Introduction to ArtificiaI Intelligence in Higher Education
Hands on minds-on preschool presentation one goal 2013
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
13. 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.
14. 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.
15. 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.
16. 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.
17. 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.
19. 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
20. 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.
21. 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.
26. 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.
27. Beans are
planted in a
cup.
Bean seeds
are
transplanted
to the garden
after
sprouting.
Once
grown, the
bean length
is
measured.
28. Students observe and draw broccoli plants that have
gone to seed.
“Hands On”
Broccoli
29. 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.
30. 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.
32. Red and green peppers
are identified and
counted separately.
Watering plants
during daily
observations.
33. 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.
34. 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.
36. 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.
37. A popcorn kernel is a monocotyledon: It has one cotyledon
root system
stem
leaf
cotyledon (food source)
Seed coat
embryo
endosperm
39. 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.
40. Seeds are planted Roots sprout
Leaves form
Flowers form
Seeds are dispersed
41. 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.
42. 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
43. 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.
44. 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.
46. 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.
47. Students using magnified bug viewers and hand
lenses to look at mealworms.
Activity 6: Exploring Mealworms
49. Activity 7: The Use of Graphing and Data
Interpretation Pre K – Grade 3
50.
51. • 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?
52. • 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?
53. • 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?
54. • 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?
55. • 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?
56. 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!
57.
58. 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.
59. 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.
60. 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.
61. 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”.
62. Activity 9: Buoyancy
Students practice
dumping and pouring
water then test items
to see which sink and
float to learn about
buoyancy .
63. 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”.
64. 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.
65. 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.
66. 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.
68. 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.
69. 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.
70. 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.
71. 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
72. 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?
73. 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
74. 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.
75. 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
76. 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.
77. 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.
78. Students learn about solids and
liquids. They watch and feel as they
turn to suspensions.
79.
80. 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.
81. 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.
82. 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.
84. 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!
85. 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.
86. 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:
88. 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.
89. 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!
90. 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.
91. 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.
92. 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
93. 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
94. 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
95. 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.
96. 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!
97. 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.
100. $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
101. 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)
102. 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
103. $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
