Brenton explores the nature of water.
© 2005 Iowa Regents' Center for Early Developmental Education
NAEYC
Curriculum Content Areas for Cognitive Development: Science
2.G.02- Brenton has opportunities...to learn key content and principles of science such as...structure and property of matter...
Brenton fills a cup full of water using a baster. Ms. Wignall sees what Brenton has been doing and asks him how he filled the cup. He demonstrates his technique of using the baster. Brenton observes that once the cup is full, no more water will fit inside of it and adding more water will make the cup overflow.
Curriculum Content Areas for Cognitive Development: Science
2.G.06- Brenton is provided...opportunities and materials that encourages him to think, question, and reason about observed...phenomena.
While Brenton fills a cup with water using a baster, Ms. Wignall encourages him to notice that the water looks like it is going up over the top of the cup. As the clip ends, Brenton observes this phenomenon on his own.
Using Instruction to Deepen Children's Understanding and Build Their Skills and Knowledge
3.G.02- Ms. Wignall uses multiple sources (including...children's initiations and interests...) to...foster children's curiosity, extend children's engagement and support self-initiated learning.
Ms. Wignall takes an opportunity to encourage Brenton to think about what happens when he fills a cup with water using a baster. She uses his actions as a springboard for further observation and learning as she deliberately draws his attention to the appearance of the water at the very top of the cup. She points out how the water can actually be seen above the top edge of the container and she encourages Brenton to squat down so that his eye level is even with the top of the cup, promoting close observation. Brenton shows Ms. Wignall how he fills and empties the baster and then continues to put water into the cup using the baster.
IELS
11.4-Scientific Reasoning
Children observe, describe, and predict the world around them.
Brenton shows curiosity about...non-living things.
Brenton and another boy play at the water table. Brenton fills a cup with water using a baster. When Ms. Wignall asks him how he filled the cup, he demonstrates his use of the baster. Ms. Wignall encourages him to look at the top of the cup at eye level to notice that the water appears to be going up over the edge of the cup. After Ms. Wignall moves away, Brenton puts more water in the cup and again looks at the top of the cup on eye level.
IQPPS
Curriculum Content Areas for Cognitive Development: Science
2.27- Brenton has opportunities...to learn key content and principles of science such as...structure and property of matter...
Brenton fills a cup full of water using a baster. Ms. Wignall sees what Brenton has been doing and asks him how he filled the cup. He demonstrates his technique of using the baster. Brenton observes that once the cup is full, no more water will fit inside of it and adding more water will make the cup overflow.
Curriculum Content Areas for Cognitive Development: Science
2.28- Brenton is provided...opportunities and materials that encourages him to think, question, and reason about observed...phenomena.
While Brenton fills a cup with water using a baster, Ms. Wignall encourages him to notice that the water looks like it is going up over the top of the cup. As the clip ends, Brenton observes this phenomenon on his own.
Using Instruction to Deepen Children's Understanding and Build Their Skills and Knowledge
3.16- Ms. Wignall uses multiple sources (including...children's initiations and interests...) to...foster children's curiosity, extend children's engagement and support self-initiated learning.
Ms. Wignall takes an opportunity to encourage Brenton to think about what happens when he fills a cup with water using a baster. She uses his actions as a springboard for further observation and learning as she deliberately draws his attention to the appearance of the water at the very top of the cup. She points out how the water can actually be seen above the top edge of the container and she encourages Brenton to squat down so that his eye level is even with the top of the cup, promoting close observation. Brenton shows Ms. Wignall how he fills and empties the baster and then continues to put water into the cup using the baster.
HSPS
1301.21(a)(4)(i) – Ms. Wignall supports Brenton’s learning using various strategies including experimentation, inquiry, observation, play, and exploration.
Ms. Wignall takes an opportunity to encourage Brenton to think about what happens when he fills a cup with water using a baster. She uses his actions as a springboard for further observation and learning as she deliberately draws his attention to the appearance of the water at the very top of the cup. She points out how the water can actually be seen above the top edge of the container and she encourages Brenton to squat down so that his eye level is even with the top of the cup, promoting close observation. Brenton shows Ms. Wignall how he fills and empties the baster and then continues to put water into the cup using the baster.
HSCOF
Science
Scientific Skills and Measurements
- Begins to use senses and a variety of tools and simple measuring devices to gather information, investigate materials and observe processes and relationships.
Scientific Knowledge
- Expands knowledge of and abilities to observe, describe and discuss the natural world, materials, living things and natural processes.
Physical Health and Development
Fine Motor Skills
- Develops growing strength, dexterity and control needed to use tools such as scissors, paper punch, stapler, and hammer.