Science and Technology
Science and technology in preschool years focuses on children's curiosity and curiosity to understand the world. It involves active engagement with real-world objects and events, using a model of scientific inquiry. Children ask and answer questions, solve problems using materials, and explore the world using their observation, communication, representation, and reasoning abilities. Adults support this process by providing hands-on materials and multi-sensory experiences, helping children develop scientific thinking skills and share their delight in discovery.
5 additional materials to further children's learning and exploration: brick STEM challenge kit, design & build engineering centers, STEM science station, intro to tools & building kit, and waterway pipe builders.
KDI's List:
45. Observing: Children observe the materials and processes in their environment.
46. Classifying: Children classify materials, actions, people and events.
47. Experimenting: Children experiment to text their ideas.
48. Predicting: Children predict what they expect will happen.
49. Drawing conclusions: Children draw conclusions based on their experiences and observations.
50. Communicating ideas: Children communicated their ideas about the characteristics of things and how they work.
51. Natural and physical world: Children gather knowledge about the natural and physical world.
52. Tools and technology: Children explore and use tools and technology.
1
Planning Form
Name of Activity
Nature Walk and Find a Search for Pinecones
Originating Idea
Tomorrow we will be making Pinecone birdfeeders, so today we are going to search for some while we take a nature walk around the school yard.
Curriculum Area
Highlight 1:
Approaches to learning
Social and emotional development
Physical development and health
Language, literacy, and communication
Mathematics
Creative arts
Science and technology
Social studies
KDIs
46. Classifying: Children classify materials, actions, people, and events.
Materials
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"A Pinecone!" by Helen Yoon
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Pictures of various pinecones for reference (optional but great for visual learners)
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Collection bags or baskets for pinecones
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For Teacher- Red Emergency Backpack and Walkie Talkie
Appropriate Age group
GSRP – ages 3 to 5
Beginning of Activity
To introduce the topic of pinecones, read the book "A Pinecone!" by Helen Yoon. Show a few pinecones to the children, describing their characteristics (size, shape, color). Optionally if needed, bring various pictures of pinecones for children to compare and contrast. Talk to the children about how we will go outside to look for pinecones.
Middle of Activity
Allow children to collect pinecones they find on the ground. Encourage them to gather different sizes and shapes.
Early:
Children may match one object to an identical object and identify something as being the same or different.
Middle:
Children may sort based on one attribute and provide a reason for sorting, as well as use the words some, none, and all when they sort.
Later:
Children may sort based on two or more attributes and use the word not to identify a property something does not have when they sort.
End of Activity
Once back in the classroom, and the children gather around ask them questions about what they observed and found during the nature walk. Did they see any trees? What did they look like? Did they find any leaves or other natural materials outside? Allow the children to do a mini show and tell with the pinecones they found outside.
Follow-up Ideas (2)
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Bubbles… without a Wand?
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Butterfly Garden
2
Planning Form
Name of Activity
Bubbles… without a Wand?
Originating Idea
Sarah was upset when we were on the playground today because the bubble wand got broken and she didn’t know what to do.
Curriculum Area
Highlight 1:
Approaches to learning
Social and emotional development
Physical development and health
Language, literacy, and communication
Mathematics
Creative arts
Science and technology
Social studies
KDIs
47. Experimenting: Children experiment to test their ideas.
Materials
Ingredients to make your own bubble mixture:
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1/2 Cup water
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1/4 Cup dishwashing detergent
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1 Tablespoon light corn syrup
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Bowl to put all the ingredients in
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Spoon to mix the ingredients together
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Easy Clean Craft Trays or some other shallow dish for the bubble mixture to be divided into for student use
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Paper Towels or Regular Towels to clean up spills
Children will experiment by choosing random items they have found around the classroom such as but not limited to:
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Straws
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Pipe cleaners
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Cups
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Plastic sporks
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Cookie cutters
Appropriate Age group
GSRP – ages 3 to 5
Beginning of Activity
Ask the children if they have played with bubbles before and what tools they used. Introduce the idea that we will experiment with different items to make bubbles today.
Middle of Activity
Oh no, we don’t have a bubble wand, can you find something that we can use instead?
Early:
Children may use materials to find out what they can do and see what happens with them.
Middle:
Children may use trial-and-error to investigate materials and ask simple questions about what happens when they work with a particular material.
Later:
Children may express an idea and experiment to test it out and ask questions about what happens when they work with materials and experiment ways to find an answer.
End of Activity
Once everyone is back together talk about which tool that they found was their favorite and why? What worked best for making bubbles, and what didn’t? What was the coolest bubble they created?
Follow-up Ideas (2)
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Nature Walk and Find
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Butterfly Garden
3
Planning Form
Name of Activity
Butterfly Garden
Originating Idea
The principal at where I work, gave all the GSRP, Head Start and Tuition-Based classrooms Butterfly Gardens so that they could watch the life cycle of a butterfly.
Curriculum Area
Highlight 1:
Approaches to learning
Social and emotional development
Physical development and health
Language, literacy, and communication
Mathematics
Creative arts
Science and technology
Social studies
KDIs
51. Natural and physical world: Children gather knowledge about the natural and physical world.
Materials
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“The Very Hungry Caterpillar” by Eric Carle
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Butterfly Garden contains:
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Cup of Caterpillars®
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magnifying glasses
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Once the caterpillars have the process of metamorphosis (a few days later) will turn into the chrysalis, teachers will:
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Open pop-up, reusable 18-inch mesh butterfly habitat
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Place the lid of the jar with the hanging chrysalises on the
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Chrysalis Holding Log
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Feeding dropper is to give butterflies nectar once they have hatched
Appropriate Age group
GSRP – ages 3 to 5
Beginning of Activity
Read “The Very Hungry Caterpillar” by Eric Carle and talk about the life cycle of a caterpillar. Talk about the various foods the caterpillar ate and which is your favorite.
Middle of Activity
Have children take turns looking at the caterpillars in the jar but remind them we look but don’t touch.
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Early:
Children may focus on the state of an object or event in the moment rather than notice a change.
Middle:
Children may describe a change in an object or event.
Later:
Children may explain that a change happens because of something else.
End of Activity
Talk about what caterpillars eat and how they grow. Discuss the process of metamorphosis from one stage to the next. Ask children what their favorite stage is, do they like the crawling caterpillar, the hanging chrysalises or when the butterflies hatch and spread their wings?
Follow-up Ideas (2)
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Nature Walk and Find
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Bubbles… without a Wand?