I Love Science!

Video: 

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Emma explores different aspects of science by uncovering bones as a paleontologist would and through water play.

NAEYC

NAEYC: 

Curriculum: Essential Characteristics

2.A.11—Emma has learning opportunities with projects such as exploring paleontology that extend over the course of several days and incorporates…self initiated learning…

The paleontology unit lasts approximately two months, with explorations about what paleontologists do and how they do their work. During center time Emma chooses to search for bones as a paleontologist would.

Areas of Development: Social-Emotional

2.B.01—The children in Ms. Bromwich’s class have varied opportunities to engage…with teaching staff who are attentive and responsive to them…

Emma’s teacher responds quickly to Emma’s discovery of a new bone and validates Emma’s claim that she “is for sure a paleontologist now”. In the middle of the discussion a child tells the teacher that he is feeling better. The teacher says, “You’re feeling better? Good.” Emma’s teacher also delights in Emma’s discovery that a straw floats in water.

Curriculum Content Areas for Cognitive Development: Science

2.G.02—Emma is provided varied opportunities and materials to learn key content and principles of science such as: …Structure and property of matter (e.g., characteristics that include concepts like…floating and sinking)…

Emma discovers that some objects float in water and some objects sink.

IELS

IELS: 

8.1—Curiosity and Initiative

Children express curiosity, interest, and initiative in exploring the environment, engaging in experiences, and learning new skills.

Emma explores and experiences activities and ideas with eagerness… and...independence…

Emma’s curiosity is evident in the excitement she shows in discovering a new bone as well as when she discovers that a drinking straw floats.

9.1—Self

Children express a positive awareness of self in terms of specific abilities, characteristics and preferences.

Emma expresses sense of self in terms of specific abilities…and…expresses pride in accomplishments.

Emma states that she “is for sure a paleontologist now.” She shows her preference for certain activities by enthusiastically stating “I love science!”

9.3—Relationships with Caregivers

Children relate positively to caregivers who work with them.

Emma interacts comfortably with…caregivers.

Emma shares her excitement over finding a new bone with her teacher. She also shares her discovery with her teacher that a drinking straw floats.

IQPPS

IQPPS: 

Curriculum: Essential Characteristics

2.10—Emma has learning opportunities with projects such as exploring paleontology that extend over the course of several days and incorporates…self initiated learning…

The paleontology unit lasts approximately two months, with explorations about what paleontologists do and how they do their work. During center time Emma chooses to search for bones as a paleontologist would.

Areas of Development: Social-Emotional

2.12— The children in Ms. Bromwich’s class have varied opportunities to engage…with teaching staff who are attentive and responsive to them…

Emma’s teacher responds quickly to Emma’s discovery of a new bone and validates Emma’s claim that she “is for sure a paleontologist now”. In the middle of the discussion a child tells the teacher that he is feeling better. The teacher says, “You’re feeling better? Good.” Emma’s teacher also delights in Emma’s discovery that a straw floats in water.

Curriculum Content Areas for Cognitive Development: Science

2.27—Emma is provided varied opportunities and materials to learn key content and principles of science such as: …Structure and property of matter (e.g., characteristics that include concepts like…floating and sinking)…

Emma discovers that some objects float in water and some objects sink.

HSPS

HSPS: 

 

1304.21(a)(4)(i) - Ms. Bromwich supports each child’s learning, using various strategies, including experimentation, inquiry, observation, play and exploration by providing the children in her class with opportunities to explore different science centers/activities.

The paleontology unit lasts approximately two months, with explorations about what paleontologists do and how they do their work. During center time Emma chooses to search for bones as a paleontologist would. In another science activity available during center time, Emma also discovers that some objects float in water and some objects sink.

1304.21(c)(1)(vi) – Ms. Bromwich provides each child with opportunities for success to help develop feelings of competence, self-esteem, and positive attitudes toward learning.

Emma is utilizing a science activity set up by the teacher to look for bones.  When she discovers a new bone she declares that she “is for sure a paleontologist now.” She shows her preference for certain activities by enthusiastically stating, “I love science!” Ms. Bromwich matches her enthusiasm for her finding by sharing it with other students. 

 

HSCOF

HSCOF: 

Language Development

Listening and Understanding

  • Understands an increasingly complex and varied vocabulary.

Speaking and Communicating

  • Develops increasing abilities to understand and use language to communicate information, experiences, ideas, feelings, opinions, needs, questions, and for other varied purposes
  • Progresses in abilities to initiate and respond appropriately in conversation and discussions with peers and adults.
  • Uses an increasingly complex and varied spoken vocabulary.
  • Progresses in clarity of pronunciation and towards speaking in sentences of increasing length and grammatical complexity.

 

Science

Scientific Skills and Methods

  • Begins to use senses and a variety of tools and simple measuring devices to gather information, investigate materials and observe processes and relationships.
  • Begins to participate in simple investigations to test observations, discuss and draw conclusions and form generalizations.
  • Develops growing abilities to conflict, describe and record information through a variety of means, including discussion, drawings, maps, and charts.
  • Begins to describe predictions, explanations and generalizations based on past experiences.

Scientific Knowledge

  • Expands knowledge of and abilities to observe, describe and discuss the natural world, materials, living things and natural processes.
  • Expands knowledge of and respect for their body and the environment
  • Shows increased awareness and beginning understanding of changes in materials and cause-effect relationships.

 

Social and Emotional Development

Self Concept

  • Begins to develop and express awareness of self in terms of specific abilities, characteristics and preferences.
  • Demonstrates growing confidence in a range of abilities and expresses pride in accomplishments

Self Control

  • Shows progress in expressing feelings, needs and opinions in difficult situations and conflicts without harming themselves, others, or property.
  • Demonstrates increasing capacity to follow rules and routines and use materials purposefully, safely, and respectfully.

 

Approaches to Learning

Initiative and Curiosity

  • Chooses to participate in an increasing variety of tasks and activities
  • Develops increased ability to make independent choices
  • Approaches tasks and activities with increased flexibility, imagination and inventiveness.
  • Grows in eagerness to learn about and discuss a growing range of topics, ideas and tasks.

Engagement and Persistence

  • Grows in abilities to persist in and complete a variety of tasks, activities, projects and experiences
  • Shows growing capacity to maintain concentration over time on a task, question, set of directions or interactions, despite distractions and interruptions.