Should science instruction before grade 3 be eliminated to make more time in the school day for Language Arts and Math instruction?
That question has energized the NSTA General Science email list in recent days. It was raised by a science teacher asking for research on the question so he can guide a study committee to best practice rather than slashing a whole section of the curriculum.
Here are a few responses.

• I am in firm agreement that it is not only okay but absolutely necessary that young children PK – 2 have quality science instruction. As referenced in the research, young children not only learn when presented quality instruction but also are engaged and excited by the instruction.
• I was just the other day talking with two of our granddaughters about science activities they were doing in school – 3 and 5 grade.  Both happily talked about the writing and more they did following the activities. The third grader said they were writing a related play, making props, for presentation to class.
• …youngsters are naturally curious about EVERYTHING – most especially science.  Therefore the initiation of science education right away is not only important as a component of every student’s general education; …stimulating [content] is an intrinsic motivation for learning AND to further the independent and voluntary efforts of youngsters in informal learning.
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  Children sound out words to label their observatio n drawings. "Baby beetle" and "Beetle adult"

  
  I agree that the hands-on science activities motivate children (beginning in preschool) to want to use language arts and math skills to explain their discoveries and reasoning. They want to sound out or copy the word “caterpillar”, measure and record the length of a sprout on a calendar, and record their explanation of how the steepness of a ramp changes the speed of the ball.
• Science is everywhere and can be integrated into all topics. Instead eliminating it, we should be looking for ways to integrate it into more curriculum. The schools that have done this kind of cross curricular integration have been able to utilize their limited classroom time more efficiently. Admittedly, it takes cooperation and some time to work out how to cover all the standards, but to just eliminate science in this age group — which is full of a sense of wonder about nature and a sponge for learning concepts — seems almost like they are giving up and I think they would regret this in the years to come. 
• Teaching science in the primary classroom significantly increases students’ vocabulary which is a biggie in any testing environment. As a retired 1st grade teacher I saw science as a way to BOOST my students’ verbal skills as it addresses communicating their findings as they perform experiments. VERY logical. You can’t do this with just reading/math. Science was my hook, line and sinker to get them to LOVE reading and writing.  
• Ask the committee how the 3^rd and 4^th grade teachers will prepare the students for the 4^th grade science standardized test if students do not have science instruction in K-2.
• Spread science out throughout the week in varied, appropriate formats—have a group lesson of about 20-30 minutes, one at the beginning and one near the end of the week to introduce concepts and procedures, and to have a discussion and sense-making wrap up. In the middle of the week the children use centers to carry out and repeat hands-on activities, complete data-gathering, write, math work, and vocabulary development, scheduled during the time for small groups or independent work.

What do you think, what does research show? Add your two cents as a comment.
Peggy
PS—If you are not yet an NSTA member, here is your chance to get $10 off your new membership (discount code: SMBR2011). Join NSTA for $65 until April 30th …and get all journal articles (4 journals, and their archives) online for free, and a 20% discount on every NSTA Press book in the NSTA Store. Members can join any of 12 members-only listservs to share valuable knowledge from other science teaching professionals. This blog is just the tip of the iceberg in sharing with, and learning from, the greater community of science-interested teachers. Peggy