Lecture 9: CREATIVE SCIENCE FOR YOUNG CHILDREN

Science consist of two phases or parts that cannot be separated, they are: investigation and knowledge. IMPORTANCE OF INVESTIGATION IN SCIENCE Investigating is very important in science because from investigation we discover knowledge. Process over product! Investigations provide experiences that the children need to develop scientific creativity. Teachers must understand the importance of investigation to help children find answers to questions about the world Learn science.

Children learn through 3 types of experiences:

1. 2. 3. Formal science Informal science Incidental science

FORMAL SCIENCE:
Science investigations planned by teacher to develop particular skills.

INFROMAL SCIENCE Science that children learn through daily experiences, in school, at home or in playground, in shops, etc. No direct instruction occur, but children usually will ask questions to parents or teachers relating to their informal experiences Within the informal setting is where creative potential develops.

TYPES OF SCIENCE ACTIVITIES

INCIDENTAL SCIENCE Not planned, but happened by coincidence E.g: During Hari Raya, children play sparkles and fireworks display - they learn about sparkles , smokes, light and colours, etc Children explore and seek answers to their questions about fireworks, fire crackers, candles, etc. Allaw them to investigate other things that can produce sparkles, etc. This kind of activities occur in places that were not intended to in the teaching of science.

DISCREPANT EVENTS
Discrepant events are occurrences which defy our understanding of the world by presenting unexpected outcomes. These phenomenon are often used in science demonstrations to grab the attention of an audience and engage visual learners particularly young children. Always encourage children to discuss what will happen before the experiment takes place; allow them to convince themselves they know what will happen before surprising them with a discrepant event.

Discrepant events
Learning the ARCHIMEDES PRINCIPLE through sink and float experiment

Fun with discrepant events

Discrepant Events : Examples

1. Why some objects cannot roll like a ball? 2. When we blow bubbles, why are they not of the same size? 3. Ants do not have mouth or ears, but how do they communicate? 4. The building is very tall, how could we measure its height? 5. Give your examples....

ART AND SCIENCE

AESTHETIC AND SCIENCE Aesthetic means being sensitive to beauty in nature & art Such sensitivity is fostered by experiencing it in a variety of forms For young child, nature is an especially appropriate avenue for a sense of aesthetic.

SCIENCE AND ART ACTIVITIES

Children working with art materials make scientific observations. Experimentation with art materials may lead to many other discoveries about cause and effect. The potential for developing science concepts is in the art materials and in the processes-ready to be discovered and applied.

ANIMALS LINK SCIENCE AND ART.

Childrens natural love of nature is a good place to begin when planning art activities that encourage science experiences. Teachers create opportunities for guided learning, eg. about where animal lives, what food they eat, how do they sleep, or move, etc. Learn about animal pets, etc 1. Provide art media and materials for children to use. 2. Engage children in discussion about animals. 3. Read stories about animals. 4. Show pictures of animals 5. Sing songs about animals. Science and art can be taught together easily and creatively.

ENVIRONMENTAL EDUCATION OUTDOOR ACTIVITIES

Children need to learn about their environment because their lives depend on that environment. Activities that help children understand their environment can also help them become more creative thinker.

TYPES OF ENVIRONMENT
Consist of man-made and natural environment. Nature influences people; people influence nature. Children must be taught how to understand the influences of both.

The study of all elements of an environment both living and non-living, and the interrelation of these elements.
To truly grasp the concept of ecology, young children need an opportunities to observe the total process rather than just a potion of it or only the finished product. Children should develop an understanding of types of resources and changes in environment. These early experiences in ecology will provide students an eventual understanding and appreciation for their part in protecting the environment.

STUDY ABOUT WHERE ANIMAL LIVES. WHAT OTHER ANIMALS OR PLANTS LIVE IN THE SAME AREA HOW DO THEY HELP OR COMPETE WITH ONE ANOTHER?

ENVIRONMENTAL ACTIVITIES IN SCHOOL

In the early childhood years, the teacher can use everyday experience to point out to children the importance of caring for the environment.
GETTING STARTED Getting young children outdoors to touch and experience nature is the starting point for learning about ecology and the environment. Small reading groups, project work, other academic work, along with music, dance, art activities can be effectively carried out in the outdoors. TEACHERS ROLE The teachers most important role is sharing enthusiasm, curiosity, and wonder When ideas, feelings are shared with children, it encourages exploration and child-adult conversation. In middle and upper elementary grades, as children become more familiar with their world, the teacher can guide them to observe changes

ART AND ECOLOGY

Art, music, dance, movement, and storytelling all provide opportunities for children to express their interests and discoveries in learning science. This can be done through outdoor environmental education.

OUTDOOR SCIENCE BEGINNING ACTIVITIES

Children learn different things about nature by being outdoors. Young children also need to realize that nature is all around them and that wildlife can be found anywhere. Ideas on how to begin with simple experiences include:
1. 2. 3. 4. Watch a seed sprout Play with soil or mud in the river/pond. Watch birds and squirrels Walk barefoot on the grass and sand before wading in a shallow stream.

OUTDOOR SCIENCE
INTRODUCING NATURE-RELATED MATERIALS INTO CLASSROOM
Materials form the outdoors also make wonderful addition to the art corner. Audiotapes of sounds from the nature can be added to music or listening corner. The dramatic play area too, can be enriched with outdoor materials. GARDENING Grow seed or plant in school garden. They can record growth of the plant. Some plants need more sunlight than others BIRD FEEDER Children can try to design bird feeders and build them in some way, or they can design the feeder and their parents can help them build the structures. Children can experiment with the kind of food to attract various birds. Older children enjoy learning the names of the birds they see at the feeder.

OUTDOOR SCIENCE

CLOUD AND SKY WATCHING

Children can lie on the ground and look for different shapes of the cloud. Teacher can support their learning by answering their questions and asking them to make up a story about clouds.

THE SOUND OF NATURE

Walking in the woods or along a busy street can be made exciting by listening to the sounds.

WHAT HAPPENS TO RAIN WATER, WHERE DO THEY GO? WHERE ARE ANIMAL HIDING PLACES?

Outdoor Animal Hiding Places

Under bushes, trees Thick grasses, large rocks Great time to ask questions about animals Get the children to think like an animal, and they could answer questions as if they were that animal If you were a rabbit, why would you hide under the bush?

Sounds of Nature
Walking in the woods, on the sidewalk, to hear the sounds of nature Use a tape recorder for later activities Again, ask questions as you do this activity

Cloud and Sky Watching

On nice days, take the children outside to lay on their backs to view the clouds Ask questions!! The cloud looked like spilled milk! The cloud looked like cotton blown away by wind! Follow up with it

Rain and rainstorm

After a rainstorm, take the children outside to observe how the rain water flows on: Pavement/grass/flower bed in the garden Road and pathway Erosion

OUTDOOR SCIENCE

PLANTS IN THE ENVIRONMENT Teachers need to provide children with necessary items and activities to experience plants in the environment.
1. Make seed catalogs available in the book center. 2. Seeds can be planted in pots by the children. 3. Press sticks down into the soil by the seed to measure the height of sprout. 4. If seeds dont grow, dig them up to see what happened. 5. Help children to build a greenhouse model. 6. Seeds of various kinds can be broken or cut open and studies to observe the small plant inside. 7. To see roots, stems, and leaves forms, make a plastic bag greenhouse.

Plants in the Environment

Explore the outdoors to experience plants firsthand Find the tallest tree, roughest bark, needles, pinecones, etc. Experience vegetables, eat the results! Compare plants (leaves, seeds, size, etc.) Plant some plants in a garden plot or in plastic baggies

OUTDOOR SCIENCE WATER PLAY EXPERIENCES Objects that lead the child to science experiences might include the following:
1. 2. 3. 4. 5. Sponges, corks, and light pieces of wood. Funnels strainers, colander, plastic tubing, and siphons. Spray containers, sprinklers, squeeze bottle, water gun. Paintbrushes, paint rollers and washcloth Spoon, dipper, plastic syringe Always have an adult with the children in any water play. Never use breakable materials. Develop water play rules with the children

Safety tips

Water Play Experiences

May use a large wading pool for experiments outside Following items for water play experiences:
Sponges, corks, light pieces of wood Funnels, strainers, plastic tubing Spray containers, squeeze bottles Plastic containers, paintbrushes Spoons, dippers

Safety Tips for Water Play

Limit the number of children Use only unbreakable items for water play Develop water rules with the children
Water stays in the tub vs. NO Splashing Keep water in the containers Have towels available for spills Children wipe up or mop up spills immediately