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21. Which of the following is not considered a best practice when teaching science to young children?
a. Describe in detail scientific experiments that you are unable to reproduce in the classroom, to expose children
to the widest array of possibilities
b. Allow students to control the time spent in experimentation
c. Clearly explain the rules and limits of each activity, include the reason for each limit or rule
d. Provide hands-on experiences for students to explore and investigate
22. The life sciences include the study of:
a. rocks b. animals
c. weather d. stars
23. Children can create rainbows through the use of:
a. a prism b. spraying water
c. oil on water d. all answers are correct
24. The “Thirsty Celery” experiment demonstrates:
a. how to root celery in a jar of water b. how to water celery and make it grow
c. how plants get their water d. how to make a celery garden
25. The recycled material that the text suggests could be used to create logs for the block center is:
a. newspapers b. grocery sacks
c. tree limbs d. broken furniture
26. The study of the earth, such as rocks and shells, is called:
a. chemistry b. geology
c. ecology d. meteorology
27. The study of how living things relate to each other and their environment is called:
a. geology b. ecology
c. chemistry d. physics
28. Having children touch the bark of a tree is an example of:
a. recording and communicating b. experimentation and verification
c. observation and exploration d. documentation and communication
29. If you happen to come across a very young animal whose mother has died, you should NOT:
a. place it in a well-ventilated box
b. keep it in a dark, quiet room
c. feed it liquids and food
d. put on a pair of gloves before you touch it
30. A compost pile requires all the following except:
a. dirt b. food scraps
c. worms d. leaves
31. Teachers who are prepared to let children experiment, know that they must provide plenty of different materials as
well as:
a. management b. time
c. expertise d. science equipment
32. The preparation of the environment is critical because the space must encourage investigations and be open to
change in order to respond to the demands of this type of learner:
a. motivated b. naturalistic
c. curious d. active
33. Children learn science through process skills, otherwise known as:
a. tactile skills b. sensory skills
c. inquiry skills d. measuring skills
34. Science is second-nature for children because they seem to be natural-born scientists, demonstrating innate:
a. memory b. curiosity
c. knowledge d. feelings
35. Identify three developmentally appropriate activities that offer children ways to investigate water.
36. If “the core of all science is observation,” what is the teacher’s role as children are engaged in science learning?
37. Define ecology and give three examples of developmentally appropriate activities that focus on ecology.
38. Identify four ways to share science with families.
39. Explain why children learn science concepts best in a social milieu.
40. Is there a difference between process skills and an inquiry process?
41. List five materials or pieces of equipment that are appropriate for an early education science center.
42. Identify the key elements for assessment of inquiry skills that were described by Chlufour and Worth.
43. Many young children are drawn to animals of all types. However, there are certain guidelines that children should
learn when they encounter animals that are not domesticated. Describe at least three guidelines children should
learn.
44. Science is often thought of as a content area that requires the ability to think abstractly. However, it has become
apparent that young children can gain valuable information and skills from a science program that is developmentally
appropriate and based on the inquiry process. Describe at least five positive outcomes for young children who
experience involvement in appropriate science activities.
45. The National Research Council recognizes that the fundamental science concepts and knowledge should be
determined by what the children see and do each day as well as their developmental growth. However, the Council
also has suggested at least 7 different categories that early childhood science should encompass. Briefly describe
those 7 categories.
