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ELIZABETH MCLAREN M O R E H E A D S T A T E U N I V E R S I T Y E . M C L A R E N @ M O R E H E A D S T A T E . E D U R E A D Y K I D S R E G I O N A L C O N F E R E N C E M O R E H E A D , K Y J U N E 1 8 - 1 9 , 2 0 1 5
Mother Nature Visits Preschool: Teaching Science Standards…
and Having Fun!
Why Science?
Part of KY Early Childhood Standards
Part of instructional assessments Part of Common Core standards Easy to adapt for ability levels and
interest Easy to address math, language,
literacy, social-emotional, and motor objectives within the science lesson
It’s fun!
KY Early Childhood Standards
Which of these do you address most often? Which do you struggle to address?
Hopefully you get some new ideas to try out in your classroom for standards you sometimes overlook.
Diagram of a snail: Tentacle, shell, foot, foam
Science Standard 1: Demonstrates scientific ways of thinking and working (with wonder and curiosity).
Benchmark 1.1: Explores features of environment through manipulation.
Uses all five senses to examine objects with attention to details. Describes objectives in the environment using properties of objects. Describes objects in terms of similarities or differences.
Science Standard 1: Demonstrates scientific ways of thinking and working (with wonder and curiosity)
Benchmark: 1.2: Investigates simple scientific concepts
Asks simple scientific questions. Observes and/or manipulates objects and events to
answer simple scientific questions. Identifies objects that influence or affect other objects.
Science Standard 1: Demonstrates scientific ways of thinking and working (with wonder and curiosity).
Benchmark 1.3: Uses a variety of tools to explore the environment.
Uses non-standard tools to explore the environment. Uses standard tools to explore the environment.
Science Standard 1: Demonstrates scientific ways of thinking and working (with wonder and curiosity).
Benchmark 1.4: Collects, describes, and/or records information through a variety of means.
Collects items with similar properties. Describes objects in terms of its properties. Records information through a variety of means such as
graphing, tallying, drawing, writing, photographing, etc.
Science Standard 1: Demonstrates scientific ways of thinking and working (with wonder and curiosity).
Benchmark 1.5: Makes and verifies predictions based on past experiences.
Asks questions and/or uses other resources to confirm observations.
Makes reasonable explanations using resources, experiments, etc. independently.
Draws conclusions based on proved/disproved predictions
Growing Up Wild
(activities we will discuss today)
Benchmark 1.1: Explores features of environment through manipulation.
Leaf/track rubbings Freeze bird Camouflage art Follow the turkey Field study over time
Leaf/Track Rubbings
Use the templates provided to create rubbings of the leaves or animal tracks. Using the rubbing you create, notice the details of the leaf shape or the tracks. Templates can be purchased at a variety of websites.
Freeze Bird (gross motor)
“Many animals stay still to help them blend into the environment and hide from predators. Even brightly-colored animals, like bluebirds, can blend in by keeping still. In “Freeze Birds” bluebirds must stay very still to hide from a hawk. A “hawk” looks in one direction and counts to twenty. While the hawk is counting, “bluebirds” fly around together behind the hawk, looking for food. When finished counting, the hawk says, “here comes a hawk!” Then, the bluebirds warn each other by calling out “Freeze birds!” The birds “freeze” and stay very still. The hawk turns around. If the hawk sees any movement by a bluebird, that bird becomes the next hawk. Play again.” (Growing Up Wild, pg. 34)
Camouflage Collage (art)
“Allow children to cut or tear photos of animals out of magazines. Provide them with precut tissue paper squares in a variety of colors. Encourage children to create a habitat in which their animals will be camouflaged. Challenge them to notice the colors and patterns on their animals and select and arrange tissue paper to hide those colors and patterns. Have children brush starch on a piece of paper and place tissue on top. Next, have children place animal pictures on top of the tissue squares. Let them brush the collages with a layer of liquid starch and let dry.” (Growing Up WILD, pg. 35)
Follow the Turkey (gross motor)
“Have you ever played Follow the Leader? Wild Turkey chicks, or poults, “follow the leader” to learn and stay safe. When they hatch from eggs, they pouts watch an mimic everything their mother does. When she moves from place to place, the poults follow behind in a single line. As the poults get older, they continue to watch the older turkeys and learn by mimicking them. Pretend we are a flock of turkeys as we play Follow the Turkey Leader. Our leader will show us how to scratch the ground for food, find water, and move through our habitat. Play again wit a different leader!” (Growing Up Wild, p. 44)
Field Study Over Time
Take children to a field site near your classroom that you will be able to visit multiple times. Have them document observations about weather
conditions, plants, animals, etc. and record these with drawings, photos, or dictation.
Visit the site several times over the next few weeks and have children document observations to notice similarities and differences over a week, month, season, or year!
Benchmark: 1.2: Investigates simple scientific concepts
Build-a-nest Dissecting owl pellets Food chain puzzles
Build-A-Nest
“Help children make their own bird nests using brown paper lunch sacks, mud, and a variety of nesting materials (yarn, leaves, grass, scraps of paper or fabric, sticks, dryer lint, and so on). Gather up mud outside or add water to soil to make mud. Cut about one-third off the top of each sack and roll down the sides to create a bowl shape. Show children how to cover the bag with a layer of mud, both inside and out (you may have them wear gloves for this, if desired). Encourage them to pack the material into the mud in any way they choose. They may continue adding layers of mud and nesting materials until the nest is good and strong. If they like, they may line the inside with soft materials for the bird’s comfort. After the nests dry, children may place them outisde at home in a tree or windowsill for a real bird to use.” (Growing Up WILD, pg. 31)
Dissecting Owl Pellets
“Provide each pair of children an owl pellet (or part of a larger pellet) on a paper plate, unfolded paper clips or other dissecting tools, and small containers…AS they pull apart the object, they may separate and sort different kinds of things on the plate or in containers…Continue to ask questions about their observations…” (Growing Up WILD, pg. 46)
Assist children with identifying the fur and bones they find in the pellet and categorizing these on the bone chart or skeleton provided by the pellet supplier.
Tip: pellets are sterilized and may be purchased through online science companies
Food Chain Puzzles
“Food chains trace the path of energy from one living thing to the next. Most food chains begin with energy from the sun. Plants turn energy from the sun into food energy. Animals that eat plants get food energy from them. When they are eaten by other animals, the food energy moves “up” the chain, and so on from one animal to the next. There are some animals, including large owls, that eat other animals, but are not eaten themselves. They are considered to be at the “top” of the food chain.” (Growing Up WILD, pg. 90)
Benchmark 1.3: Uses a variety of tools to explore the environment.
Measuring tracks Beak buffet Tall as a turkey
Measuring Tracks
“Step in a shallow tray of water to wet the soles of your shoes or feet. See how many different track patterns you fan make on a paved area outside…Try walking, running, jumping, skipping, tiptoeing, hopping with feet together, hopping on one foot, and so on. Try on different shoes!” “Growing Up WILD, pg. 37)
Measuring Tracks
Using standard and non-standard tools, measure the lengths of the track and in between prints. Which are longest? Which are shortest?
The WILD book has templates for a variety of animal tracks you can reproduce to measure and find similarities and differences.
Bird Beak Buffet
“Select two or more birds, represented by the Bird Beak Tools from the chart below. Set up a different station for each type of Bird Beak Tool, with several of that tool so more than one child can participate at the same time. Each station should also including a sampling of ALL the different Model Foods for the birds you chose. This will allow children to try each tool with multiple foods to see which “beaks” are “adapted” for each “food.” (Growing Up WILD, pg. 87)
Sample Birds, Tools, and Foods Bird Adaptation and
Food Advantage Bird Beak Tools Model Food
Pelicans Use pouch-like beaks to scoop fish from the water
Cup or other scoop Small plastic fish or craft foam fish in a pan of water
Hummingbirds Use long, slender beaks to probe flowers for the nectar they eat
Turkey baster or eye dropper
Tall vase or cylinder with colored water
Woodpeckers Use strong, pointed beaks to drill or chisel into wood and probe for insects
Tweezers Long narrow beads or rice tucked into the bark of a log
Herons Use long, sharp beaks for catching or spearing fish and amphibians
Chopsticks Styrofoam pieces (fish) floating in water
Tall as a Turkey (math)
Are you as tall as a Wild Turkey? Adult make Wild Turkeys grow to be 2 ½ to 3 feet tall. How tall are you? First, create a life-sized drawing of a Wild Turkey and cut it out (see page 88). Next, create a life-sized drawing of yourself by lying down on a large sheet of paper and having someone trace around your body. Use scissors to cut you your outline. You may draw in your face hair, and clothing. Attach both outlines to the wall and measure them. Who’s taller you or the Wild Turkey? (Growing Up Wild, page 45)
Benchmark 1.4: Collects, describes, and/or records information through a variety of means.
Spider match Leaf sort Can you guess my leaf? Bone sort
Spider Match
Using matching cards provided in WILD book to match the correct spider with the correct shape of web it creates. Discuss the similarities and differences between the spiders and the webs.
Sorting Leaf Shuffle (math) Do after a nature walk with children, if possible
“Study the collection of leaves from outside. Count eh number of leaves collected. Talk about them using key describing words, such as color, shape, size, lobes, and teeth. What are some different ways we might sort the leaves? Use a chart to write or draw the ideas. Play sorting games with the collected leaves suing these ideas. Describe your observations after each way of sorting. How many different groups of leaves did you make? How many leaves are in each group/ How are the leaves in one group the same? How is this group of leaves different from (or the same as) the other groups?” (Growing Up WILD, pg. 17)
Can You Guess My Leaf? Do after a nature walk with children, if possible
“Divide children into small groups. Have each child put his or her leaf into a bag or container without group members seeing it. Shake and dump the container in the middle of the group. Have children take turns describing their leaves. Can group members find each leaf based on the description given by the owner?” (Growing Up WILD, pg. 17)
Bone Sort (math) Do in conjunction with “Owl Pellets”
Count the number of bones you found in your owl pellet. Did anyone have a pellet with more bones than yours? Did anyone have one with fewer than you? Sort the bones from your owl pellet into different groups. You might sort by size (such as small, medium, or large), by type (leg bones, skull, and so on – See Bone Chart, page 90), or another way. Count eh number you found in each group. Arrange the groups in order from those with the fewest bones to those with the most bones. Compare your results with those from other pellets. (Growing Up Wild, page 47)
Benchmark 1.5: Makes and verifies predictions based on past experiences.
Sticky web Worm watch Growing grass Soil experiments
Sticky Web
Use the Spider Web Lacing Cards provided in the WILD book and copy on cardstock or laminate. Allow children to use laces or yarn to duplicate the web.
Use double-sided tape and regular cellophane tape to create the sticky and non-sticky sections of the web that serve to catch prey. Have children “tiptoe” their fingers across the web and try not to get stuck in the web!
Worm Watch (KWL)
Discuss what children already know about worms. Read and discuss a non-fiction book about worms to learn
more about how worm habitat, how they move, what they eat, and what they need to live (and anything else the children find interesting).
Provide one or two worms per small group on a moist paper towel and encourage the children to watch the worm move. Encourage them to ask questions and try to answer their own questions through observation.
Tip: Teach children to use the “touching finger” which is the pinky finger to reduce harm to the worm.
Fun idea! turn off the lights and use a flashlight to find out if worms prefer the dark or light and relate this to worm habitat.
Watch Grass Grow
“ At a center near a window, place grass seed on a wet sponge. Pour water over the top of the sponge to keep it moist while the grass grows. What animals eat grass?” (Growing Up WILD, pg. 51)
Soil Experiments
“Put soil in a large tub or sand table and let the children dig in it. Add water. How does the soil change? What happens when the soil dries out? What would happen to a see if it were in the soil when it dried out?” (Growing Up WILD, pg. 51)
Other free or low-cost resources…
Project Learning Tree (like WILD, but focus is on plants, not animals)
Access via PBS or KET “every day learning”
http://www.pbslearningmedia.org/resource/evscps.sci.life.clouds/clouds-and-weather/
Nature Explore Family Kit http://www.natureexplore.org/index.cfm
