Preschoolers and Science Skills
You can encourage critical thinking and problem solving by allowing young children to participate in hands-on science activities.
By Jennifer Sinsel
Here are some of the questions I hear from my four and five year old children on a regular basis -"Why?" "How?" and "What If?" If you have taught preschool children, or have children this age yourself, these are questions you probably hear constantly. Preschool children are inquisitive, and full of wonder about the world. My daughters often remind me that these types of questions are the reason I became a science teacher in the first place.
Teaching children to think scientifically should begin at an early age. Preschoolers are quite capable of developing science process skills, such as predicting, observing, measuring, collecting data, and forming conclusions. Conducting simple investigations with them encourages critical thinking, problem solving, and creativity. For example, all children have experience with objects that sink and float. They may have noticed which objects sink in the bathtub, or the fact that an ice cube floats in a drink. Ask them, “How can you tell if an object will sink or float?” Some of their answers may surprise you. Gather up numerous objects (enough for every group of two to three students to have one of each), and ask them to predict which object will sink and which will float. Examples might include paper clips, coins, wooden blocks, small plastic toys, empty soda bottles, metal washers, rocks, and paper cups. Draw a T-chart on the board with illustrations of a floating object and a sinking object above each heading. Children can take turns predicting which objects will sink or float as you hold them up. Draw a simple picture of each item under the appropriate heading. Ask them, “How can we find out for sure which objects will sink and which will float?” The answer will be a resounding, “Let’s try it!”
Now it’s their turn. Hand out laminated T-charts labeled the same way as the chart on the board. In small groups, children should test each object and place it under the appropriate heading. Each group can share its findings with the rest of the class, and you might mention that scientists often share their information with each other so that everyone can learn more. If some groups disagree with each other, ask, “How can we find out for sure?” Most children will say, “Try it again.” This indirectly teaches the value of multiple trials.
Finally, have them look at the two groups of “sinkers” and “floaters” on their T-charts. Compare their predictions to the actual data. Hold up a metal spoon and say, “Now that you know some things about objects that sink and objects that float, can you predict what this spoon will do?” Allow several children to respond, and be sure to ask them about their thinking. Why do they think it will sink or float? Many children will make the connection that the spoon is made of the same type of material as the other objects that sank (metal). After you’ve given them the chance to try it, hold up a plastic spoon. It’s fun to discuss predictions here, as some children think it will float (because it’s not made of metal), while others think it will sink (since they just saw a spoon sink). This will give you some idea of whether or not they understand the concept. Once they test it, encourage a discussion of why it floated. As an extension activity, you might give students different materials (straws, popsicle sticks, etc. . . ) and ask them to build a boat that can stay afloat carrying a handful of coins. And let the problem solving commence.
Throughout this basic activity, children are acting like scientists. They predict, observe, collect data, share ideas, and form conclusions, which sets the stage for more complex science investigations later on. For more ways to encourage budding young scientists, try the following activities.
Hands-On Science Lessons For Young Children:
In this lesson students learn how Squanto helped the Pilgrims by conducting a hands-on science activity. Students plant seeds, and conduct a experiment. Students water one plant with water and another with water and a fish emulsion supplement, and compare the results.
In this lesson students learn about insects, and their characteristics. They use this knowledge to invent their own insect. Using scientific tools, students go on a bug hunt.
This lesson has students experiment with the properties of liquids. Students observe how a liquid takes the shape of its container.
Cup Capacity Tool: Measuring Cup
Students learn about measuring in this lesson. They look at containers, and figure out their capacity. Using a one-cup measuring cup, they fill other containers. Students also learn how many cups are in a pint, and how many teaspoons are in a tablespoon.
