Does it seem to you that this blog needs a place to post about resources such as book and website recommendations, commercial sites for needed early childhood science supplies, and interesting articles that are not necessarily related to a particular post? As a blog it is difficult for readers to begin new threads, but here’s one way we can do it:
Please “Comment” to add your suggestions for resources of interest on this post. Begin your post with a header/title identifying the content: book of science activities, favorite fiction with science theme, great website about seeds, place to buy pipettes, blog on teaching kindergarten, and so on. Readers can use the Search feature to find posts on particular topics (let me know if the feature does not function—scienceissimple at yahoo dot com).
Another forum for members of the National Science Teacher’s Association is NSTA Communities, where you can join a grade-specific group such as the PreK-K Group.  Looking forward to hearing from you,
Peggy

When I shared my copy of the book Early Sprouts: Cultivating Healthy Food Choices in Young Children with a nutritionist friend, she got very excited about the possibilities, but then her job changed and she no longer works directly with children. Did that stop her? Read on…

I am doing Early Sprouts with my neighbor Sydney (4 years old) every Saturday afternoon. We did the initial taste tests and we’ve done five or six of the sessions, with the activity and then the cooking back to back. It takes about an hour. We’ve made couscous castles with green peppers, Chinese green beans, butternut squash pancakes (too wet but yummy), yogurt dip, and pasta with sauce made from cherry tomatoes. I love it. I took photos of the plants in the garden in different stages and made cards out of them and at the beginning of each class, she sorts them into piles by vegetable and then puts the cards for each vegetable in order from sprout to plant to flower to small fruit to large unripe fruit to ripe fruit, or whatever applies to the vegetable. I also took photos of the compost pile.
Wish I could send you some of our raspberries.

What she’s begun with one child she can use to inform her teaching with more, in future years. The materials can be used every year too—each following year will need less set-up time.
Read more about the Early Sprouts program at www.earlysprouts.org.
Thanks for the inspiration, Bonnie!

I’m interested in your opinions on what should be included in early childhood science standards. We don’t want to underestimate the abilities of young children to understand relationships in natural systems, nor overestimate their ability to understand the concepts of a “fair” test or the importance of collecting data. Many states have early learning standards, and the National Science Education Standards (National Research Council, 1996) begin in kindergarten.
Is anyone very satisfied with their state or program content standards for preK-grade 2 science?
The National Board for Professional Teaching Standards describes a rigorous delivery of science curriculum that is the mark of an “accomplished” early childhood teacher: “This NBPTS Standards document describes in observable form what accomplished teachers should know and be able to do.” It sounds wonderful to me, but perhaps out of reach for the majority of early childhood teachers who have not studied science in college. Read the Early Childhood/Generalist Standards, for teachers of students ages 3–8, Second Edition (2001) by the National Board for Professional Teaching Standards  (science on pages 35-37).
A sample of the expectations that are part of Standard V: Knowledge of Integrated Curriculum, science content:

[Accomplished early childhood teachers] understand that discussions can transform a class from a collection of individuals into a community of learners sharing their interpretations of the natural world with their peers. Such experiences help children reform and refine their theories and explanations—to learn how to think through their ideas, to pose additional questions, and to reconsider their ideas on the basis of others’ views.
They realize that science is everywhere and that it can be integrated into the curriculum in a variety of ways. They provide sufficient time to develop a deep understanding of essential scientific ideas rather than a superficial acquaintance with many isolated facts.They show a love for science and generate in children curiosity and wonder about the world around them. The importance of having ongoing exploration, investigation, and inquiry in science is clearly understood by accomplished teachers.
Teachers design learning experiences that will help children build their knowledge and understanding of science and uncover for themselves the counterintuitive nature of many scientific principles. They incorporate a variety of experiences from each of the three major categories of science. They realize the importance of safety, environment, and conservation. They understand the scientific method and provide experiences in which the children can explore the scientific method and document what they observe.

If you have become Board Certified as an Early Childhood/Generalist, please let us know about your experiences and your favorite science standards. Anyone who is very satisfied with their state or program content standards for preK-grade 2 science, please let us hear from you too!
Peggy

Many NSTA journal articles refer to working in “Outdoor Classrooms.” I teach in a neighborhood school with no grass or trees in the schoolyard, so I’m thinking of bringing the outdoors indoors by adding some plants and live animals to my classroom. I’ve never had animals before. Do you have any recommendations?
—Jack, St. Paul, Minnesota
Live plants and animals in the classroom can be a wonderful learning opportunity for students. More than just decorations, these live plants and animals can turn a classroom into a center for observing, questioning, data collecting, and developing a respect for living things.
Before you start, check out district or school policies or guidelines on live plants and animals. Look up Ken Roy’s article on the Responsible Use of Live Animals in the Classroom in July 2004 issue of Science Scope (you can access it online in NSTA’s Science Store if you don’t have your own journal archive). Take a look at the Principles and Guidelines for the Use of Animals in Precollege Education from the National Academies. Also review NSTA’s position statement, Responsible Use of Live Animals and Dissection in the Science Classroom, for some recommendations. I’ll elaborate on a few.
Consider your curriculum and standards. What learning goals are supported by having plants and animals in your classroom? Rather than relegating the animals to the back of the classroom and the plants to the windowsill, creating a learning center can focus students’ attention with questions (especially student-generated ones) and related resources. For example, in two elementary classrooms I visited, I saw very different approaches using butterfly chrysalises. In one classroom, the container was on a table surrounded by papers, books, and other miscellaneous materials. The other classroom had the same kind of container and chrysalis, but the container was the focal point of a learning center titled “How (and Why) Do Butterflies Change?” The teacher had posted students’ questions about the topic. She had insect field guides for students to look at, pictures of other kinds chrysalises and cocoons, and a magnifying glass. There was a chart on which students recorded their observations each day. In their journals, students included their questions, observations, and drawings. The students were tracking butterfly migrations on the Journey North website. All of these activities were part of a larger theme on “Changes” which incorporated topics in scientific processes, insects, and life cycles.
Choose animals carefully. You do not want venomous animals, ones that make distracting amounts of noise, or ones requiring controlled environments (as some reptiles do). Before you make any decisions, find out if any students have allergies to hair, fur, or feathers. Wild animals such as chipmunks or songbirds do not belong in the classroom (and possessing them may be in violation of state or local game laws). Small rodents such as guinea pigs, mice, or hamsters are popular classroom residents. (Of these, I personally preferred gerbils—being desert animals, their containers did not need as much cleaning.) Teachers also recommend hissing cockroaches, snakes (such as ball pythons or corn snakes), and other “herps” (such as bearded dragons, iguanas, turtles, or tree frogs). Get animals from a reputable pet shop or other provider (including rescue organizations) who can advise you and the students on their housing and care.
Aquariums are also popular in classrooms. Students (and teachers) find them relaxing and interesting to observe. If you’ve never set one up before, try a small “starter kit” and some inexpensive tropical fish. It would be a great experience for you and your students to learn together.
There are some practical and logistical issues, too. Will someone be able to get in to feed the animals or water the plants on weekends or holiday breaks? How much does the temperature fluctuate in your classroom? Do the custodians use potentially harmful cleaning chemicals or pesticides? What happens to the animals over the summer break? I never sent animals home with students, unless I was personally acquainted with the parents and knew they would be properly cared for.
There are many opportunities for inquiry with plants, especially if students start them from seeds or clippings. Choose plants that do not have poisonous leaves or berries. I know an elementary teacher who has a small houseplant for each student in his class. The students decorate the pots and take them home at the end of the year if they wish.
Your neighborhood might be a living laboratory, too. Take a look at the resources provided by the Cornell Laboratory of Ornithology, including Project PigeonWatch and Celebrate Urban Birds.
Be ready for the impromptu “teachable moments” live animals can provide. During a standardized testing session in my homeroom, a student returning from the pencil sharpener remarked, “One of the gerbils is having babies!” I don’t remember what our test scores were that year, but it was an exciting live lesson in mammalian reproduction.

What a bonanza for chemistry/physical science teachers this fall–first, the September issue of The Science Teacher (with the theme of Chemistry for a Changing World), and now the October issue of Science Scope (with the theme of Chemistry). No matter which grade level you teach, there will be ideas in both issues for advanced students and those who are novices at learning about chemistry.
Physical and chemical changes are difficult concepts for younger or less-experienced students. Check out activities with real-world applications: No More Leaks in which students explore super-absorbent polymers through an inquiry-based investigation, Korean Kimchi Chemistry which looks a chemical reactions such as fermentation, Watching the Pot to Improve Inquiry Skills (who knew that watching water boil could be so interesting!), Chemistry in Action: Triple Delight which looks at the chemistry concepts in making ice cream (but not in the lab – try the FCS kitchens), and Enhancing and Student Understanding of Physical and Chemical Changes with lots of examples for demonstrations. And if you ever wondered what inquiry-based science looks like in a classroom, the authors of Inquiry-Based Dissolving give you a peek into their classroom investigation, complete with a step-by-step description of the activity, questions, student discussions, photos and examples of student work.
How many of our students have been assigned the traditional “element report”? In the BI times (Before Internet), the main goal of this activity was to get students to find information about a particular element. This was usually accomplished in the library, using text resources. But today, with a few clicks in a browser (or better yet, a search in SciLinks with the keyword “periodic table”) students can get pictures and lots of information about the characteristics and properties of any element. So finding the information is not the exercise it used to be. Why would we ask students to copy facts about an element when the information is already and readily available? Consider the activities in That Is Not Where That Element Goes or The Element Walk as alternatives. If you go to SciLinks and search for “Periodic Table,” you’ll get many versions of the periodic table with information on each element (which could be used to make the cards for the above activity. Some of them are downright fun. The Poetic Table of the Elements has a traditional-looking periodic table, and for each element there are poems about it But it’s really fun to see what people came up with. In the Periodic Table Printmaking Project, artists created blocks for each of the elements. The descriptions of each element include some of its physical properties, but the interesting part is how and why the artists chose their designs. And I really enjoy the Periodic Table of Videos with a short video segment for each element.
Go to SciLinks for more resources to Explore Chemistry. Two of my favorites are Metals in Aqueous Solutions – a simulation that would be great if you have an interactive white board or other projection device and Biochemistry – Carbohydrates, which is part of a larger site on biochemistry with descriptions of other compounds, such as lipids, nucleic acids, proteins, and enzymes, in simple language.
As a former chemistry major, I’m really excited by these two issues!

I love the way two-year-olds inexpertly sniff, to sense an odor. They crinkle up their nose and snort, or gasp, and blink their eyes, not quite putting it all together to inhale through their nose. Yet they have an expert sense of smell—nothing comforts them like their favorite “lovey,” a much worn toy or blanket that has achieved a certain smell.
What did your grandmother’s house smell like—boxwood bushes along the sidewalk and old feather pillows on the window seat like mine? I loved the smell of those bushes but my father thought they smelled like cat urine! My great aunt used to light her late husband’s cigars because the smell brought his presence closer. Smelling muddy ooze left by a flooding creek brought the memories of my childhood closer, reminding me of watching the pattern of water-flow past overfull creek banks. The scent of lilac flowers reminds me of my childhood home too.
Scientists study the way smells affect people and our perceptions of smells. In the October Early Years column in Science and Children, I write about a smelling activity using lemons, cinnamon, onions, and coffee beans. In my ten+ years of using this activity, I have never had a student who was allergic to any of those foods. There is always a first time so I check every class.
Here are a few more ideas for engaging students’ sense of smell as they explore the world. Please teach the Safe Smelling method of wafting (waving) an odor towards your nose with your hand instead of sniffing directly from a container.

Cinnamon Shapes, a smell recipe

½ cup of cinnamon
½ cup of applesauce
2 Tablespoons of white school glue
Ground cinnamon lifts into the air very easily so monitor students closely as they slowly add the powder to the other two ingredients. Have the children touch each ingredient and talk about how it feels. Is it dry? Wet? Mix all three ingredients together and roll out onto wax or parchment paper to about 5 mm thick. Have children use a cookie cutter to cut out shapes. Roll out the scraps again and cut more shapes. Poke a hole near the edge of each shape so when they are dry, you can put a loop of ribbon through the hole to hang the shape. Youngest children can just make a pancake shape from a ball of dough. Even after completely dry (air dry for several days) the cinnamon smell is strong. This recipe makes about six small shapes.

Smelling, then planting herbs

What if you had to live in a small space for a long time with no windows to let in fresh air? Astronauts living in space breathe the same air over and over. A machine cleans the air and tries to keep the right balance of gases. NASA has many ideas for science activities, including one about using our sense of smell to identify herbs and spices. We can not be sure what’s in a container so it’s best to always smell substances the “scientific way”. Hold the open container about six inches away from your face, and with your free hand fan the air over the container toward you. The smell from the substance in the container will be mixed in the air and you will get a gentle sample of the substance—not enough to sting your nose or make your eyes water.
Some herbs are winter hardy in many regions and can be planted in the fall: oregano, thyme, sage, rosemary, and garlic bulbs. The children can rub the plants’ leaves to release the smell, and plant them outside to make a “smelling” garden. After the last frost date in spring (also see the USDA plant hardiness map), plant tender herbs such as basil, fennel, and dill. Much more can be learned from The Herb Society of America’s Essential Guide to Growing and Cooking with Herbs, edited by Katherine K. Schlosser (Louisiana State University Press 2007). See the society’s website.
Read these books aloud to open up discussion and introduce vocabulary to your class:

• Dog Breath: Horrible Trouble With Hally Tosis by Dav Pilkey (Blue Sky Press 1994). Young children may not understand the title’s play on words but they will get the humor of a dog with smelly breath saving the day. Ask your class, “When is our sense of smell useful?”
• The Happy Day by Ruth Krauss, Marc Simont (Illustrator) (HarperCollins 1949). Children can guess what the animals are smelling but they will be surprised!
• Smelling Things (Rookie Read-About Science) by Allan Fowler (Childrens Press 1991). An easy reader introduction to the sense of smell. Fowler’s books pair simple, pertinent details about the topic with informative photographs.
• Two Eyes a Nose and a Mouth by Roberta Intrater (Cartwheel Books 1995). In a book full of photographs and rhyming text celebrating the variety in human faces, one page with repeated photos of just one face catches our attention, asks us to “imagine how dull the world would be, if everyone looked like you or me” and reminds us “…the variety is just fine.” Young children will enjoy pointing to the part of our body that we sense smells with, or see/hear/taste with.
• What Can I Smell? by Sue Barraclough (Raintree 2005). Opening with the question, “What is your favorite breakfast smell?”, this book invites discussion of familiar smells.

Your class might want to write and illustrate a book about odors they have smelled—their favorites and the ones they do not appreciate.  Share your experiences with sense of smell activities….make a comment!
Peggy