Exploring Nature and Science with Young Children

Help children to think and Essential Questions to Child-Directed Teacher-Directed

explore like scientists
Investigate Using the
Support children’s inquisitive Project Approach
nature by explaining and modeling
the process of inquiry so that
children can apply it to the many
questions that motivate them to A Possible Topic Emerges Ashley observes the new pet A parent brings apples for
explore and learn. During circle goldfish for several days and snack. Teacher Annie
time or a small group activity one day asks the teacher… wonders…
explain to children what a Do fish sleep? Do children know where
scientist is and does (El25.3: role
plays).
food comes from?

1. A scientist is a person who asks

questions and tries different ways Brainstorm: What do kids know? What do kids know?
to answer them. Model "l  What kids know Fish swim. The store-our garden-
wonder" and "what if" about the topic Fish live in water. Mommy buys it.
statements Fish have fins. The teacher models
(current concepts
(El14.3: makes predictions).
and What do kids want to questions to answer:
2. A scientist learns from his or understandings). know? I wonder how food gets to
her senses (El14.1: senses).  What else do Do fish sleep? the store?
• sight children want to find What do they eat? What foods can we grow in a
• hearing out? garden?
How do they breathe?
• touch
• smell
• taste Investigate: Primary resources: Primary resources:
 Visit field sites and Visit aquariums, marine Visit grocery stores, a farm
3. A scientist notices details and talk to experts, biologists, fish markets; go or dairy, a family’s garden.
draws what he or she sees. fishing; invite a fly Invite parents to class who
examine artifacts,
Model drawing an interesting
read books, and fisherman to class. work at stores or who
object and labeling its parts (El
8.3: writing; El13.1: creativity). experiment. Secondary resources: farm/garden.
Books, diagrams, fishing Bring a chicken to school.
4. Introduce children to the fact supply stores, pet stores. Secondary resources:
that scientists are always looking Experiment: Books, staff cooks, delivery
for more to learn (El24.2: explores
new things). Have a large sheet of
Cut open a fish to explore trucks and drivers.
paper in the room to help children anatomy. Setup an Experiment:
write down questions and topics aquarium. Grow blue corn, cook blue
that interest them and that you corn pancakes.
can investigate.
Represent:
5. Point out that scientists  Learning through
investigate by writing, drawing,
• measuring (El11.3: construction,
measurement) dancing, dramatic
• making comparisons (El11.3: play, graphic
measurement)
organizers, and
• sorting (El12.1: sorts)
• counting (El 9.1: counting) other activities.
• draw/write what they see Assess & Share:
(El13.1: creativity; El 8.3:  What learning goals were achieved?
writing; El27.1, focus)  Use a documentation board to share narratives, quotes, graphic organizers,
• doing things over and over
again (El27.1: focus)
pictures, artwork, etc.

References:
Neises, M., Hogue, L., Kutsunai, B., & Sarquis, M. (2009). Marvelous moving things:
early childhood science in motion. Middletown, OH: Terrific Science Press.

PED. (2017). New Mexico Early Learning Guidelines.