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Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
Hands on minds-on preschool presentation one goal 2013
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Hands on minds-on preschool presentation one goal 2013

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  • 1. Hands-On Minds-On Strategies A Blueprint To The World of Science and Math For Young Children Developed and implemented at Presented by Beth R. Davis, Ed. S., NBCT bethdavis@kidsforkidsacademy.com BLOG: handsonmindsoneducation.com
  • 2. Hands-On Minds-On Early Childhood is a framework that encompasses all areas of development including social, emotional, early literacy, mathematical thinking, cultural awareness, self-help skills, and fine and gross motor skills. There is also a focus on infusing science informally throughout the daily routine in several ways.
  • 3. Infusing Science & Math Throughout Daily Routine • Each day children have the opportunity to visit and play/learn in their science and discovery centers, where there are numerous activities and materials to observe and explore. • Discovery areas contain: microscopes, hand lenses, rock and shell samples, sensory tables, magnets, insects (both real and plastic), x-rays, and additional items that are rotated in and out of the center. • There are animals in each classroom to observe daily, as well as observing animals outdoors on the playground. • There are science related books in class libraries, discovery areas, and in the school library based on various science themes. • The garden is visited often each week. Each class has their own crop to plant, water, observe, and harvest. • Cooking Activities are scheduled each Friday. • Science Experiments are aligned with themes that are taught in a lab setting.
  • 4. Science preschool goals are accomplished by practicing what scientists do: • Observing objects, events, and people • Asking questions • Finding words to describe observations and to communicate ideas • Exploring and investigating to try to answer questions • Using science tools to observe and measure • Recording observations using simple drawings and basic charts
  • 5. Guidelines for animals in the classroom • All mammals should be vaccinated • Remember anything with a mouth CAN bite • Children should not handle reptiles • Children should sanitize hands before and after holding animals • Animal cages should be cleaned daily • Children should be taught to treat animals with respect
  • 6. Animals can be used for observation and language expression
  • 7. Paleontologists Students learn about the role of a paleontologist. They extract dinosaurs from GAK.
  • 8. Next, they sort, count, and match them to photos of the dinosaurs on their discovery trays.
  • 9. Activity 1: Be A Paleontologist
  • 10. Temperature These children have snow made in their hands and have a chance to explore how it feels. Mix calcium chloride (Damp Rid) with water and let children feel how hot it gets. Then compare it to something cold.
  • 11. Activity 2: Temperature and Snow
  • 12. Density and Matter Mass, volume, and density are all properties of matter. In this experiment, students pour red corn syrup, blue water, and yellow vegetable oil and are amazed when they sit at different levels. Corn syrup (most dense) sinks to the bottom. Oil (least dense) floats on top.
  • 13. Density and Matter The Concepts: Students will learn that different liquids are denser (heavier) than others. Each child will be given a portion cup with blue water, yellow vegetable oil, and corn syrup colored red. Each child will pour their water in a large glass container. Next, they will pour the oil and watch as the oil floats on top of the water because the water is denser. Finally, they will pour in the red corn syrup and watch as the oil and water float on top of the corn syrup. Students will reexamine the words sinking and floating as well as heavier and lighter. Elementary kids learn that mass, volume, and density are all properties of matter. In easy terms, mass is how much something weighs, volume is how much space it takes up, and density is how much of matter is packed into a given space. A liquid that is very dense will seem to be heavier and sink to the bottom where something that is less dense will float to the top. You can use different liquids to demonstrate the concept of density. In this activity, children will predict, pour, analyze, follow directions, use positional words top, middle, and bottom, and discuss colors.
  • 14. The Set Up: For this activity you will need water colored with blue food coloring or liquid watercolor (Put a few drops into a water bottle and shake. It also makes it easier to pour from water bottles.), vegetable oil, corn syrup (Turn red with food coloring. Since it is very dense, you will need to turn the bottle back and forth many times.). Set up the following items on a tray for each child: Three 2 oz. Dixie cups (or portion cups), one with blue water, one with yellow vegetable oil, and one with red corn syrup. (For easy cleanup, put a paper towel on the tray). Each tray will also need an empty, clear 8 oz. plastic cup. You will also need a cup with water and some things to drop in to demonstrate sinking and floating.
  • 15. The Discussion: Review the principles of sinking and floating and demonstrate how items sink or float by dropping items in your demonstration cup of water. Then discuss that everything is made of matter. Go around the room and name things: blocks, paper, crayons, toys, even the children are matter. All matter has weight and takes up space. You can demonstrate this by picking up a block. Discuss that it takes up space, and if you drop it, the weight is has will cause it to fall. Liquids are also matter. Show your demonstration cup and discuss that the water takes up space in the cup. Pass around an empty cup and then the one with the water so the children can feel the difference in weight. Show the cups with the 3 different color liquids and ask the children to tell you the colors of each. Discuss that the liquids each have a different amount of matter packed inside them and that one of them will be very dense and sink to the bottom when poured together, while one will be less dense and float to the top.
  • 16. The Exploration: Tell each child to place their empty cup on the tray in front of them. Instruct them to pick up the yellow liquid (the oil) first and pour it into their clear empty cup. Next, have them pour the blue water into the cup with the oil. Like magic, the oil is on top of the blue water. Remind students of the concepts of sinking and floating and ask them if the water is floating on the top or did it sink to the bottom? Students should respond that it sank to the bottom. The water sank because it is more dense than the oil. The oil is “lighter” (or less dense), therefore, it floats on top of the water. Next instruct students to pour the red corn syrup into the cup with the oil and the water. The children will be amazed to see that the red corn syrup will sink below the water. Discuss what happened using the words sink and float. Discuss that the corn syrup is more dense (or “heavier”) so it sunk to the bottom. Have the children look at their clear cups and ask them which liquid is on top, on the bottom, and in the middle. You can pour all of the student cups into one two liter bottle or large water bottle. Once the lid is on tight, you can turn the bottle and watch as the liquids will combine, but always separate. Try this again using other liquids and discuss the results.
  • 17. Activity 3: Density
  • 18. Classification Systems Scientists use classification systems to make it easier to study branches of science. By dividing objects into groups, scientists become experts in their fields. An attribute is a characteristic used to group things. People Sorting Activity
  • 19. Scientists classify things into groups so that it is easier for them to observe what they are studying. Zoologists are scientists who know a lot about animals. Botanists know a lot about plants, and marine biologists know a lot about marine life. They are experts in their fields. Things are classified by how they are alike or different. An attribute is a way of describing something. It can be how it looks, the size, shape, color, how it feels, or other characteristics.
  • 20. Activity 4: Sorting Plastic Lids Children sort lids from the large container. Each child collects one color. Child with her tray of green lids. Children getting ready to line up lids to make their graphs. Children lining up lids to be counted.
  • 21. Children compare their height to the length of the lids and compare which is taller.
  • 22. Junk Boxes and other things to classify • Buttons • Beads • Bread tags • Lids • Keys • Hardware • Plastic pieces • Shapes • Stamps • Luggage tags • Hose & cable fittings • Gift cards • Barrettes • What else can you classify
  • 23. Science Lab Video Part 1
  • 24. Garden Studies
  • 25. Field Studies to Perform in a Garden  Count the number of yellow flowers on your tomato plant. Those yellow flowers will fall off and tomatoes will appear.  Count the number of green tomatoes on your plant.  Count the number of red tomatoes on your plant.  Use Popsicle sticks to measure the height of your plant.  Count the number of green peppers in the garden.  Count the number of red peppers in the garden.  Count how many heads of cabbage are in the bed.  Use paper clips to measure across the cabbage.  Count the number of broccoli in each bed.  Count the number of cauliflower in each bed.  Measure the length of a bean pod.  Measure the distance around the purple eggplant.  Draw the vegetables in the garden.  Use snapping cubes to measure the height of the cabbage plant.
  • 26. Beans are planted in a cup. Bean seeds are transplanted to the garden after sprouting. Once grown, the bean length is measured.
  • 27. Students observe and draw broccoli plants that have gone to seed. “Hands On” Broccoli
  • 28. Red tomatoes are counted and data is recorded on a post it note & transferred to field study book. Planting tomato seedlings in the bed. Tomatoes picked are counted. Students use blocks as a non- standard measure to balance the scale and weigh their tomatoes. Tomatoes are tasted and taken home.
  • 29. Paperclips are used as a non-standard measure to measure across the cabbage heads. Popsicle sticks are used as a non- standard measure to measure plant heights. Paperclips are used as a non-standard measure to measure the length of the peppers.
  • 30. Counting cabbage leaves Touching Tomatoes Students draw the plants they see in the garden.
  • 31. Red and green peppers are identified and counted separately. Watering plants during daily observations.
  • 32. We found that children who grow vegetables, learn to eat more vegetables. Children here are packing produce donated by Farmshare, a local food recovery program.
  • 33. Adaptations for Older Children • Use words like diameter when measuring across vegetables. • Use words like mass when discussing how much something weighs. • Use the word average when figuring out the average size of vegetables.
  • 34. Sow It, Grow It, Know It Video
  • 35. Activity 5: Parts Of A Seed Seeds are alike in many ways. They develop in the ovary of a plant and contain a little plant called an embryo. Seeds are covered by a thin outer coating called a seed coat. The seed coat protects the seed. The tiny seed has its own food until it is able to make its own food in its leaves. The food storage of a seed is called the cotyledon. Seeds are different sizes and shapes. A corn seed is a monocotyledon and has a tiny embryo inside, but since it has only one cotyledon, it cannot be split in half. A bean seed is a dicotyledon meaning it has two cotyledons and can be split in half. The embryo is between the two cotyledons.
  • 36. A popcorn kernel is a monocotyledon: It has one cotyledon root system stem leaf cotyledon (food source) Seed coat embryo endosperm
  • 37. root embryo seed coat cotyledon (food source) endosperm stem leaf A lima bean is a dicotyledon: It has two cotyledons
  • 38. In this activity, you will have a chance to compare a dry and soaked bean seed. One lima bean has been soaked overnight. The other one is a dry seed that has not been soaked. Materials (per person): one soaked seed, one dry seed, a hand lens, a ruler or tape measure Procedure: 1. Lay out the soaked seed and the dry seed next to each other. Write down or discuss five observations of each seed. 2. Carefully remove the seed coat. 3. Split the seed in two parts. 4. Look for the embryo in the middle. It may break off or fall out. 5. Draw the two cotyledons and the embryo. Write about it: Pretend you found a bag of magic beans. Explain what happened after you planted the beans.
  • 39. Seeds are planted Roots sprout Leaves form Flowers form Seeds are dispersed
  • 40. Life Cycles • Humans – The concept is easy to present with small children. They begin life in their mommy’s belly and are born to a baby unable to walk. As they grow, they learn to walk and talk and eventually will grow to be an adult.
  • 41. Butterfly lays an egg Caterpillar hatches Caterpillar grows by eating leaves Caterpillar attaches to a plant, forms an outer shell, pupa After two weeks a butterfly emerges
  • 42. Female frog lays hundreds of eggs A tadpole hatches, like a fish it breathes through gills Tadpole begins to grow hind legs Tadpole grows front legs. The gills disappear and it breathes with its lungs The tadpole’s tail disappears, it’s a frog.
  • 43. Life Cycles Two students trying to catch tadpoles for observation. Tadpoles in a test tube for observation. Student using a hand lens to view a tadpole. Student cupping her hand to pick up a tadpole. After teaching children about the stages of development for frogs, students have a chance to get a closer look.
  • 44. After learning about life cycles, children pick up tadpoles and get a closer look at their attributes.
  • 45. Student using tweezers to gently pick up mealworms out of a container of oatmeal. After learning about the life cycle of beetles, students explore mealworms.
  • 46. Students using magnified bug viewers and hand lenses to look at mealworms. Activity 6: Exploring Mealworms
  • 47. Life Cycle of a Mealworm
  • 48. Activity 7: The Use of Graphing and Data Interpretation Pre K – Grade 3
  • 49. • What is your favorite food? • What is your favorite zoo animal? • What is your favorite sport? • What is your favorite fruit? • What are your favorite green vegetables? • What is your favorite pet? • What is your favorite bird? • What are your favorite shoes? • What is your favorite fast food? • What is your favorite farm animal? • What is your favorite ice cream flavor? • What is your favorite dessert? • What is your favorite cookie? • What is your favorite holiday? • What is your favorite Disney character? • What is your favorite snack? • What is your favorite play area? • What is your favorite stuffed toy? • What is your favorite balloon color? • What is your favorite reptile? • What is your favorite insect? • What is your favorite creepy crawly?
  • 50. • How many doors are in your house? • Do you brush, brush and floss, or neither? • Do you have a four-legged or two-legged pet? • Do you have a hot or cold lunch today? • What is your favorite milk flavor? • Do you like baths or showers? • Where do you like to swim the most? • Is (enter season) your favorite season?
  • 51. • What kind of Halloween candy do you receive the most of? • How do you like your apples? • Where would you like to go on vacation? • What would you like to be when you grow up? • What kind of toothpaste do you like best? • Which soup do you like best? • Would you rather have a pet with ... Fur, Fins or Feathers • How many brothers do you have? • What time did you go to sleep last night? • How do you feel today? • How many syllables are in your last name? • How many syllables are in your first name? • How many teeth have you lost?
  • 52. • How many people live in your house? • What is your favorite community helper? • Which leaf do you like the best? • What is your favorite breakfast drink? • What is your favorite milkshake flavor? • What is your favorite breakfast food? • What is your favorite type of berry? • Do you use bubbles in your bath? • How do you like to eat your eggs? • Does your shirt have buttons or no buttons? • What is your favorite kind of pie? • Do your pants have pockets or no pockets? • Do you like sunshine, snow or rain? • Do you like daytime or nighttime? • What month were you born in? • Which apple color do you like best? • What is your favorite kind of doughnut? • What color socks are you wearing today? • Which movie is your favorite? • What is your favorite time of day? • Who is your favorite super hero?
  • 53. • What is your favorite mammal? • What is your favorite dinosaur? • What is your favorite Popsicle flavor? • What is your favorite character? • What is your favorite Halloween decoration? • What is your favorite shape? • How do you get to school? • What is your favorite way to exercise? • What is your favorite beach activity? • Are you a girl or a boy? • Which do you like to use most for art? • Which word best describes your hair? • What color are your eyes? • What are you wearing today? • How many letters are in your name? • What kind of shoes are you wearing today? • What kind of dinosaur would you be? • What is your favorite pizza topping? • What taste do you like the best? • How do you like your pizza crust?
  • 54. How To Use Graphing Cards • Go to http://www.teacherspayteachers.com/Browse/Search:beth+davis. • Download and print graphic cards in color on cardstock. • Purchase trading card plastic sheet protectors and put them in a binder. • Cut apart cards and store each topic in one square of trading card sheet protector. • Give each child a square with either their name or their photo (photos work best, type or write their name under the photo). • Choose one topic and remove those cards from the sheet protector. Place the cards in a graphing pocket chart. • Discuss the choices and have each child “vote” for their choice by placing their photo or name card in the column that corresponds with their choice. • Count how many responses each choice received. Discuss how many more one choice got when compared to others. GRAPH OFTEN! This will increase math and reading skills!
  • 55. Magnetism Students test various items to see if they are attracted to a magnet. Items are sorted into bowls to identify them as magnetic or non-magnetic. Older children graph their data.
  • 56. Activity 8: Exploring Magnetism Set Up: Each child will need a tray with various items that are metals and non- metals. By using a tray (can be a recycled Styrofoam tray for a grocery store) you create personal space and boundaries for each child. Look around your classroom, find various items that can be tested to see if they are magnetic or not….just about anything will do. Be sure to get items made of different things like wood, plastic, metal, etc. Put all items on the tray. Have one empty unmarked bowl, this will be the “I don’t know bowl.” Mark the other bowls with the words “No” and “Yes”. Each child will also need a wand magnet. Magnetic marbles are optional, but a whole lot of fun.
  • 57. The Discussion: Tell children that a magnet attracts (brings near) things that are made of certain metals. Items that are not magnetic will not “stick” to the magnet. Point out that they will have one bowl with different items and two empty bowls. Explain that the bowl marked N O spells no. Ask what sound the letter makes. Repeat for the word yes. Tell children that they will test items to see if they will stick to or be attracted to a magnet. If the item is attracted, it will go in the “YES” bowl. If not, it will be placed in the “NO” bowl.
  • 58. The Exploration: Pass out a tray with the three bowls and a magnet to each child. Have the children keep their hands under the table or else the inclination is to touch everything on the tray. Go over the three bowls and review the words YES and NO. Have them pick up the magnet wand in one hand and demonstrate the first item. Pick up something made of rubber (rubber stopper, eraser, rubber band, etc.) and place it in the “I don’t know” bowl. Touch your magnet to the item and ask the children if it stuck to the magnet. Direct students to move the item from the “I don’t know bowl” to the “NO” bowl. Next choose an item that will be attracted like a metal washer or paperclip. Ask the children to pick up the item and place it in the “I don’t know” bowl and then touch their magnet wand to the item. Ask them if the item stuck to the magnet. When they say “Yes” have them pick up the item and put it in the “Yes” bowl. Continue to let the children test the items one at a time. Make predictions or guesses before testing the items. Child testing the item Item is, moved from “I don’t know bowl” to “yes bowl”.
  • 59. Activity 9: Buoyancy Students practice dumping and pouring water then test items to see which sink and float to learn about buoyancy .
  • 60. The Set Up: Each child should have their own set of materials which include a plastic container filled with blue water (color is added for the extra wow factor; after all, how boring is it to have plain water!), a small and large cup or discovery tube, two empty bowls labeled "sink" and "float", cork, metal items like large washers, marbles, wood blocks, plastic Legos, rubber balls and any other items that will sink or float. Also give each child two small bowls, one labeled “sink” and one labeled “float”.
  • 61. The Discussion: Begin by asking the children if they know some things that water is used for. Some answers may include drinking, swimming, taking a bath, rain is water. Some may say there is water in the ocean. If these things are not discussed, find a way to bring them into the conversation. Discuss the importance of knowing that they should never go into a pool or body of water alone. Continue the discussion by asking them if they know how to float on top of the water. Explain that the word float means to stay on top of the water. Something that floats stays on top of the water. Ask if any of the children have ever floated in the pool. Next discuss that sinking is the opposite of floating. Something that sinks, fall to the bottom of a container of water.
  • 62. The Activity: Instruct the children to put their hands in the water and ask them how it feels (wet, cold). Give them an opportunity to explore the water with their hands. Then demonstrate how to scoop up water in the small cup and then pour into the larger cup or discovery tube. Give them a few minutes to scoop up water and dump it into the larger cup or discovery tube. Encourage them to fill the larger cup or tube and let the water overflow. Older children can count how many cups it will take before the larger container overflows. After exploring the water, have them empty both cups and place a cork in the bottom of the larger cup or discovery tube. Next, demonstrate how to fill the cup or discovery tube again, this time watching as the cork floats on top of the water until the cup or tube overflows and the cork falls into the basin.
  • 63. To continue the activity, pick up the metal washer from your tray and say the following. "I am holding a metal washer. Can you tell me what shape it is? (round). What do you think will happen if I drop it in the water? Allow children time to make predictions. Count the number of children who predict it will sink and those who predict it will float. Have the children watch what happens when the washer is dropped in the container of water. Ask if it sank to the bottom of the water or floated on top of it? Continue to review that something that sinks will fall to the bottom and something that floats will stay on the top.
  • 64. Science Tools (hand lens, funnels, test tubes, graduated cylinders)
  • 65. Activity 10: Hand Lens Place several small items on a plate or on a tray. Call out each item one at a time and have the child pick up the items one at a time and look at them using the magnifier. Discuss whether the magnifier makes each item bigger or smaller. After looking at several items (be sure to use some with tiny print like stamps or pennies with older children), give each child items like rocks, shells, tree trunk pieces and other nature items and give them a chance to take a closer look at each item. Also encourage the children to get a closer look that their hand. Have them explain what looks different about their hand when viewing it with the hands lens vs without.
  • 66. Activity 11: Funnels & Test Tubes Sometimes we want to pour something into a container with a small opening. A funnel makes it easier to pour liquids into small spaces. We can use a funnel to help us do so without spilling the liquids we are pouring. A scientist uses test tubes to study liquids. Test tubes are slender containers that hold liquid. To use a funnel, simply place the small end of the funnel into the test tube or container you wish to fill. Then pour the water into the big opening of the funnel and the water will flow into the container.
  • 67. The Activity: Give each child a test tube rack and instruct them to place it inside a plastic container to be used as a catch basin. I got these donated from a local grocery store from the produce department. Each child will also need another container filled with water and a small cup. I use colored water to make it more interesting. Demonstrate by putting the funnel into the first test tube in the rack.
  • 68. Activity 12: The Pipette or Dropper The Discussion: A Dropper: Droppers are used to measure and pick up small amounts of liquids. When you need to take a little bit of medicine, you can use a dropper to get just the right amount. Using A Dropper: Step 1: Squeeze the bulb (end of the dropper). This pushes the air out of the dropper. Step 2: With the bulb squeezed, place the other end of the dropper in the water. Step 3: With the end in the water, let go of the bulb so that it is no longer squeezed. Step 4: Air pressure from the room will push the water into the dropper. Step 5: Remove the dropper from the water, squeeze the bulb to let the water
  • 69. Surface Tension Water is made up of tiny molecules. Each one is like a little magnet. At the edges of each drop of water, the molecules line up like little mini magnets, attaching to each other. They form a kind of “skin” on the top of the drop of the water holding the rest of the water in. The “skin” is called surface tension. When there is too much water on the “skin”, the surface tension breaks and the water will overflow. Problem Statement: How many drops of water will the head of a penny hold? Hypothesis: How many drops do you predict the penny will hold?
  • 70. Procedure: Step 1: Place a penny head side up on a paper towel. Step 2: Fill a dropper with water. Step 3: Drop the water one drop at time on the penny. Step 4: Count how many drops the penny holds. Step 5: When the surface tension breaks, record how many drops the penny held on the data table. Graph your results. Step 6: Repeat the experiment for the other coins. Coin Number of drops Number of drops rounded to the nearest 10 Penny Nickel Dime Quarter
  • 71. Water is made up of tiny molecules. Each one is like a little magnet. At the edges of each drop of water, the molecules line up like little mini magnets attaching to each other. They form a kind of “skin” on the top of the drop of the water holding the rest of the water in. The “skin” is called surface tension. When there is too much water on the “skin”, the surface tension breaks and the water will overflow. Activity 13: Using a Dropper, Surface Tension Problem Statement: How many drops of water will the head of a penny hold? Hypothesis: How many drops do you predict the penny will hold? Procedure: Step 1: Place a penny head side up on a paper towel. Step 2: Fill a dropper with water. Step 3: Drop the water one drop at time on the penny. Step 4: Count how many drops the penny holds. Step 5: When the surface tension breaks, record how many drops the penny held on the data table. Graph your results. Step 6: Repeat the experiment for the other coins.
  • 72. Coin Number of drops Number of drops rounded to the nearest 10 Penny Nickel Dime Quarter Data Table Results: Summarize your results using the data from the table. The penny held _________ drops of water. The nickel held __________ drops of water. The dime held ___________ drops of water. The quarter held _________drops of water. Graph your data
  • 73. Students sort shells by their attributes and then are encouraged to make patterns with the different shells and count how many of each shell they have in each group.
  • 74. Students review the properties that make something a solid and a liquid. Next they will be told that a suspension is when something is between two states, solid and liquid.
  • 75. Students learn about solids and liquids. They watch and feel as they turn to suspensions.
  • 76. Students observe that plants grow toward the light. Students watch a pretend volcano as it erupts. Students pour water, corn syrup, and oil into a graduated cylinder to explore density of liquids.
  • 77. Activity 14: Physical Changes and Properties In Matter The Discussion: Begin by reviewing that anything that has weight and takes up space is matter. A block is matter, if you drop it, it will fall to the ground because it has weight. It takes up space on the table. Begin mentioning random items around the room pointing out that they are all matter.
  • 78. All matter has physical properties. Some physical properties are an items size, shape, or color to mention a few. If you change matters physical properties, you are still left with the matter. To demonstrate this, take a piece of paper and ask the children to say what it is you are holding. Crumble it. Ask if it is still paper. Flatten. In out and color on it. Ask if it is still paper. Continue by ripping it in half. Still paper, all that has changed is the physical property. In this experiment, you will change the physical properties of a bar of soap, yet the end product will still be soap.
  • 79. Changing states of matter: Soap Experiment
  • 80. You will need a container or water, a plastic container, and a bar of Dove soap. Test to see if the soap sinks or floats. This will also get the bar of soap wet Place the wet bar of soap in the microwave and heat for 2 minutes and 30 seconds. Have children explore the mass of soap. Give it a minute to cool first Children explore the soap until it becomes dust!
  • 81. Chemical Change When a chemical change takes place, matter is changed from one thing to another. When a chemical change takes place, you can’t get the original items back. Example: When ingredients are mixed to make a cake, after it is baked, you can’t get the eggs out. By mixing ingredients to bake a cake, after baking, new matter is produced. These children mix flour, water, salt, and oil to make Playdough.
  • 82. Activity 15: Alka Selter Rockets Basic rocket design with recycled lid taped to toilet paper tube Film container half full of water, student ready to drop in ½ Alka Seltzer tablet After lid is snapped on QUICKLY turn over the film canister Place rocket on top of film container with the lid, step back and begin counting. Step 3:Step 2:Step 1: Step 4:
  • 83. Science Lab Video Part 2
  • 84. Activity 16: Sound Sound: Using A Tuning Fork Sound travels in the form of vibrations or waves. A vibration is a repeated back and forth motion. Vibrating objects make the air around it vibrate. These sound vibrations pass through the air to our ears, strike our eardrum and cause them to vibrate. Bones in the middle ear transfer the vibrations of the eardrum to the fluid filled inner ear. The movement of the fluid in the inner ear causes hairlike nerve receptors in the inner ear to move. These receptor carry the message to the brain and the brain perceives these signals as sound. Although sound can travel through all different types of material, it travels better through some than others.
  • 85. Parents donated their Christmas trees and they were cut into tree blocks. In all, 140 trees were recycled and every class got a container of tree blocks. Students freely explore tree blocks. ENCOURAGE RECYCLING!
  • 86. Tree Trunk Exploration Blocks are lined up in size order and are counted. Students use a hand lens to see the rings. They also smell the pine scent. On their own, they measured the height of their tree towers! Students use a tape measure to find the diameter in centimeters.
  • 87. Free Exploration at learning centers gives children a chance to think critically Miscellaneous nuts and bolts provide opportunities for construction. Cable fittings placed in a box are ideal for building.
  • 88. Magnetic pattern shapes Sorting colored caps by color and shape Large plastic discovery tubes with gel balls and other liquids Small discovery tubes out of test tubes
  • 89. Miscellaneous hose pieces screwed together Insect specimens encased in plastic Children reposition PVC tubes with Velcro attached to a carpeted wall and drop balls down the tubes. Plastic animals for sorting and pretend play
  • 90. Free Exploration with tree blocks Feeding Lab Animals Gears can be attached to walls or used on the floor in various configurations. Buckets of water and measuring cups provide opportunities to practice dumping and pouring. Free exploration with shells
  • 91. Kids are amazed with animal tracks. You can purchase these molds and make castings with plaster or Paris and paint or use Playdough. Molds can be left at an exploration station and animal tracks can be made over and over using Playdough. If you leave them out, they will get hard.
  • 92. Science Lab Videos: Go to handsonmindsoneducation.com to view videos • Kids For Kids Academy Lab Tour Part 1: Watch bits and pieces of science explorations • 11:50 Watch bits and pieces of the following science activities: Temperature & Snow, Sorting Shells, Sorting & Graphing Plastic Lids, Paleontologist, Density, Suspensions • Kids For Kids Academy Lab Tour Part 2: Watch bits and pieces of science explorations • 12:52 Watch bits and pieces of the following science activities: Life Cycles: Mealworms, & Tadpoles, Mixing Primary Colors, Magnetism, Fire & Air, Alka Seltzer Rockets • Life Cycle: Tadpoles: 14:20 Preschoolers learn about the stages of from development and have a chance to touch and observe real tadpoles. • Density: Preschoolers learn that Density is a property of matter. They will combine water, oil and corn syrup to find out which liquid is the densest. • Mentos & Diet Coke Rocket: 00:23 After learning about rockets, preschoolers launch a rocket across the school parking lot propelled by Mentos and Diet Coke. • Life Cycle: Mealworms: 13:56 • Preschoolers have a chance to learn about the life cycle of a mealworm from egg to mealworm, to beetle. The children examine first hand mealworms as they explore their attributes. • Sorting Shells: 00:42 • Preschoolers are given a hand lens and a box of shells. They explore the shells sizes and shapes as they sort and count the shells. • Rockets :2:04 Preschools learn about space travel and have a chance to launch their own rocket made out of toilet paper tube, film canister, and Alka Seltzer and water. "POP" goes the rocket!
  • 93. More Lab Videos • Liquids, solids, & Suspensions: 8:00 Preschoolers learn the difference between liquids and solids. They also learn that a suspension is between states. They will combine glue and liquid starch to make a suspension. • Exploring Colors: 2:53 In this lab, Preschoolers learn about primary and secondary colors. They will mix primary color liquids watercolors to make secondary colors. • Sorting Recycled Plastic Lids: 1:49 Preschoolers sort plastic lids by color. Upon completion, each child lined up their color lids and counted how many were in their row. The children compared their height to the length of their line. (Additional sorting video on Instructional DVD) • Temperature: 9:51 Students will feel the differences between hot and cold. After feeling something hot, they will make snow in their hands to experience cold. • Magnetism: Preschoolers will learn about magnets and then investigate which items are attracted or not attracted to a magnet. Following the exploration, they will count the items and graph their data. • Using Science Tools: Funnels and Test Tubes: 4:52 Preschoolers learn that scientists use science tools in their work. In these explorations, students learn to use a funnel to fill test tubes with water. • Fire and Air: 10:09 Preschoolers learn what to do in case of a fire. They also will learn that firefighters wear special masks to help them breathe during a fire. They will count to see how many seconds it will take to extinguish a flame once the oxygen has burned out of a small, medium, and large jar. • Dinosaurs: Preschools learn about the role of a Paleontologist in finding fossils. They will extract plastic dinosaur and other items from a pretend fossil. Afterward, they will sort their finding by attribute. • Sinking & Floating: 6:57 • Preschoolers learn about properties of water and things water is used for. They also test item to explore whether the items sink or float, count the totals of their findings, review the “S” and “F” sounds, and discuss hot and cold.
  • 94. Available Products
  • 95. 90 Days of Graphing Topics on cardstock $20
  • 96. $14.99 Table Of Contents The Philosophy, Program Overview, Hands-On Minds-On Preschool Framework Components… Science Discovery & Mathematical Thinking Sow It, Grow It, Know It…Garden Field Studies For Young Children The Science Behind Hands On Minds On
  • 97. Also Included in Hands-On Minds-On Preschool: The Use of Graphing and Data Interpretation Additional Activities for Integration of Math and Science Cognitive and General Knowledge (Math & Science) Rationale Concept Development and Memory (birth- age 2) Problem Solving and Creative Exploration (birth-36 months) Mathematical Thinking (ages 3-5) Scientific Thinking (ages 3-5) Individualized Technology & Small Group Instruction Literacy, Language, & Phonemic Awareness Language and Communication Listening, Understanding, Communicating and Speaking (birth- age 5) Emergent Reading (birth-age 2) Emergent Writing (birth- age 2) Early Reading (ages 3-4) Early Writing (ages 3-4) Literature and Reading (ages 4-5) Writing (ages 4-5)
  • 98. Also Included in Hands-On Minds-On Preschool: Social Studies and Character Development Social Studies Rationale (ages 3-5) Dramatic Play & Creative Self Expression Music, Movement and The Arts Physical Development Rationale Gross Motor (birth- 5 years) Fine Motor (birth-5 year-olds) Self-Help (birth-5 year old) Health (birth-5 years old) The Arts (ages 3-5) Parental Involvement & Support Services Assessment Tool/ Process to Evaluate Child Progress Overview of Birth to 2 Standards infused in Hands-On Minds-On Framework Developmental Milestones for 3-5 Year Old Program Recommendations on Daily Routines (Schedules) Room Arrangement: Materials for Indoor/ Outdoor Learning Environment Adaptations For Children with Special Needs Process to Evaluate Program’s Implementation of Curriculum References & Additional Reading
  • 99. $12.00 in book form or $10 as activity cards Activities included in this book Science Lab Link Videos Tools That Scientists Use: A Magnifier Tools That Scientists Use: A Funnel Tools That Scientists Use: A Hand Lens Buoyancy: Sinking and Floating Magnetism How Things Grow and Change: Mealwoms How Things Grow and Change: Tadpoles Absorption Fire and Air Sorting and Classifying Recycled Objects Physical Changes in Matter: Soap Temperature Sound Free Exploration Activities
  • 100. $10
  • 101. Conference Special 1: Both books for $20 A $27 value Conference Special 2: All four products for $49 A $57 value

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