Planning,” and then “Project Development.” These are short descriptions about the project approach. Then click on “Project Examples.” Spend time trying to identify some of the projects that you might consider to feature science process skills (inquiry skills). This should not be difficult because the sheer nature of project work requires inquiry skills.

Discuss these various projects with your group. Using information gathered from the children in your classroom, identify a potential project that could be explored. Complete the initial teacher’s work of preparing for a project. This planning consists of the following:

( making a topic web

( making an outline of key events

( investigating possibilities for fieldwork (List sites)

( collecting basic resources (Make a list of what you would have to collect)

In written format describe what types of inquiry skills would be used in this project. How does this project align with standards for science skills and knowledge identified for the ages of the children you are working with? Would it be feasible to actually do project work in the classroom where you are doing field work? Describe how you could employ project-based work in your own classroom.

Share all this information with your fellow students and your instructor.

5. Outdoor Gardening

A question about indoor gardening was featured in the “Frequently Asked Questions” section of your Web-Tutor. However, gardening should also be done outdoors. In 2005 Richard Louv wrote a book entitled Last Child In The Woods: Saving Our Children From Nature-Deficit Disorder. He detailed a grim assessment of the social and ecological consequences that the United States will pay as the apparent disconnect from nature rapidly increases. Reconnecting children with nature is an important undertaking for all of us, but especially for teachers who work with young children. The following Web sites contain information that might be useful to teachers who want to ensure that young children are able to experience nature.

Aggie Horticulture



(Click on “Just for Kids” and then Click on “Kindergarten”)

Early Childhood News



(Click on “Activities.” If it isn’t the featured article, then search in the article archive for “In the garden.” There should be articles under each age category.)

Earth Easy



(Click to enter, click on “Grow,” and then scroll down and click on “Gardening with Children”)

Renee’s Garden



(Click on “Renee’s Articles” and then click on “Gardening with Children”)

White and Hutchinson



(Click on “Children’s Development” and then click on “Developmentally Appropriate Gardening for Young Children”)

After reading this information, design a children’s garden. Make sure to specify the age range of children it is intended for. Share your design with other students in your class. Be prepared to discuss how your garden could enhance the development of all domains, how it would help construct inquiry skills, and how it would foster a connection to nature.

6. ERIC document on a Study of Water

Do a Web search by typing in “Purposeful Learning: A Study of Water.”

After reading this article, and using the information in your text, write a reflection that answers the following questions: Define scientific inquiry. Describe five scientific inquiries that involve properties of water. How are specific science standards met through the exploration of water? What process skills are used during this study? Would you describe this inquiry process as meeting the criteria for integrated curriculum? From a child’s perspective, describe how this study might connect to feelings and emotions and why it might be important to ensure that learning connects to these developmental factors as well.

7. American Academy of Pediatrics



(A policy statement by the AAP on this topic is found by typing in “overweight and obesity” in the Search box, and then clicking on “Overweight and Obesity.” You will now be at the AAP Overweight and Obesity Web site. Click on “Prevention of Pediatric Overweight and Obesity.”

This Web site also has many other resources on this topic. After you have spent some time exploring the Web site, write down what you think are the five most important factors that are relevant to classroom teachers. Share your thoughts with your fellow classmates.

Additional Related Web Links

1. Action Alliance for Children



(In the Search box, type in “Little Scientists”)

2. Bank Street Corner



(Click on “Science”)

3. Brain Pop



4. The Bubblesphere



5. Class Pets

Minnesota Branch of the American Association for Laboratory Animals



(Click on “Classroom Pets,” and then Click on “General Considerations”)

The Teacher’s Web Shelf



6. EcoKids Online



7. Insectlore



8. National Safety Council



9. National Science Education Standards:



10. National Science Teacher’s Association



11. Nutrition and Obesity

Eating Right–Staring Smart:



Head Start Information and Publication Center



(Click on “Information Center” and then scroll down and click on “Health, Safety, and Nutrition”)

NAEYC



(Click on “Beyond the Journal,” click on “Beyond the Journal Archives,” and then scroll down and click on “May 2006 Healthy Young Children: Encouraging Good Nutrition and Physical Fitness”)

National Institute for Health Care Management



North West Regional Education Laboratory



(Type in “Early Childhood E-Newsletter,” click on “Early Childhood E-Newsletter,” and then search the archive newsletters for “Nutrition”)

USDA



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