Science in the Global Classroom.
Children are natural explorers. They can become engrossed in watching an ant hill, a worm, or a hole in a tree. This makes them scientists at heart. An educator’s role is to support children’s fascination with the natural world and to encourage exploration and discovery.
In the Global classroom, children learn a great deal about their own environment. Their observations of geography, climate and natural resources offer many learning opportunities that naturally vary from place to place. Classrooms in northern climates, for example, have different seasons in which activities take place. From planting in spring to harvesting in fall to observing snow in winter. This means science experiences are ever changing. In southern climates the amount of rainfall varies, and the diversity of vegetation offers other learning opportunities.
Teachers should wonder alongside children and model the many ways we can answer our questions. Teachers model the scientific process, from first becoming interested, to wondering, to looking for answers or data, and then to making a good guess about an aspect of the investigation. Children join in the process with just a little encouragement because being a scientist offers its own reward—the children get to do “real” work.
Elements of Science in the Global Early Education Classroom include:
Thinking Like a Scientist
The Tools of a Scientist
Science Opportunities
Expand any of the categories below to learn more about the Global Early Education approach to discovering Science:
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Scientists are observers and documenters of the things they see, feel, hear, taste, and smell. Rather than studying “The Five Senses,” the Global approach is to teach children how to use their senses to understand the world in which they live. Teachers might introduce the senses as children explore materials of every kind.
They might display a poster that lists the senses and illustrates them with picture cues. The poster can act like a graphic reminder of the many ways in which we can learn about things.
Teaching children to access all of the appropriate senses in their explorations will lay the foundation for making meaningful observations. Teachers can write the words of the observation, while children draw what they observe. Teachers can also photograph the children in the process of discovery.
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The Global classroom science/discovery area should include the tools of a scientist. Introduce these tools at group meeting or in small groups so children can explicitly hear the name and what the tool is used for.
Tools to include in your classroom are Magnifying Glasses; Balance Scales; Links, Inch Cubes and Strings; Timers; Camera; Water Table or Water Bins; Sand Table or Sand Bins; Sectioned Containers such as Muffin Tins; Color Paddles; Clipboards, Colored Pencils and Paper; Science Folders, Notebooks or Binders.
All of these items give children a path to mastery and allow them to share their discoveries, just like scientists do.
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From a prime birdwatching spot at a window to a patch of grass just outside, science opportunities are plentiful in and around the classroom, exposing children to a world of discovery in life science, earth science, physical science and more.
Educators should work with the children in groups and individually to encourage scientific observation and learning at every opportunity.