3-5 Supplemental Curriculum: Learning Centers

3 plastic clear bags (the type that seal work best if available)
.24 liters of water
1 small block of wood
Data Sheet to write or draw caregiver and child’s observations (See Unit 11 Resource folder)*
Background Information printout (See Unit 11 Resource folder)*

Directions:

Caregiver and child put the water in one of the plastic bags (liquid), the block of wood in the second plastic bag (solid), and blow air into the third plastic bag (gas). Tie all three bags tightly.
On the data sheet, caregiver and child decide together the answers to the questions. They can draw or write their answers.
Caregiver and child talk about each of the forms of matter: liquid, solid, and gas and think of other examples of each. On the back of the data sheet they draw some of the examples they think of such as flowers, rocks, tea, soda, sky etc..

* Data sheet adapted from: Frank, Marjorie. 202 Science Investigations, Nashville, TN, USA: Incentive Publications, Inc. 1990, p.79. Background Information: www.uvm.edu and www.chem4kids.com

Learning Center #2: Title: “Funny Me”

Topic 1: Exploring Science: Physical

Link to GRC: None Applicable

Overall Topic Objective: Caregiver and child use discovery and inquiry to gain foundations in biology and the physical sciences.

Center Objective:

1) Caregiver and child discover how light infraction influences the appearance of objects in water.

Materials:

Clean clear drinking glass or jar
Clean water- approximately .24 liters
Pencil
2 pieces of white paper (approx. 10cm x 10cm) and 1 dark marker or crayon per caregiver/child
Clear tape
Background Information print out (See printout in Unit 11 Resource folder)*

Directions:

Part 1:

Caregiver and child pour the water into the clear glass container.
Caregiver and child place the pencil and hold it STRAIGHT DOWN into the water so that it touches the bottom of the container.
Caregiver and child look at the pencil from the side to see how it looks. Is it straight or bent?
Caregiver and child then lean the pencil to the side of the container, no longer holding it so that it rests on the side of the container. Make sure the top of the pencil is still sticking out of the water. How does it look this time? (See illustration in Unit 11 Resource folder)*

Part 2:

Caregiver and child each draw their “face” or “self-portrait” using dark marker or crayon on the pieces of white paper.
Caregiver and child tape one of their faces on the outside of the glass container, facing inward.
Look at the face through the glass of water - is it the same or is it different? How? Change the face, and tape the other “self-portrait” on the outside of the glass. How does it look?
Draw conclusions about how light refraction can change images in the water.

* Background information adapted from: Frank, Marjorie. 202 Science Investigations, Nashville, TN, USA: Incentive Publications, Inc. 1990. P.140; Bend a Pencil idea from: www.californiasciencecenter.org

Learning Center #3: Title: “Watch the Drop!”

Topic 1: Exploring Science: Physical

Link to GRC: Co. Yr. 1, #13

Overall Topic Objective: Caregiver and child use discovery and inquiry to gain foundations in biology and the physical sciences.

Center Objective:

1) Caregiver and child predict how the force of gravity affects at least two different everyday objects.

Materials:

Everyday items: Examples: wadded paper, small and larger rocks, flat paper, small and larger balls, anything unbreakable that can be dropped from a short distance
Low stool or chair, safe to stand upon
Safe place to do experiment; indoors or outdoors
Chalkboard and chalk or small paper chart with two columns labeled “Yes” and “No”
Pencil
Observation worksheet (See Unit 11 Resource folder)*

Directions:

Caregiver and child make a chart together, using either the chalkboard or the paper chart. Make two columns on the chart, label one “Fast” and the other column, “Slow.” On the side of the chart, list the names of the objects you have to drop in the experiment.
Take turns standing carefully on the stool or chair, while the other partner watches. Caregiver and child hold each object up as high as possible with the arm stretched upward. Drop the objects one by one to the floor. Take turns.
Decide which objects drop faster or slower, and fill in the observations made in the column about the objects’ rate of fall due to gravity.
What conclusions do you have about how the weight of an object affects the rate of fall due to gravity?

* Observation worksheet , author files

Learning Center #4: Title: “Float and Sink”

Topic 1: Exploring Science: Physical

Link to GRC: Co. Yr. 1, #32

Overall Topic Objective: Caregiver and child use discovery and inquiry to gain foundations in biology and the physical sciences.

Center Objective:

1) Caregiver and child predict whether at least 4 objects will float or sink in water.

Materials:

Objects to complete experiment: Examples: sponge, rock, plastic lids, metal nuts and bolts, soap, wood pieces, small Styrofoam pieces
Shallow container that can hold water, Example: plastic dishpan or bucket
Towel
Clean water
Chalkboard with chalk or written chart divided into two columns. “Float” or “Sink”

Directions:

Caregiver and child assemble all the objects listed next to the container of water. This activity can be done indoors or outdoors.
Fill container with water so that it is deep enough for objects to float or sink.
Caregiver and child name each of the objects together and predict which items will sink or float when the objects are placed in the water.
Caregiver and child take turns carefully placing each of the objects, one by one in the water.
On the chart, check which items could float and which ones would sink.
EXTEND THE EXPERIMENT: Place several of the objects that sank onto a larger plastic lid. Do the objects now sink or float? Why do you think this happens?

Learning Center #5: Title: “Where Did It Go?”

Topic 1: Exploring Science: Physical

Link to GRC: PH Yr. 2, #29, 30

Overall Topic Objective: Caregiver and child use discovery and inquiry to gain foundations in biology and the physical sciences.

Center Objective:

1) Caregiver and child predict and analyze at least 2 materials that dissolve in water.

Materials:

Small plastic cups or containers of samples of different herbs and spices: salt, sugar, flour, sand, baking soda, spices such as oregano or pepper, powdered drink mix (if available), coffee, laundry detergent (if available)
Small spoon to mix the samples in the water containers
Small pitcher of water and at least 3 containers in which to dissolve the samples listed
Chalkboard and chalk or paper and pencil to make a chart for the predictions
Pictures of detergents, motor oil, or other chemicals that can pollute water
Glue
Safety scissors
Brown paper to glue the pictures to make a “Pollution Poster”
Dissolving Worksheet (See worksheet in Unit 11 Resource folder)*

Directions:

Caregiver and child assemble the substances above in small containers and use a chart to predict whether or not the listed substance will dissolve in water. Smiling faces or frowning faces can be used to note the predictions; smiling face for yes, frowning face for no.
Caregiver and child take turns pouring the water into the containers and dissolving the different substances in the containers of water. Change the water in the containers each time you change the substance to be dissolved.
Answer these questions: Which samples did you think would dissolve and which ones did you think would not dissolve? Who had more correct answers, the caregiver or the child?
Caregiver and child decide what conclusions they have depending upon the results of the experiment.
Caregiver and child talk about how some things that dissolve in water that could also be dangerous. Even if the water looks clean, it might contain germs or pollutants. Ask the following questions: Who do you know who became sick from drinking polluted water? What should you do to stay healthy with water?
Use the pictures in magazines of chemicals that might dissolve in water and cause them to be polluted. Cut out and glue on a “Pollution” poster.

* Data chart adapted from: Morris, Crilly. Get Ready, Set, Grow!, Carthage, Illinois, USA: Fearon Teacher Aids, 1984. p.25

Learning Center #6: Title: “Static Electricity”

Topic 1: Exploring Science: Physical

Link to GRC: None Applicable.

Overall Topic Objective: Caregiver and child use discovery and inquiry to gain foundations in biology and the physical sciences.

Center Objective:

1) Caregiver and child detect “static electricity” on at least two different surfaces.

Materials:

1 or 2 balloons per caregiver/child
Substances to experiment a “rubbing” process to create static electricity for experiment
Background Information printout (See printout in Unit 11 Resource folder)

Directions:

Caregiver blows up the balloons, and ties them securely. Note: Balloons are a choking hazard, so must be carefully supervised with small children.
Caregiver and child take turns “rubbing” the balloons against the following surfaces:
- hair
- clothing
- piece of carpet , blanket, or scarf (wool works best)
Caregiver and child then hold the balloon next to the following surfaces. Make sure you rub the balloon on the clothing or blanket between each of the surfaces:
- wall
- their hair
- another friend
Answer the following questions:

Why do you think the balloon sticks to the surfaces?
What do you think causes static electricity?

Learning Center #1: Title: “Raincloud”

Topic 2: Exploring Science: Earth and Space

Link to GRC: CO Yr. 2, #16

Overall Topic Objective: Caregiver and child use discovery and inquiry to learn simple earth and space science, environmental, ecological and technological foundations.

Center Objective:

1) Caregiver and child detect at least one scientific reason for the formation of rain clouds.

Materials:

1 large sponge ( natural sponges vs. synthetic works best)
½ liter of clean water and towel
Pictures of different types of clouds
2 Shallow containers , plastic or metal, to hold water
Background information printout (See printout in Unit 11 Resource folder)

Directions:

Caregiver and child assemble the two containers on a flat surface.
Caregiver or child can fill one container with the ½ liter of water.
Talk about the pictures of clouds. If possible, go outside and observe the clouds. Ask the following questions:
- How are the clouds alike?
- How are they different?
- What color are the clouds?
- What words could you use to describe the clouds?
Caregiver and child place one dry sponge in the container holding water.
Using both hands, the child squeezes the water from the sponge into the second container. This is showing how a cloud fills up and gets very heavy with water droplets and then cannot hold any more water or moisture, and starts to “rain” in the second container.
Child continues the process of allowing the sponge to collect water, then squeezing it out into the second container until all the water in the first container is gone.
Caregiver takes a turn and by squeezing the sponge from the second container, transfers the water back to the first container so that all the water returns to the original container. This activity can be done 2 or 3 times depending upon interest level.
Caregiver and child do the following finger play together:

“What’s fluffy white and floats up high (point upward)

Like piles of ice cream in the sky? (Rub stomach as though the food was good!)

And when the wind blows hard and strong, (move hands slowly through the air)

What brings the rain? (Flutter fingers downward like rain drops)

What brings the snow? (Flutter fingers downward)

That showers down on us below? (Point to friends and self) Author unknown.*

*Finger play: Beckman, Simmons, Thomas. Channels to Children, Published by: Channels to Children, Colorado Springs, CO. USA. , 1982, p. 126.

Learning Center #2: Title: “Pinwheels”*

Topic 2: Exploring Science: Earth and Space

Link to GRC: Co Yr. 2, #17

Overall Topic Objective: Caregiver and child use discovery and inquiry to learn simple earth and space science, environmental, ecological and technological foundations.

Center Objective:

1) Caregiver and child explore how wind currents move and affect the movement of objects.

Materials:

Safety scissors
Coloring utensils
Clear tape
Pencils with erasers
Straight pins
Squares of paper cut 15cm x 15cm (1 per caregiver/child)
Photo or illustration and instructions(See printout in Unit 11 Resource folder)*

Directions:

Caregiver and child talk about the wind, and how it feels.
Caregiver and child talk about how wind currents flow around the earth and think of a time when it was really windy where they live.
Caregiver and child make designs and color the square of paper together. Suggestion: caregiver can do one side, while the child does the other side.
Caregiver and child fold the paper in half on the diagonal and then fold it again so that it looks like a folded triangle. (See illustration)
Open the paper, and draw a small circle, about 2 ½ cm in the middle. Cut on the fold but end the cutting once your scissors reach the circle. Note: Do not cut through the circle! (See illustration)
Next, using the clear tape, tape the right corner of each triangle to the circle, folding it over towards the circle. (See illustration)
Place a straight pin through the center of the paper, and stick it in the eraser of the pencil.
Gently blow on the pinwheel you have made together!
Do the following finger play together:

Blow wind, blow! (Blow hard like a gust of wind.)

Blow a breeze (Blow gently)

Blow a gale! (Blow hard again.)

And a boat will sail! (Move hand through the air as though it were a sailboat.)

Blow a strong wind,

And a windmill will spin! (Blow on the windmill you have created, and then make your arms go around and around like a windmill.)*

* Activity adapted from Morris, Crilly. Get Ready, Set, Grow! , Carthage, Illinois, USA: Fearon Teacher Aids, 1984: p. 37; Finger play: Beckman, Simmons, Thomas. Channels to Children, Published by: Channels to Children, Colorado Springs, CO. USA. , 1982, p. 127. Pinwheel instruction printout: http://www.firstpalette. com/Craftthemes/Nature/pinwheel/pinwheel.html

Learning Center #3: Title: “Rocket Ships”

Topic 2: Exploring Science: Earth and Space

Link to GRC: None applicable.

Overall Topic Objective: Caregiver and child use discovery and inquiry to learn simple earth and space science, environmental, ecological and technological foundations.

Center Objective:

1) Caregiver and child will design a rocket ship with at least 1 or 2 characteristics of vehicles that travel in space.

Materials:

Recycled tubes, paper cups, cardboard or other recycled papers, straws, string, etc.
Glue
Safety scissors
Colored paper scraps or tissue paper scraps
Pictures of rocket ships, space shuttles, and satellites from internet sources or magazines (See sample in Unit 11 Resource folder)*
Picture of the solar system (See printout in Unit 11 Resource folder)*

Directions:

Caregiver and child talk about space travel, to the moon and beyond. Discuss the following questions:
- How would it feel to go up in a rocket ship?
- How would you breathe in space?
- How do you eat or sleep in space?
- What does it mean to be “weightless?”
- How far away are the moon and the stars?
- Where would you like to go in space?
- Has anyone ever traveled to the moon? Talk about travel to the moon!
Assemble the materials for designing a rocket ship, cover surface with newspaper, plastic, or cloth for protection.
Caregiver and child create a rocket ship or space station using the recycled materials available. Glue “wings” or “booster rockets”; create a satellite for communication! (See sample in Unit 11 Resource folder)*
Use red or orange markers, crayons, to create the fire coming from the bottom of the rocket ship or other designed space vehicle.

*Rocket: www.sciencekids.co.nz; Solar System: www.crayonaction.com Sample photo: www.sheknows.com Solar System printout: www.sparklebox.co.uk

Learning Center #4: Title: “Feathered Friends” (Matthew 6: 26 and Matthew 10: 31)

Topic 2: Exploring Science: Earth and Space

Link to GRC: CO Yr. 1, #17A; CO Yr. 2, #15, 25

Overall Topic Objective: Caregiver and child use discovery and inquiry to learn simple earth and space science, environmental, ecological and technological foundations.

Center Objective:

1) Caregiver and child identify at least 2 different birds that live in their locale.

Materials:

Several colored paper scraps, large enough to trace caregiver and child’s hands 6 times
Coloring utensils, pencil
1 small branch cut from a tree or bush per caregiver/child
String or yarn, cut into 15 or 20 cm lengths
Safety scissors, hole punch or pencil to create holes in the birds
Glitter, sequins, or other materials for decoration
Glue

Directions:

Caregiver and child choose two or three colors of paper take turns tracing one another’s hands with the pencil. Hold hand on paper with the four fingers together and the thumb pointing away from the fingers. Trace caregiver’s hands 3 times and child’s hands 3 times.
Caregiver and child cut out the hands with scissors.
Decorate the hands to look like birds. Turn the cutout hands so that the traced thumb becomes the head of the bird and the fingers become the wings of the bird. Add a beak, eyes, wings, with coloring utensils. Add other materials such as glitter or sequins for decoration if available. (See samples in Unit 11 Resource folder)*
On each cut “bird”, punch a hole midway between the “thumb” or “head” of the bird and the “fingers” or “wings” of the bird, near the top of the handprint.
Cut 6 pieces of string (approx. 15-20cm in length) and attach each piece to a “bird.”
Hang the birds from the branch so that they balance. This creates a beautiful mobile.
Display the mobile in home or child development center and attach the following Scriptures which assure us of God’s care for us.
Attach Scriptures:

Matthew 6: 26 (NIV) “Look at the birds of the air; they do not sow or reap or store away in barns, yet your heavenly father feeds them. Are you not much more valuable than they?”
Matthew 10: 31 (NIV) “So don’t be afraid; you are worth more than many sparrows. “

* Sample of hand cut out birds: www.pocketfullofposiesblog.com , Google images

Learning Center #5: Title: “Creation Care Match Up”

Topic 2: Exploring Science: Earth and Space

Link to GRC: CO Yr. 1, #34; PH Yr. 2, #28, 30

Overall Topic Objective: Caregiver and child use discovery and inquiry to learn simple earth and space science, environmental, ecological and technological foundations.

Center Objectives:

1) Caregiver and child recognize and apply knowledge of universal recycling symbols.

2) Caregiver and child determine how God’s desire is to take care of earth and creation.

Materials:

Memory game pieces (See printout in Unit 11 Resource folder)*
Recycled materials to create a “recycle poster” (Note: when using recycled materials be sure that there are no toxic or germ related items included. Examples are: newspapers, magazines, clean paper gum or candy wrappers, small boxes, cardboard tubes, etc.)
Glue
Safety scissors
Coloring utensils, black marker, if available
Larger piece of recycled cardboard-cut in the shape of a trash or recycling receptacle

Directions:

Caregiver and child talk about trash around and in their homes. Talk about the following questions:
- What items carry germs and should be thrown out?
- Which materials can be used again for another purpose?
Caregiver and child identify the universal sign for recycling (Note: This sign is on the memory card collection and has arrows going in a circle.)
Play the following game with the memory cards:

Mix up the 12 pieces (or 24 for more of a challenge). Place the cards face down on a flat surface.
Caregiver and child take turns turning two pieces over. If the player gets a match, they keep the matching set and turn over two more cards. If there is no match, the other player takes his turn.
Continue play until all pieces are matched and there are none remaining to turn over.
The player with the most pieces wins!

Caregiver and child take the large cut cardboard piece and glue different “recyclables” on the cardboard. They draw the recycled symbol in the center of the cardboard and glue the recyclables around the symbol. Each player decides which of the materials they use the most in their home and how these materials might be used again for another purpose instead of placing the items in the trash.
Caregiver and child think of at least one way they can recycle something they own, such as an item of clothing or an extra cooking utensil, etc.

* Printout from website: www.dltk-cards.com

Learning Center #6: Title: “The Giving Trees”

Topic 2: Exploring Science: Earth and Space

Link to GRC: PH Yr. 2, #26

Overall Topic Objective: Caregiver and child use discovery and inquiry to learn simple earth and space science, environmental, ecological and technological foundations.

Center Objectives:

1) Caregiver and child identify and sort at least 2 things in everyday life that originated with a kind of tree.

2) Caregiver and child share with each other a reason to take care of trees.

Materials:

Pictures or real objects whose origin was a tree. Examples: pencils, nuts, a wooden table, book, stool, picture of home, apple or other food from trees
Pictures of other things or real objects that did not originate from a tree
Container to hold the pictures and objects for the sorting activity

Directions:

Caregiver and child choose one of the pictures or objects from the container of picture cards and objects.
Caregiver and child take turns deciding if the object originally came from a tree and sort them into two piles. Those from TREES and those NOT FROM TREES.
When all the objects and pictures have been sorted, each player thinks of one more object that comes from a tree in their locale and culture. Do both caregiver and child agree about the object ? Ask the following questions:

Why does God want us to take care of trees?
How should we take care of the things that we have?