Fun Science

for Young Minds

LEARNING ACTIVITIES
FOR KIWI PRE-S CHOOLERS

Anna X. Hu
 From the publisher - Mahobe Resources (NZ) Ltd

We hope you enjoy these sample pages from our Fun Science for Young
Minds book. The actual eBook is 64 pages and contains 50 learning
experiments for 4 - 6 year olds.

See more books like this at www.mahobe.co.nz

Fun Science for Young Minds

LEARNING ACTIVITIES
FOR KIWI PRE-SCHOOLERS

Anna X. Hu
 FROM THE AUTHOR
I have worked in Early Childhood Education in Aotearoa New Zealand for many years. I
have always been passionate about science and the science curriculum and I have a
professional leadership role in this area in the centre where I work.

At my centre, science is part of the curriculum and developing science understanding is

an integral part of the children's everyday experiences. Sometimes teachers can
capitalise on the learning opportunities that occur naturally in children's play. At other
times science activities are initiated by teachers. It is these activities that are the focus of
this book.

In the pages that follow you will find some activities that have been traditional favourites
in Early Childhood Centres for many years. My children and I have enjoyed exploring
them together as we have 'followed the instructions'. Other activities have evolved
spontaneously from our exploration of materials and resources or from my own
experimentations and interests. All the activities are 'hands-on' and provide
opportunities for children to explore, hypothesise, observe, reflect and revisit. Most
involve resources and equipment that are inexpensive and easy to access, and all of them
are lots of fun!

This book emphasises the opportunities that science activities offer teachers to extend
thinking skills and develop conceptual understandings. To this end I have described what
children might observe and the potential learning that may result from their participation.
I have also listed questions that teachers might usefully ask to challenge thinking.

I wish to thank my colleagues for your support in collecting resources and for sharing your
knowledge and skills. I have learned so much from all of you.

I also wish to thank Liz Ferguson for providing a stimulating environment for both
teachers and the children. It has been extremely helpful for all of my projects.

Finally, I wish to thank my husband and my children for their tremendous support.

I hope you enjoy this book and the activities it contains, but also that you might be
inspired to create your own.

Anna X. Hu
Auckland

2
 CONTENTS

What is Science?..........................................................................5
Science in the Early Childhood Curriculum .......................................6

Section 1: Learning with Colours

Activities in this section introduce children to the physical property of colour
and show how mixing colours can produce endless shades and hues.

1. Glimmering Tropical Jellyfish .................................................7

2. Light Table Painting ...............................................................8
3. Rainbow Waters ..................................................................10
4. Rainbow Doors ...................................................................11
5. Getting out the Green ..........................................................12
6. Colourful Spinning Discs.......................................................14
7. Colourful Play Dough ...........................................................16
8. Swing Painting ....................................................................17
9. Spin Painting ......................................................................18
10. Magnetic Painting ................................................................19
11. Rainbow Nappies.................................................................20
12. Spotty Play Dough ..............................................................22

Section 2: Learning with Water

Activities in this section explore the behaviour and properties of water that
make life and our technology possible.

13. Pump Volcano.....................................................................23

14. Water Course .....................................................................24
15. Sinking Submarine ..............................................................26
16. Fearless Fire Fighters...........................................................27
17. Big Bouncy Bubbles .............................................................28
18. Whirly Washer ....................................................................30
19. Underwater Eruption ...........................................................31
20. Fluffy Foam from Flakes .......................................................32
21. Drain Unblockers.................................................................33
22. Water Pumps ......................................................................34

3
Section 3: Learning with Air
Activities in this section focus on air, the gas that we take for granted but which
can provide amazing forces.

23. Popping Balloons.................................................................35

24. Confetti Balloons.................................................................36
25. Big Bouncy Balloons ............................................................37
26. Balloon Blowout ..................................................................38
27. Gigantic Gloves...................................................................39
28. Pump Whistles ....................................................................40
29. Pump Lift ...........................................................................41
30. Pulling the Plunger ..............................................................42

Section 4: Learning with Mirrors

The reflective properties of mirrors can be used to create a dazzling array of
special effects.

31. Magnetic Mirror...................................................................43

32. Measuring Mirror.................................................................44
33. One Mirror Magic ................................................................45
34. Two Mirror Magic.................................................................46
35. Three Mirror Magic ..............................................................47
36. Cool Kaleidoscope ...............................................................48

Section 5: Learning with Materials

These activities investigate the physical properties of a variety of common
materials that make them useful.

37. Sandpit Separation..............................................................49

38. Fishing Fun ........................................................................50
39. Marble Passengers ..............................................................52
40. Melting Crayons ..................................................................53
41. Shivering Shapes ................................................................54
42. What's that Smell................................................................55
43. Magic Magnetic Box .............................................................56
44. Crystal Colours ...................................................................57
45. Useful Stuff ........................................................................58

Section 6: Learning with Reactions

Common substances, found around the home, provide a fascinating
introduction to materials and their chemical properties.

46. Litmus Paper ......................................................................59

47. Brick Boxes ........................................................................60
48. Exploding Bags ...................................................................61
49. Venting Volcano ..................................................................62
50. Decorative Candles..............................................................63

4
 WHAT IS SCIENCE?
Science is a method of explaining and predicting events in the observable universe.

Scientists are interested in finding out about the things around us that can be
measured and put into numbers. Most of what they do involves a measurement or
observation of some kind.

Because scientists can only do science in the physical universe, they cannot use
science to answer important questions about religion, culture, human behaviour or art.
This does not mean that scientists cannot be interested in these areas. It only means
that it is impossible to deal with them in a scientific way.

Although science is limited to what can be observed and measured, it has been very
successful and influential. We live in a technological age. We are healthy and
comfortable largely because our scientific knowledge and techniques allow us to
understand and manipulate the world around us so that it meets our needs. The food
we eat, the medicines we take, the cars, ships and planes we ride in and all the things
in our homes are possible because we understand how things work. Unfortunately, the
scientific techniques that enable us to shape our physical environment cannot be
applied to all the problems in our societies and cultures.

The description of how scientific problems are solved is called the scientific method -
the sequence of events that leads to scientific discoveries and solutions to scientific
problems.
This sequence is:
Observation and data collection
Recognition of a problem or question
Development of an hypothesis (possible explanation)
Test of the hypothesis (experiment)
Analysis of the test

Good science will always seek accurate observations and measurable data then
develop hypotheses that can be tested by collecting more data.

The activities in this book aim to develop

young scientists who can think about what
they are seeing and become vitally interested
in this fascinating world in which we live.

A child's mind...
not a vessel to be filled
but a FIRE
to be ignited.

5
SCIENCE AND THE ECE CURRICULUM

6
Section 1: Learning with Colours

GLIMMERING TROPICAL JELLYFISH

EED
YOU N
WHAT When colours are mixed up, we can't usually
loves separate them easily. But if different coloured
b l e vinyl g dye
sa e
Dispo ow and blu waters are poured into the layers produced by using
el l s
Red, y bber band latex gloves they remain separate to produce these
Ru r colourful creatures of the deep.
Glitte
e rs
Mark
l ue
PVA g s
tle
3 Bot

What To Do:
1. Put 3 gloves on one hand. Take them off together to make three
layers.
2. Use the dyes to make red, yellow and blue water in three
different bottles.
3. Fill each glove with different coloured water.
4. Tie the mouths of the gloves tightly together with a rubber band.
The shape of the gloves naturally forms the jellyfish's body. The
knot which is tied by a rubber band forms the jellyfish's mouth.
The fingers form the tentacles.
5. Draw eyes and scales on both sides of the outside glove with the
markers.
6. Smear PVA glue over the jellyfish and decorate it with glitter.

What The Children See:

· The vinyl gloves can be seen through
even if they are coloured.
The original colours can be seen
·
through one layer while new colours
are seen through the overlapping
layers.

What You Can Ask The Children:

1. What would happen if we put three colours into one glove? (They will
mix up and produce new shades.)
2. How many colours can you see through the gloves? What are the
colours? (Count the colours with the children and identify them.)
3. What do you feel when you touch the gloves? (Soft, cold and smooth.)

7
 Section 2: Learning with Water

BIG BOUNCY BUBBLES

WHAT YOU NEE
D
Bubble making
equipment
Make huge glistening bubbles a using variety of Fly swat
common objects. Wire coat hang
er
Small hula hoo
p
Shallow contai
ners
Woollen yarn

Bubble solution
2 litres dishwa
shing liquid
5 litres water
45 ml glycerin
Coloured dye

What To Do:
Making bubble wands
1. Cut out the centre of the fly swat.
2. Bend the coat hanger into a circle leaving the hook
sticking up at an angle to serve as a handle.
3. Wrap woollen yarn tightly around the wire of the coat
hanger and the hula hoop. The yarn will absorb the
bubble solution making it easier to form bubbles.

Making bubble solution

1. Combine 2 litres of dishwashing liquid, 5 litres of water,
and 45 ml glycerin in a shallow container.
2. Mix all the ingredients well then allow the mixture to
rest overnight before use.　
3. Dip the bubble wands, made from the fly swat, coat hanger and hula hoop in the
solution.
4. Hold the wand up to the light without forming a bubble to observe the patterns
or changes in patterns on the thin film of water.
5. Swing the wand gently to form bubbles.
6. Add dye to a small amount of the bubble solution and observe what happens to
the bubbles that are formed.

28
Section 2: Learning with Water

What The Children See:

 Different sizes and shapes of bubbles are produced from different kinds of
wands.
 Bubbles are colourful, light and thin. They float in the air and some can merge to
form bigger bubbles.
 Bubbles allow light to pass through. They are transparent.
 Bubbles can also reflect light like a mirror.
 The coloured dye does not produce coloured bubbles.

What You Can Ask The Children:

1. What shapes do the bubbles take once they are free of the hoop?
2. What colours can you see in the bubbles?
3. Do you see bubbles 'stick' together?
4. What colour are the bubbles from the coloured mixture?

29
Section 2: Learning with Water

UNDERWATER ERUPTION

This spectacular underwater volcano introduces

WHAT YOU NEED children to the idea of a chemical reaction.
tub
Tall transparent
Plastic jar with lid
mite jar)
(e.g. 250g vege
Baking soda
Small stones
White vinegar
Coloured dye
Facial tissues
Teaspoon
Nail

What To Do:
1. Use the nail to poke 8-10 holes in the centre of the lid of the plastic jar.
2. Fill the tub with water. There should be enough water to submerge the plastic jar.
3. Place the stones inside the jar.
4. Pour vinegar into the jar until it is 3/4 full.
5. Fold a piece of facial tissue twice to 1/4 size. The tissue will have 4 layers.
6. Put 1 teaspoon of baking soda and 1 teaspoon of dye on the tissue and mix them
well.
7. Wrap the tissue into a small parcel and put it inside the jar.
8. Quickly screw on the lid and put the jar into the big tub.
9. Watch the volcano erupt under the water.
N.B. The stones keep the plastic jar from floating.
The small jar must be a plastic material for safety reasons.

What The Children See:

 Bubbles gradually come out from the holes in the lid of the jar. When the baking
soda and vinegar combine lots of bubbles burst out to produce an underwater
'volcanic eruption.'
 When vinegar mixes with baking soda, a chemical reaction occurs and a gas is
produced.
 Gas in a liquid is seen as bubbles.
 The chemical reaction changes the vinegar and baking soda.

What You Can Ask The Children:

1. What happens when we put vinegar and baking soda together? (Make bubbles,
make volcano, produce gas which makes lots of bubbles in the water.)
2. Does the gas stay in the water? (No. It comes to the surface in the form of bubbles.)

31
Section 3: Learning with Air

BIG BOUNCY BALLOONS

WHAT YOU
Why does a heavier balloon bounce higher that a
NEED
lighter one? Rubber ban
ds
Balloons
Water

What To Do:
1. Carefully put the opening of your balloon over a tap. Slowly fill up the balloon
with a small amount of water (approx 40ml).
2. Inflate the balloon with air and tie it up. (Don't blow it up too big as it will easily
burst.)
2. Tie several rubber bands together to make a rope.
3. Hang the balloon from the ceiling so that the children can just reach it.
4. Pull the balloon down to the floor and release it. The balloon will bounce up
towards the ceiling.

What The Children See:

 The balloon bounces up and down on the rubber bands. The further the balloon
is stretched, the higher it rises.
 The more rubber bands that are used, the higher the balloon can rise.

What You Can Ask The Children:

1. What makes the balloon bounce back up? (The energy that is stored in the
stretched rubber bands.)
2. Does the balloon go further when you stretch the rubber bands further? (Yes.
The more the rubber bands are stretched, the more energy they store.)
3. What would happen if we use string instead? (The string won't stretch, so the
balloon won't bounce up.)
4. What would happen if we didn't put water in the balloon? (It won't bounce up as
high.)

37
 Section 6: Learning with Reactions

VENTING VOLCANO

This volcano erupts in a flurry of foam from a WHAT

multitude of vents.
YOU N
EED
Small
bottle
1.5 lit
re bot with lid
t
Plastic le with lid
tubing
Straw
Baking s
White soda
Hand vi n e
pump gar
(sipho
Tray n)
Colour
ed dye

What To Do:
1. Make 10-15 holes on the top side of the small bottle.
2. Cut straws in 10-15 cm lengths and insert them in the holes.
3. Make a hole in the lid of the bottle. The size of the hole should be slightly smaller
than the plastic tubing.
4. Insert a length of plastic tubing into the small bottle through the lid.
5. Put a dessertspoon of baking soda inside the small bottle and screw on the lid
making sure the tube through the lid is tight.
6. Make a hole in the lid of the 1.5 litre drinking bottle. The size should be slightly
smaller than the stem of the hand pump.
7. Fill 1/3-1/2 of the 1.5 litre drinking bottle with white vinegar and add some
coloured dye. Close the lid. Push the stem of the hand pump through the lid of
the 1.5 litre bottle into the vinegar.
8. Use the hand pump to pump vinegar into the small bottle with the straws.

What The Children See:

 There is a chemical reaction between the vinegar and the baking soda.
 The hand pump forces vinegar from the 1.5 litre bottle into the smaller bottle
that contains the baking soda.
 Foam is produced which pours out of the straws.

What You Can Ask The Children:

1. How does the vinegar go into the small bottle? (By pumping it.)
2. What makes lots of foams and bubbles? (The reaction between vinegar and
baking soda.)

62
 MORE FOR YOUNG MINDS FROM MAHOBE

Mighty Maths
Kim Freeman

Mighty Maths is a series of workbooks designed to

support the New Zealand Mathematics Curriculum.

They provide children and their parents with

reinforcement and extension activities that complement
early childhood centre/school mathematics experiences.

This allows children to develop the skills that they

Kim Freeman

already have and eliminate conceptual misundertandings

early.

Mighty Maths helps students to develop faster in

numeracy and gives them a "head start" in class.

Mahobe Resources (NZ) Ltd offers a wide range of innovative educational

publications and resources from the early childhood years through to the senior
secondary school. They are available from all major book sellers.

For more information please visit our website www.mahobe.co.nz