Guided Response Criteria (respond to a minimum of 2 classmates):  1. Comment on the design of your peers Fact Sheet. 2. What about the design appealed to you? 3. Would you be interested in adapting it for your own use?   Why or why not? please make sure you answer the question above with reponding to my peers work below  Not having your text can make you feel as though you have no idea what is going on during class, hopefully my fact sheet can help you! Understanding the importance of science in a classroom can help children develop in many different areas as well.  Jaruszewicz (2013) explains that scientific thinking includes the approach of curiosity and reasoning to answer questions and teachers enhance the “systematic investigation” that encourage children to ask questions that are open ended. There are three different types of science that is taught to children that include physical science, life science, and earth science. Physical science can be explained through simple measures such as when a child pains in art area, or uses magnetic blocks on a light table to even seeing their own shadow while running outside. Children learn through play. As they make observations through everyday objects, they learn about different senses and the different ways things work. For example, Jaruszewicz (2013) suggests that children learn about the natural forces for the world, such as gravity, magnetism, lights and speed through objects they use on a daily basis. Physical science involved lights and shadows, color, magnetism, solids, liquids and gases, weight force and motion, and static electricity. One way to promote development in an educational setting for young children is to use what they already know. For example, when using lights and colors to understand color knowledge. In a preschool classroom, using color shades to mix and make other colors can help children understand that there are other ways to make colors using lights and shades. You can also use shadows as an example because children are able to see their shadow everyday. Incorporating this in the classroom a teacher could use measuring cubes to measure the length of a shadow. Magnet tiles are a good way for children to create shapes and understand the connection that magnets have to make things attach. Life science focuses on the study of living things and their habitats. Understanding the difference between a living thing that breathes and grows and an object. Our texts suggest that there are concepts that are important for children to focus on. These include All living things grow and change Things that are living need food Living things decompose Fossils occur when living things decompose and become remains Organisms that are living have a system that make them work Things that are living inhabit and interact with different kinds of environments. Yi-Chin Lan from NAEYC explains 10 different tips that support children’s science learning. Number one being “values your child’s .

1. Guided Response Criteria (respond to a minimum of 2
classmates):
1.
Comment on the design of your peers Fact Sheet.
2.
What about the design appealed to you?
3.
Would you be interested in adapting it for your own use? Why
or why not?
please make sure you answer the question above with reponding
to my peers work below
Not having your text can make you feel as though you have no
idea what is going on during class, hopefully my fact sheet can
help you!
Understanding the importance of science in a classroom can
help children develop in many different areas as well.
Jaruszewicz (2013) explains that scientific thinking includes
the approach of curiosity and reasoning to answer questions and
teachers enhance the “systematic investigation” that encourage
children to ask questions that are open ended.
There are three different types of science that is taught to
children that include physical science, life science, and earth
science.
Physical science can be explained through simple measures such
as when a child pains in art area, or uses magnetic blocks on a
light table to even seeing their own shadow while running
outside. Children learn through play. As they make observations
through everyday objects, they learn about different senses and
the different ways things work. For example, Jaruszewicz

2. (2013) suggests that children learn about the natural forces for
the world, such as gravity, magnetism, lights and speed through
objects they use on a daily basis. Physical science involved
lights and shadows, color, magnetism, solids, liquids and gases,
weight force and motion, and static electricity. One way to
promote development in an educational setting for young
children is to use what they already know. For example, when
using lights and colors to understand color knowledge. In a
preschool classroom, using color shades to mix and make other
colors can help children understand that there are other ways to
make colors using lights and shades. You can also use shadows
as an example because children are able to see their shadow
everyday. Incorporating this in the classroom a teacher could
use measuring cubes to measure the length of a shadow. Magnet
tiles are a good way for children to create shapes and
understand the connection that magnets have to make things
attach.
Life science focuses on the study of living things and their
habitats. Understanding the difference between a living thing
that breathes and grows and an object. Our texts suggest that
there are concepts that are important for children to focus on.
These include
All living things grow and change
Things that are living need food
Living things decompose
Fossils occur when living things decompose and become
remains
Organisms that are living have a system that make them work
Things that are living inhabit and interact with different kinds
of environments.
Yi-Chin Lan from NAEYC explains 10 different tips that
support children’s science learning. Number one being “values
your child’s questions”. When children ask us questions it
shows that they are thinking about things from their perspective

3. and trying to figure out “who, what, where, when and mostly
why” things are the way they are.
For example, using plants to help children understand the point
of life science can teach them the idea growth, examination, and
observation. Using this in the curriculum a teacher could create
a garden with children outdoors and/or a terrarium indoors with
children to help them understand the process of plant
development and get a better understanding for life science.
Planting an individual plan at home and keeping a “life journal”
of the plant to track what the child is doing to care for the plant
and the progress it is making can also involve parents. Tracking
children’s questions can also help the class get involved in what
other children are thinking as well.
Earth science includes the exploration of objects that are from
nature and earth. Creating concepts for children to understand
such as Earth is the place where living things live, it is big, it is
always changing, it is made of different materials (such as
rocks, dirt, minerals, are, and water), and the sun and moon
affect the earth. Making a weather chart showing children that
the earth is affected by different weather conditions can help
get them involved in how the earth is created and what it is
created of.
Promoting science in the classroom can be done through
sensory, dramatic play, art, and other areas of the classroom.
Providing children with materials such as materials from nature,
magnets, blocks, and coloring measure cubes are just a few
examples of how you can incorporate the idea of science in the
classroom. Using items from nature can help children
understand the idea of earth as well as life science with growing
plants as living things or having a class pet such as a goldfish.
Families can get involved by doing things with their children
that relate to what is going on in the classroom. For example,
like I mentioned before growing a plant and keeping a journal
about the progress, or having families bring in an item from a
nature walk to contribute to a terrarium for the classroom can
encourage families to get involved.

4. Jaruszewicz, C. (2013).
Curriculum and methods for early childhood educators
. San Diego, CA: Bridgepoint Education, Inc.
http://families.naeyc.org/learning-and-development/child-
development/10-tips-support-children%E2%80%99s-science-
learning