Science Concepts and Activities
Content
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Life science—knowing about living
things and their characteristics,
including plant and animal kingdoms
and human bodies, habitats and
environments, life cycles
Physical science—knowledge of
physical properties of objects and
materials, manipulating objects and
materials; what things are made of
and their properties (float or sink)
Earth and space science—knowledge
of earth’s environment, solar system,
universe, changes over time such as
seasons, weather, time of day
Tools—using tools and technology to
perform tasks; using tools to
investigate (magnifying glass,
binoculars, funnel) Tool is a device or
utensil to carry out a particular
function or aids in accomplishing a
task
Process
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Observation: Uses senses to observe
and explore materials and natural
phenomenon
Explore and Question
Makes Prediction or Hypothesis:
Make a guess.
Experiment: Try out to test hypothesis
Collect and Organize Data: what
happened, what characteristics, what
measurements; compare, match, sort
Conclusion: What happens
Report: Say/communicate what
happened to others, use science
vocabulary in conversations, make
drawings, simple charts; make
models
Some ways to apply the concepts:
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Add factual information through talking or reading
book on a science topic (noted under Content)
Use actual items or props to explain or show
Can you encourage children to look at a situation
from different points of view, alternative solutions
Use science terms: what vocabulary words can
you use to support science concepts? Learn and
plan ways to use and help children understand the
words. Exposure to the words is a first step to
comprehension, even if they do not fully
understand the concept now.
Ask: What do you observe?
Ask questions that support thinking, observing,
predicting
Ask: What if … ? or What do you think would
happen if …? How could . . . ?
Compare items by characteristic—texture, function,
habitat, etc.
Can you make a hypothesis, a prediction, or have
the children make them?
What content or topic can be expanded on related
to science information?
What equipment or tools can be talked about or
used? Magnifying glass, scale, ruler, scale, tools
for building, gardening, cooking, etc.
What science concepts are being explored in
books or rhymes?
What is something made of? What properties of
objects might you be able to explore?
Can you talk about change over time such as
seasons, growth, etc.
Can you talk about cause and effect?
Offer opportunities to draw/write/record
observations.
Think aloud to show how you reason.
Math Concepts and Activities
Content
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Numbers and operations: counts,
quantifies, connects numerals with
their quantities
Patterns, Relationships, Functions:
knowledge of patterns, sorts by
characteristics, matching, function of
various objects
Geometry and Spatial Relationships:
recognizes and names shapes,
various shape orientations, spatial
relationships (above, below, between,
on, in); sense of self in space
Comparison and Measurement:
compares (more, less) and measures
(standard and non-standard
measures)
Time and Sequence: developing an
understanding of the concept of time,
especially in terms of daily routines
and putting objects and events in
order/sequence
Some ways to apply the concepts:
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Process
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Problem solving: guessing,
estimating, asking for help
Figuring out, envisioning alternative
not provided
Representation: using graphs and
pictures
Communication: using language of
mathematics
Connections: applying math in
different situations
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Math-related event in a story
Use math-related vocabulary words
Count: people in room, related to book or rhyme
Think aloud to show how you reason
Matching and/or sorting activity by characteristic(s)
How are things alike and different—visually (same
character on different pages), size, weight, function?
How can you sort? Activity for sorting?
When separating or sorting, which has more? Which
has less?
Can you rearrange objects or people to show the
children how addition and subtraction work? Flannel
board activity
Create a visual by making a picture or design a graph
to represent classification activity
Use numerals—cardinal, ordinal (show order—first,
etc.)
Talk about fractions
What shapes in pictures? Using flannel board, draw in
the air; include 3-D shapes
Describe spatial relationships—position words (above,
between, next to, behind, etc.)
Action songs or activities that help children position
themselves and parts of their bodies in space
Note patterns
o in story—use pattern to guess what will
happen or be said next
o clap or move to a pattern
o visual patterns
What sequence of events can you describe?
What tools are used to explore or measure: how big,
weight, volume
Use vocabulary words of comparison like more than,
bigger than, heavier than, etc.?
Describe that has attributes like long, short, tall, cold,
heavy
Compare objects by characteristics such as size,
weight
What can you measure using standard and nonstandard (straws, paperclips, feet) tools?
What objects can you bring in to sort and match?
Can you guess/estimate how much or how many there
are of something?
What can you do to explain how time has passed?
Can you chart something using a graph, bar or pie
chart?
What can you keep track of over time that is related to
your environment? May be a home activity
Sing, Talk, Read, Write and Play with Math and Science: From Storytimes to Grocery Store with Pamela Martin-Díaz and Saroj Ghoting, ALSC Institute 2014
www.earlylit.net