G. Science and Technology
Science and Technology involves how children explore, investigate, and make sense of the world around them. This includes observing, classifying, experimenting, predicting outcomes, drawing conclusions, and communicating ideas. Children also build knowledge about the natural and physical world while exploring the use of tools and technology in their environment.
45. Observing: Children observe the materials and processes in their environment.
46. Classifying: Children classify materials, actions, people, and events.
47. Experimenting: Children experiment to test their ideas.
48. Predicting: Children predict what they expect will happen.
49. Drawing conclusions: Children draw conclusions based on their experiences and observations.
50. Communicating ideas: Children communicate their ideas about the characteristics of things and how they work.
51. Natural and physical world: Children gather knowledge about the natural and physical world.
52. Tools and technology: Children explore and use tools and technology.
Lesson 1
Name of Activity
Sink or Float – Exploring Water and Materials
Originating Idea
Children are naturally curious about how things work. Exploring whether objects sink or float
Float helps them learn to ask questions, make predictions, and observe results.
Curriculum Area
45. Observing 47. Experimenting 48. Predicting 49. Drawing conclusions
50. Communicating ideas 51. Natural and physical world 52. Tools and technology
Materials
A large, clear tub or bin of water contains a Variety of objects (plastic spoon, block, rock, sponge, crayon, lid, cork, etc.).
“Sink” and “Float” sorting chart or cards. Towels for cleanup. Optional: magnifying glass or tongs for exploring items
Appropriate Age Group
4-year-olds
Beginning of Activity
Gather children in a circle and say: “Today, we’re going to be scientists! We’re going to find out what things sink to the bottom of the water and what things float on top. Before we test, let’s make a guess called a prediction!”
Show a few objects and ask them what they think will happen when each is placed in water.
Middle of Activity
Early
Demonstrate dropping an object in the water and describe what you see. “Look! The block floats! That means it stays on top.”Let children take turns dropping one item at a time, and watch what happens.
Middle
Children begin making their predictions before testing. “Do you think the spoon will sink or float? Let’s find out!”Use a chart or two bins to sort items into “sinks” and “floats.”
Later
Children begin noticing patterns and making comparisons. “The heavy ones sink!” or “The soft ones float!”Encourage them to describe what they observe in more detail: “What do you notice about the sponge when wet?”Optional: allow children to explore with tongs or magnifying glasses for closer observation.
End of Activity
Review the sorting chart and reflect: “What surprised you? Which items floated that you thought would sink?” Ask children to share one thing they learned. Dry hands and help clean up the exploration area.
Follow-Up Ideas
Create a prediction journal with drawings of “sink” and “float” items.
Repeat the activity using different liquids (e.g., saltwater vs. regular water).
Set up a tech corner with a digital scale or magnifying tool to explore more materials.
Read a related book like “What Floats in a Moat?” by Lynne Berry.
Lesson 2
Name of Activity
Watch It Grow – Exploring How Plants Change
Originating Idea
Children are fascinated by nature and love watching things grow.
Planting seeds helps them understand that living things need care and change over time.
Curriculum Area
45. Observing 47. Experimenting 48. Predicting 49. Drawing conclusions
50. Communicating ideas 51. Natural and physical world 52. Tools and technology
Materials
Small clear plastic cups or recycled containers, Soil or cotton balls, Seeds (beans or grass seeds grow quickly), Spray bottles or watering cans, Observation chart or journals (optional: daily photo chart), Book: “From Seed to Plant” by Gail Gibbons or “Planting a Rainbow” by Lois Ehlert.
Appropriate Age Group
4-year-olds
Beginning of Activity
Start with a group conversation: “Have you ever planted something before? Today, we’re going to plant a seed and watch it grow! What do you think plants need to grow?” Show the seeds, soil, and containers. Read a book about plant growth to spark curiosity and introduce the idea of change over time.
Middle of Activity
Early
Show children how to fill cups, place the seed, and cover it lightly.
Explain each step clearly and slowly: “First we add soil, then the seed, now a little water.”
Children can decorate their cup with their name and a plant picture.
Middle
Children begin watering their seeds daily with help and checking for changes.
Use prompts:
“What do you notice today?”
“Has anything changed since yesterday?”
Record simple observations with drawings or stickers on a chart.
Later
Children may start comparing the growth of plants.
“Why is this one taller?”
“What happens if it doesn’t get sunlight?”
Introduce simple vocabulary like sprout, root, and stem.
End of Activity
Gather for a group reflection: “What did we learn about seeds and plants?”
Invite children to share what they’re most excited to see next.
Let each child take responsibility for watering and observing their plant daily.
Follow-Up Ideas
Create a classroom “Plant Growth Timeline” with photos or drawings of progress.
Introduce different kinds of seeds or flowers for variety and comparison.
Explore edible plants and do a taste test (e.g., lettuce or herbs).
Build a small classroom garden or windowsill greenhouse.
Lesson 3
Name of Activity
Magnet Magic – What Will Stick?
Originating Idea
Children are naturally curious about how things work. Exploring magnets allows them to investigate properties of materials, experiment, and make discoveries using simple tools.
Curriculum Area
45. Observing 46. Classifying 47. Experimenting 48. Predicting 49. Drawing conclusions
50. Communicating ideas 51. Natural and physical world 52. Tools and technology
Materials
Handheld magnets (bar magnets or magnetic wands)
Small objects (some magnetic, some not): paperclips, buttons, wooden blocks,
coins, fabric scraps, plastic spoons, metal keys, etc.
Sorting trays or labeled baskets (Magnetic / Non-Magnetic)
Chart paper for class predictions and findings
Optional: magnet wand with a sensory bottle or magnetic maze tray
Appropriate Age Group
4-year-olds
Beginning of Activity
Gather the children in a circle and say:
“Have you ever used a magnet before? Magnets can stick to some things but not everything!
Today, we will be scientists and discover what things are magnetic.”
Show how the magnet picks up a paperclip and explain:
“The magnet is pulling the paperclip, it sticks! Let’s see what else it sticks to.”
Middle of Activity
Early
Give each child a magnet and a few objects to test with teacher support.
Model how to hold the magnet close to an object and observe what happens.
Ask: “Did it stick or not stick?” and guide them to sort.
Middle
Children begin testing a wide variety of materials independently or in pairs.
Use a chart or table to record findings: “What stuck to your magnet?”
Encourage children to predict before testing:
“Do you think this coin will stick? Why or why not?”
Later
Children may begin sorting objects into categories or asking more profound questions:
“Why does the spoon stick but not the block?”
Introduce basic vocabulary like metal, magnetic, and attract.
End of Activity
Bring the group together to review findings.
Ask
“What kinds of things did magnets stick to?”
“What did we learn about magnets today?”
Create a class poster titled “Our Magnet Discoveries” with pictures or drawings of objects they tested.
Follow-Up Ideas
Create a magnet center with more materials to explore independently.
Use magnets in sensory bins (e.g., magnetic chips hidden in rice or sand).
Read “Magnets Push, Magnets Pull” by David A. Adler.
Try building with magnetic tiles or blocks and explore how magnets attract or repel.
