outdoor activities for yc

8/13/2019 Outdoor Activities for YC

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Lecture 9:

CREATIVE SCIENCE FOR YOUNG CHILDREN

Science consist of two phases or parts that cannot beseparated, they are: investigation and knowledge.

IMPORTANCE OF INVESTIGATION IN SCIENCE

Investigating is very important in science becausefrom investigation we discover knowledge.

Process over product!

Investigations provide experiences that the children

need to develop scientific creativity.Teachers must understand the importance of

investigationto help children find answers toquestions about the world

Learn science

.


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Children learn through 3 types of experiences:1. Formal science2. Informal science

3. Incidental science

FORMAL SCIENCE:

Science investigations planned by teacher to developparticular skills.

INFROMAL SCIENCE

Science that children learn through daily experiences, inschool, at home or in playground, in shops, etc.

No direct instruction occur, but children usually will ask

questions to parents or teachers relating to their informalexperiences

Within the informal setting is where creative potentialdevelops.


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TYPES OF SCIENCE ACTIVITIES

INCIDENTAL SCIENCE Not planned, but happened by coincidence

E.g: During Hari Raya, children play sparkles and

fireworks display - they learn about sparkles ,

smokes, light and colours, etc Children explore and seek answers to their questions

about fireworks, fire crackers, candles, etc. Allaw

them to investigate other things that can produce

sparkles, etc. This kind of activities occur in places that were not

intended to in the teaching of science.


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DISCREPANT EVENTS

Discrepant events are occurrences which defy ourunderstanding of the world by presentingunexpected outcomes.

These phenomenon are often used in sciencedemonstrations to grab the attention of an

audience and engage visual learners particularlyyoung children.

Always encourage children to discuss what willhappen before the experiment takes place; allowthem to convince themselves they know what willhappen before surprising them with a discrepantevent.


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Discrepant events

Learning the ARCHIMEDES PRINCIPLE through

sink and float experiment

Fun with discrepant events


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Discrepant Events : Examples

1. Why some objects cannot roll like a ball?

2. When we blow bubbles, why are they not of

the same size?

3. Ants do not have mouth or ears, but how dothey communicate?

4. The building is very tall, how could we

measure its height?

5. Give your examples....


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RT ND SCIENCE ESTHETIC ND SCIENCE

Aesthetic means being sensitive to beauty in nature & art

Such sensitivity is fostered by experiencing it in a variety of forms

For young child, nature is an especially appropriate avenue for a

sense of aesthetic.

SCIENCE ND RT CTIVITIES Children working with art materials make scientific observations.

Experimentation with art materials may lead to many other

discoveries about cause and effect.

The potential for developing science concepts is in the art materials

and in the processes-ready to be discovered and applied.


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ANIMALS LINK SCIENCE AND ART. Childrens natural love of nature is a good place to begin

when planning art activities that encourage science

experiences. Teachers create opportunities for guided learning, eg. about

where animal lives, what food they eat, how do they sleep,

or move, etc.

Learn about animal pets, etc1. Provide art media and materials for children to use.

2. Engage children in discussion about animals.

3. Read stories about animals.

4. Show pictures of animals

5. Sing songs about animals.

Science and art can be taught together easily and creatively.


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ENVIRONMENTAL EDUCATIONOUTDOOR ACTIVITIES

Children need to learn about their environment becausetheir lives depend on that environment.

Activities that help children understand their environmentcan also help them become more creative thinker.

TYPES OF ENVIRONMENT

Consist of man-made and natural environment.

Nature influences people; people influence nature.

Children must be taught how to understand the influencesof both.


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The study of all elements of an environment both

living and non-living, and the interrelation of these

elements.

To truly grasp the concept of ecology, young

children need an opportunities to observe the total

process rather than just a potion of it or only the

finished product.

Children should develop an understanding of types

of resources and changes in environment.

These early experiences in ecology will provide

students an eventual understanding and

appreciation for their part in protecting the

environment.


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STUDY ABOUT WHERE ANIMAL LIVES.

WHAT OTHER ANIMALS OR PLANTS LIVE IN THE SAME AREA

HOW DO THEY HELP OR COMPETE WITH ONE ANOTHER?


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ENVIRONMENTAL ACTIVITIES IN SCHOOL

In the early childhood years, the teacher can use everyday

experience to point out to children the importance of caring forthe environment.

GETTING STARTED

Getting young children outdoors to touch and experience nature is thestarting point for learning about ecology and the environment.

Small reading groups, project work, other academic work, along withmusic, dance, art activities can be effectively carried out in the outdoors.

TEACHERS ROLE

The teachers most important role is sharing enthusiasm, curiosity, and

wonder When ideas, feelings are shared with children, it encourages exploration

and child-adult conversation.

In middle and upper elementary grades, as children become morefamiliar with their world, the teacher can guide them to observe changes


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ART AND ECOLOGYArt, music, dance, movement, and storytelling all provide opportunities for

children to express their interests and discoveries in learning science. This

can be done through outdoor environmental education.


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OUTDOOR SCIENCE

BEGINNING ACTIVITIES

Children learn different things about nature by beingoutdoors.

Young children also need to realize that nature is all

around them and that wildlife can be found anywhere.

Ideas on how to begin with simple experiences include:1. Watch a seed sprout

2. Play with soil or mud in the river/pond.

3. Watch birds and squirrels

4. Walk barefoot on the grass and sand before wading in a

shallow stream.


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INTRODUCING NATURE-RELATED MATERIALS INTO CLASSROOM Materials form the outdoors also make wonderful addition to the art

corner. Audiotapes of sounds from the nature can be added to music orlistening corner. The dramatic play area too, can be enriched with outdoor

materials.

GARDENING

Grow seed or plant in school garden.

They can record growth of the plant. Some plants need more sunlight than others

BIRD FEEDER

Children can try to design bird feeders and build them in some way, or they

can design the feeder and their parents can help them build the structures.

Children can experiment with the kind of food to attract various birds.

Older children enjoy learning the names of the birds they see at the feeder.

OUTDOOR SCIENCE


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CLOUD AND SKY WATCHING

Children can lie on the ground and look for different shapesof the cloud.

Teacher can support their learning by answering theirquestions and asking them to make up a story aboutclouds.

THE SOUND OF NATURE

Walking in the woods or along a busy street can be madeexciting by listening to the sounds.

WHAT HAPPENS TO RAIN WATER, WHERE DO

THEY GO?

WHERE ARE ANIMAL HIDING PLACES?

OUTDOOR SCIENCE


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Under bushes, trees

Thick grasses, large rocks

Great time to ask questions about animals

Get the children to think like an animal, andthey could answer questions as if they werethat animal

If you were a rabbit, why would you hideunder the bush?

Outdoor Animal Hiding Places


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Walking in the woods, on the sidewalk, to

hear the sounds of nature

Use a tape recorder for later activities

Again, ask questions as you do this activity

Sounds of Nature


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On nice days, take the children outside to lay

on their backs to view the clouds

Ask questions!!

The cloud looked like spilled milk!

The cloud looked like cotton blown away by

wind!

Follow up with it

Cloud and Sky Watching


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After a rainstorm, take the children outside to

observe how the rain water flows on:

Pavement/grass/flower bed in the garden

Road and pathway

Erosion

Rain and rainstorm


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Explore the outdoors to experience plantsfirsthand

Find the tallest tree, roughest bark,needles, pinecones, etc.

Experience vegetables, eat the results!

Compare plants (leaves, seeds, size, etc.)

Plant some plants in a garden plot or inplastic baggies

Plants in the Environment


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WATER PLAY EXPERIENCES

Objects that lead the child to science experiencesmight include the following:

1. Sponges, corks, and light pieces of wood.

2. Funnels strainers, colander, plastic tubing, and siphons.

3. Spray containers, sprinklers, squeeze bottle, water gun.4. Paintbrushes, paint rollers and washcloth

5. Spoon, dipper, plastic syringe

Safety tips Always have an adult with the children in any water play.

Never use breakable materials.

Develop water play rules with the children

OUTDOOR SCIENCE


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May use a large wading pool for experiments

outside

Following items for water play experiences:

Sponges, corks, light pieces of wood

Funnels, strainers, plastic tubing

Spray containers, squeeze bottles

Plastic containers, paintbrushes

Spoons, dippers

Water Play Experiences


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Limit the number of children

Use only unbreakable items for water play

Develop water rules with the children Water stays in the tub vs. NO Splashing

Keep water in the containers

Have towels available for spills

Children wipe up or mop up spills immediately

Safety Tips for Water Play


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