National Science Education Standards:

Content Standard A: Science As Inquiry

These activities demonstrate the work scientists perform and the steps they use to perform investigations.

NOTE: Activities increase in difficulty. Educators/parents may want to work through all activities or choose those most appropriate for their students/children.

(BACKGROUND INFORMATION)
What do we already know about scientists:

• Scientists are trained to study things.
• Scientists are normally trained in one field of science such as biology, astronomy, physics, and chemistry.
• Scientists use certain process skills to help them conduct experiments.
• Science Process Skills Include:
  1. Observing: Using the 5 senses (see, hear, touch, smell, taste) to find out about objects and events, their characteristics, properties, differences, similarities, and changes
  2. Classifying: Grouping or ordering objects or events according to similarities or differences in properties
  3. Measuring: Comparing an unknown quantity with a known (metric units, time, student- generated frames of reference); observations are quantified using proper measuring devices and techniques
  4. Inferring: Interpreting or explaining observations
  5. Predicting: Forming an idea of an expected result - not a guess - but a belief of what will occur based upon present knowledge and understandings, observations and inferences
  6. Communicating: Using the written and spoken work, graphs, demonstrations, drawings, diagrams, or tables to transmit information and ideas to others
  7. Using Number Relationships: Applying numbers and their mathematical relationships to make decisions

Activity One - What Happened to the Water?

Note: This activity is better if conducted outdoors on a sunny day.

pail of water, paintbrushes, sidewalk or clear area of classroom floor, fans (turned on if conducted indoors), towels (if activity is conducted indoors)

1. Children will paint pictures onto the sidewalk or clear area of floor in the classroom.
   NOTE: If outdoors, have some students paint in sunlight while others paint in shade. If indoors, have some children paint away from the direct flow of air from the fan(s).
2. Children will observe their paintings. Ask them what they are doing that scientists do. (They are observing)
3. The water will evaporate after a few minutes have passed. Consider whether or not you should introduce the term “evaporation” at this point.
4. After the water has evaporated, ask questions that will help children understand what they saw with the evaporation of the water. Questions such as: “What did you see happen?”; “Where did the water go?”; “What made the water disappear?”; “Why did water go away faster in some places?”

Extension:

Children can compare different types of liquids to see if some evaporate faster than others.

Activity Two - Stop, Look and Listen

clipboard or notebook (with a hard surface), pencil

Note: This activity is better if conducted outdoors on a sunny day.

1. Children should close their eyes inside the classroom.
2. Listen for sounds within and outside of the room.
3. Discuss what made the sounds.
4. Scientists make lists of what they OBSERVE with their senses. This activity allows students to make lists of what they hear – rather than what they see.
5. Record any words that describe what students hear.
6. Record what students believe made each sound.

Extension:

Make sounds for a friend to listen to and correctly identify. Take turns doing this with your friend.

Activity Three - Making Models

animal books, clay, cardboard, white glue, black marking pens

1. Select books which contain pictures of many different animals.
2. Point out the various external parts of the animal to the children.
3. Ask students to select an animal seen in the book(s). Give students clay to make a model of the animal.
4. After the material hardens, help students glue the animal onto a piece of cardboard.
5. Share the animal models and ask students to point out the external parts and what the part is used for.
6. Ask students to draw all animals.
7. Explain to students that they have made a MODEL of an animal. Scientists use MODELS to show others something they may not be able to see.

Extension:
Make models of other objects such as cars, planes, or objects of your choice. Describe as much as you can to a friend about your model(s).