CHAPTER 9
Physical Science Experiences
AUTHENTIC ASSESSMENTS
1. (This assessment will utilize material from Chapters 9–11.) Each student will prepare an age- appropriate
early childhood science project. On the day they are due in class, the students will set the projects up as an
Early Childhood Science Fair Exhibit. Each student will have an opportunity to demonstrate and share
his/her science project. Each will write the goal of the project and a brief explanation or description. Class
members might all receive a copy of each written project.
2. Drawing from science topics or themes from this chapter, each student will prepare a 5-day lesson plan.
3. Each student will prepare a unit web or project plan related to one of the topics from this chapter.
4. Describe and write your philosophy of early childhood science and how you feel it should be taught.
5. Describe some science process skills and plan at least three activities that include at least one process skill
as the goal. Hand in your work as an assessment.
6. Prepare a lesson plan on one of the science concepts suggested in this chapter or one that your instructor
approves. (It might be a lesson you will teach in field work or it might be a lesson from the unit web from
assessments 10 or 11 below.)
SUGGESTED TEST QUESTIONS
1. Science is the only area of the curriculum in which teachers can provide critical thinking skills.
2. During the early childhood years, science should be taught in concrete ways, using manipulative,
first-hand, exploring, and comparing activities.
3. Teachers need to encourage children to be curious because it does not come naturally.
4. Science is not a separate subject, but rather it is a part of every subject and most experiences in the
curriculum.
5. One of the main goals of early childhood science is to interest the children in the world they live
in.
6. Science will be most effective when teachers themselves demonstrate a sense of curiosity and
wonder for their world and environment.
7. It is all right for a teacher to say “I don‘t know” in answer to a child’s questions when indeed he or
Fill–in-the-Blank Questions
1. Magnets attract items made of .
2. Observing, investigating, comparing, classifying, explaining, inferring, verifying, creating,
communicating, analyzing, and predicting are all examples of skills.
3. Children usually judge the weight of an object by its .
4. The terms heavy and light are relative when using them to define a weight. It would be better to
use such comparative phrases as or .
5. The point of balance between two objects is termed the .
6. Children’s initial experiences with color should be in by color.
Multiple-Choice Questions
1. When selecting science activities for young children, teachers must take into account the following
factors:
I. The needs of the children
II. Whether they are scientifically minded
III. Previous science activities they have had
IV. The interests of the children
V. The gender of the children
a. All of the above b. II, IV, V
c. I, II, IV d. I, III, IV
2. Early childhood science should be
I. child-centered.
II. activity-oriented.
III. hands-on.
IV. fun.
V. concrete.
a. All of the above b. I, II, III
c. II, III, V d. I, III, V
3. Good science teaching in early childhood requires
I. time to explore and discover.
II. teachers who have studied and have knowledge of the concepts they are teaching.
III. a great deal of money for equipment.
IV. teachers who have at least a science teaching minor in terms of their credentials.
V. teachers who are curious and enthusiastic.
a. All of the above b. I, IV, V
c. I, II, V d. II, III, V
4. Teachers’ questions and comments influence children’s scientific inquiry by:
I. helping children evaluate their experiences.
II. helping them extend their experiences.
III. giving children an involved, elaborate answer or comment.
IV. creating a mystical and interesting response.
V. encouraging them to solve problems.
a. All of the above b. II, III, IV
c. I, II, III d. I, II, V
5. Which of the following are appropriate color concepts for preschool children?
I. Any two colors directly opposite each other in the color wheel produce black or dark gray
when mixed together and are called complementary colors.
II. Most all objects have a color.
III. All colors have a name.
IV. By using a prism to form the spectrum, we learn that white light is a mixture of many
colored lights.
V. If we mix a particular color such as red with either black or white we get a shade of red.
a. All of the above b. II, III, IV, V
c. II, III, V d. I, II, III, IV
1. What are some examples of phrases or open-ended sentences teachers can use to get children to
think deeper?
2. How can teachers help children develop science and critical thinking skills?
How can they ignite a child’s sense of curiosity with science?
3. Suggest one science activity that could be set up as a cooperative learning activity. Describe your
procedures and how you would organize it with a cooperative approach.
4. List at least five of the process skills.
5. Describe at least two process skills and how they would be used or applied in early childhood
science.
6. What are some benefits children receive from experiencing science?
7. What are some of the properties of color?
8. Describe which primary colors are combined to make each of the secondary colors.
9. Describe some of the symbolic aspects of color that young children may understand.
13. Suppose you are planning a unit on weight. What are some concepts that would be appropriate to
teach your kindergarten class?
Chapter 9
