Outdoor Activities for YC
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Transcript of 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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