2. CATEGORIES OF MATERIALS
Four categories are required in every science learning center. Every category must have 3-5 different
materials offered and accessible to the children on a regular basis daily.
The four categories are:
Collections of Natural Objects
Living Things
Nature Science Books, Games or Toys
Nature/Science Activities
3. COLLECTIONS OF NATURAL OBJECTS
Examples include: Seashells, Rocks, Pinecones, Leaves and Plastic Animals.
5. NATURE SCIENCE BOOKS, GAMES OR TOYS
Examples include: Books about science and animals with realistic pictures or photos. Games that are
fact based and Toys that portray natural life.
6. NATURE/SCIENCE ACTIVITIES
Examples include: Rolling an object down a ramp, Sink and float activities, Tasting & Comparing
different foods, Magnets and Smelling & Matching different spices.
7. ACCOMMODATIONS FOR INFANTS AND TODDLERS
Collection of Natural Objects: Taking infants and toddlers to where they can touch grass or other plants.
Living Things: Infants and toddlers smelling and touching flowers.
8. ACCOMMODATIONS FOR INFANTS AND TODDLERS
Nature science books, games or toys: Pictures or posters of animals displayed within the classroom.
Nature/science activities: Sensory boards.
9. ACCOMMODATIONS FOR CHILDREN WITH SPECIAL
NEEDS
To accommodate children with special needs there are several options for all categories.
They can include: Activities that rely on touch and smell instead of sight.
10. DIVERSITY
To represent diversity in the science center:
Books should be available in different languages, show people from different ethnicities and animals
from different countries.
11. SKILLS AND ABILITIES
When children have interactions with and access to the materials in a Science Activity Center, they
acquire the following skills and abilities:
They are encouraged to learn about, care for and respect nature.
They obtain first hand experience with living things.
They also learn to observe growth patterns.
12. TEACHER’S ROLE
The teacher’s role would be to encourage children to participate in an activity and show appreciation for
that child’s contribution.
Examples are:
Children gathering pinecones or leaves to add to the classroom collection.
Children taking turns to feed and care for the class pet; i.e. fish, turtle.
13. DOMAIN: COGNITION AND GENERAL KNOWLEDGE
Strand 2: Learning about the World
Sub-Strand A: Scientific Knowledge
A11. Expand knowledge of and respect for their environment, living creatures, and plant life (page 28).
Strategies:
Setting an example for child by respecting the natural world and living creatures, and discussing why it
is important.
Example:
Helping to care for the class pet.
14. DOMAIN: COGNITION AND GENERAL KNOWLEDGE
Strand 2: Learning about the World
Sub-Strand B: Scientific inquiry and exploration.
B11: Begin to use simple tools and equipment for investigation (page 29).
Strategies:
Providing opportunities for children to learn through play.
Example:
Work with wheeled vehicles and slopes to find how they work.
15. DOMAIN: APPROACHES TO LEARNING
Strand 2: Curiosity and Initiative
B9: Offer to help with Chores (page 9).
Strategies:
Expressing appreciation for child’s initiative and desire to help.
Asking many questions such as, “What will happen next?”
Example:
Help water plants.
Experiment with objects.
16. DOMAIN: APPROACHES TO LEARNING
Strand 4: Reasoning and Problem Solving
D9: Develop increasing abilities to classify, compare and contrast objects, events and experiences
(page 11).
Strategies:
Providing objects for sorting.
Example:
Sort objects and compare the groups formed.
