Early Childhood - Connecticut State Department of Education

Science Chapter 7
MAKING CONNECTIONS
Connecticut’s Preschool Curriculum Framework includes
the following performance indicators for logico-mathematical
thinking:
Preschool children will:
• ask questions about and comment on observations
and experimentations;
• collect, describe and record information;
• use equipment for investigation;
• make and verify predictions about what will
occur;
• compare and contrast objects and events;
• classify objects and events based on self-selected
criteria;
• use language that shows understanding of scientific
principles to explain why things happen;
and
• engage in a scientific experiment with a peer
or with a small group.
Teachers suggest ideas that young children may
find interesting and/or that may arise in typical classroom
experiences. Teachers must rely on children’s observations,
ideas and questions. Typically, a class discussion
can provide the setting where the teacher poses
questions and challenges children’s ideas. After time
for discussion and brainstorming, children often are
motivated to continue the inquiry. Suggested problems
may spark interest and suggest investigative tasks children
may wish to pursue.
102
The Connecticut State Department of Education’s
PreK-10 Core Science Curriculum Framework offers suggestions
in the selection of content material for investigations.
It is organized into the following strands:
Context of Science: nature of science, history of science,
science and technology
Earth/Space Science: astronomy, geology and natural
resources, oceanography, meteorology,
earth history and dynamics
Life Science: characteristics of living things,
cells, genetics, evolution, ecosystems,
human biology, issues in
bioethics
Physical Science: structure of matter, reactions and
interactions, force and motion,
energy sources and transformations,
heat and temperature,
magnetism and electricity, sound
and light
SAMPLE CURRICULUM
The sample curriculum plans that follow on pages 103
– 106 use topics chosen from the earth/space, life and
physical science strands. Each plan is organized in the
format described in the curriculum chapter, including
appropriate performance indicators. In addition, each
plan has been expanded to include suggested questions
to provoke inquiry, possible challenges for investigation
and suggested materials.