METAL INVESTIGATION
INTRODUCTION TO SETTING
This investigation took place at the Bombeck Family Learning
Center which is the Early Childhood Education demonstration/research school
for the University of Dayton. This is
the birthplace of the ACCESS Curriculum.
The classroom environment consists of pre-K aged students and range
ages from 3 to 5 years old. This class has
approximately 20 children with 3 full time teachers as well as student
teachers from the University. The room
is set up for center-based learning and is divided into different areas that
include the following centers/areas: dramatic play, manipulative (math) area,
block area, literacy/story or book area, art center, science center and sensory
tables. The room also includes 4 large
tables for group work and eating meals.
The classroom is child-centered and provides opportunity for children to
choose where they would like to work and play.
The classroom also offers each child the opportunity to make
decisions on what he/she would like to engage in. The class is set up in such a way as the
child chooses what learning experiences he/she would like to engage in and at
what point during the day as well as the ability to move freely from experience to
experience. Moreover, the class schedule
creates time for children to participate in teacher directed activities in
small and large groups.
RATIONAL FOR INVESTIGATION (S.T.E.M.)
The topic of metal was chosen because the children were very interested in building structures and wearing jewelry while dressing up in the classroom's home living center. Through the study of metal we will be able to tap into both interests. This topic was also selected because it was innovative and we could focus on properties, characteristics and uses of metal through various hands on activities. These experiences provided children with opportunities to use inquiry skills to discover concepts related to metal. Moreover, we focused on ferromagnetic metals with magnets and explored which metals rust, corrode and tarnish.
HOW THE TOPIC RELATES TO S.T.E.M.
-Deeply involves science math technology engineering standards
-Is a real life/real world problem for children to investigate, metal is found in many objects that children use on a daily basis
-Provides hands on learning opportunities for children as they manipulate, fuse, and turn metal into wire while generating questions about what they discover.
-Uses technology by watching YouTube videos of welding and soldering since it cannot be brought into the classroom
-Employs engineering process when making creations with metal
-Uses an integrated approach
HOW THE TOPIC RELATES TO S.T.E.M.
-Deeply involves science math technology engineering standards
-Is a real life/real world problem for children to investigate, metal is found in many objects that children use on a daily basis
-Provides hands on learning opportunities for children as they manipulate, fuse, and turn metal into wire while generating questions about what they discover.
-Uses technology by watching YouTube videos of welding and soldering since it cannot be brought into the classroom
-Employs engineering process when making creations with metal
-Uses an integrated approach
STANDARDS ADDRESSED
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SCIENCE
-Explore objects, materials and events in the environment -Make careful observations -Use simple tools to extend investigation -With modeling and support, explore the properties of objects and materials -With modeling and support, explore the position and motion of objects MATH -Sort and classify objects by one or more attributes -Collect data by categories to answer simple questions LANGUAGE & LITERACY -Demonstrate understanding of increasingly complex concepts and longer sentences -With modeling and support, determine the meanings of unknown words/concepts using the context of conversations |
APPROACHES TOWARD LEARNING
-Focus on an activity with deliberate concentration despite distractions -Carry out tasks, activities, projects or experiences from beginning to end -Ask questions to seek explanations about phenomena of interest SOCIAL EMOTIONAL -Engage in extended, reciprocal conversations with familiar adults MOTOR DEVELOPMENT -Coordinate the use of hands, fingers and wrists to manipulate objects and perform tasks requiring precise movements -Use classroom and household tools independently with eye-hand coordination to carry out activities |
CONCEPT PLANNER
| METAL SCIENCE CONCEPT PLANNER |
DOCUMENTATION OF PROCESS
CUTTING & TEARING FOIL
The children used their small motor skills to tear and/or cut aluminum foil into small pieces to be used for a later activity where they would be making letters out of foil pieces. The children had to coordinate their hands and wrists to manipulate the scissors to be able to cut or tear the foil.
The children used their small motor skills to tear and/or cut aluminum foil into small pieces to be used for a later activity where they would be making letters out of foil pieces. The children had to coordinate their hands and wrists to manipulate the scissors to be able to cut or tear the foil.
DISCOVERING METAL INSIDE OF PIPE CLEANERS
Using scissors the children cut the chenille part of the pipe cleaners off to discover what was at the center of the pipe cleaner. The children were asked what they discovered in the center. Their responses included "wire and metal." The children then manipulated the pipe cleaners by bending them into different shapes, letters and jewelry such as bracelets
Using scissors the children cut the chenille part of the pipe cleaners off to discover what was at the center of the pipe cleaner. The children were asked what they discovered in the center. Their responses included "wire and metal." The children then manipulated the pipe cleaners by bending them into different shapes, letters and jewelry such as bracelets
DISCOVERING IF IT IS METAL?
A variety of objects were placed on the table for the children to examine and compare. A chart titled "Is it Metal?" was placed on the table. The children were asked guided questions to help them determine whether each object was metal or not. The children then placed the objects on the chart according to whether they thought it was metal or not.
A variety of objects were placed on the table for the children to examine and compare. A chart titled "Is it Metal?" was placed on the table. The children were asked guided questions to help them determine whether each object was metal or not. The children then placed the objects on the chart according to whether they thought it was metal or not.
CREATIONING FROM WIRE & PIPE CLEANERS
Using thin wire and pipe cleaners, the children explored the malleable characteristic of metal by making creations using blocks, dowel rods and other objects to bend and manipulate the wire and pipe cleaners into a variety of shapes. The children used their imaginations and creativity to interact with the materials and objects.
Using thin wire and pipe cleaners, the children explored the malleable characteristic of metal by making creations using blocks, dowel rods and other objects to bend and manipulate the wire and pipe cleaners into a variety of shapes. The children used their imaginations and creativity to interact with the materials and objects.
MAKING LETTERS WITH PIPE CLEANERS
Using pipe cleaners the children demonstrated letter formation by bending the pipe cleaners to make upper and lower case letters. This helped the children understand that letters are a special category of symbols and aided in the recognition of some upper and lower case letters.
Using pipe cleaners the children demonstrated letter formation by bending the pipe cleaners to make upper and lower case letters. This helped the children understand that letters are a special category of symbols and aided in the recognition of some upper and lower case letters.
SORTING BY MATERIAL: PAPER, PLASTIC, GLASS, WOOD, & METAL
Given a variety of objects, the children were asked to sort them by the type of material they were made of. The children were asked to look at the objects, feel them and decide which category they belonged in: wood, plastic, metal, glass or paper. They then placed the items into categories.
Given a variety of objects, the children were asked to sort them by the type of material they were made of. The children were asked to look at the objects, feel them and decide which category they belonged in: wood, plastic, metal, glass or paper. They then placed the items into categories.
USING FOAM LETTERS TO WRITE WORDS THAT RELATE TO METAL
Using foam letters, the children wrote words that relate to metal. The children chose a word to write and then located the foam letters that they needed to create the word from a tray of letters. The children glued the letters on to their papers. This helped the children realize that one letter or a cluster of letters represent one word. It also required them to use their small motor skills to find the letters they needed and glue them onto the paper.
Using foam letters, the children wrote words that relate to metal. The children chose a word to write and then located the foam letters that they needed to create the word from a tray of letters. The children glued the letters on to their papers. This helped the children realize that one letter or a cluster of letters represent one word. It also required them to use their small motor skills to find the letters they needed and glue them onto the paper.
WRITING THE WORD "METAL" WITH ALUMINIUM FOIL
Using small pieces of aluminum foil that the children cut and tore ,they glued the foil pieces onto the letters to create and spell the word "METAL." Doing this helped the children understand that letters are a special category of symbols that are part of writing. It also helped demonstrate letter formation.
Using small pieces of aluminum foil that the children cut and tore ,they glued the foil pieces onto the letters to create and spell the word "METAL." Doing this helped the children understand that letters are a special category of symbols that are part of writing. It also helped demonstrate letter formation.
MAKING BRACELETS & USING METAL BEADS
Using metal pipe cleaners and beads, the children made bracelets. The children used their fine motor skills and coordination of their fingers and hands to string the beads onto the pipe cleaners. They also work on counting and patterning skills while making their creations.
Using metal pipe cleaners and beads, the children made bracelets. The children used their fine motor skills and coordination of their fingers and hands to string the beads onto the pipe cleaners. They also work on counting and patterning skills while making their creations.
HAMMERING NAILS INTO FOIL
Using their eye-hand coordination, the children pounded nails into pieces of foil. The children also explored the position and motion of the hammer, nails and foil as well as exploring the properties of these objects.
Using their eye-hand coordination, the children pounded nails into pieces of foil. The children also explored the position and motion of the hammer, nails and foil as well as exploring the properties of these objects.
PUNCHING SHAPE HOLES INTO FOIL & PAINTING WITH WATERCOLORS
Using shaped stencils, the children used their fine motor skills to punch holes into aluminum foil. After the holes were punched into the foil, the children placed the foil on top of a piece of white paper. The children painted on top of the foil then removed it to see their creations. This activity focused on the children's ability to stay with an activity from beginning to end.
Using shaped stencils, the children used their fine motor skills to punch holes into aluminum foil. After the holes were punched into the foil, the children placed the foil on top of a piece of white paper. The children painted on top of the foil then removed it to see their creations. This activity focused on the children's ability to stay with an activity from beginning to end.
PAINTING & DRAWING ON FOIL WITH MARKERS
The children drew and painted on aluminum foil. This allowed them to use their imagination and creativity to interact with the materials. The children experienced how the different mediums worked on the foil.
The children drew and painted on aluminum foil. This allowed them to use their imagination and creativity to interact with the materials. The children experienced how the different mediums worked on the foil.
TEARING & CUTTING FOIL INTO PIECES & CREATING SHAPES
Using their fine motor skills, the children traced shapes onto a piece of paper. Using their eye-hand coordination, the children applied glue to the shape they traced. Using small pieces of aluminum foil they had previously cut, the children placed the foil onto the glued outline of the shape they had drawn. Doing this helped the children focus on an activity with deliberate concentration and to carry out simple plans to obtain a goal.
Using their fine motor skills, the children traced shapes onto a piece of paper. Using their eye-hand coordination, the children applied glue to the shape they traced. Using small pieces of aluminum foil they had previously cut, the children placed the foil onto the glued outline of the shape they had drawn. Doing this helped the children focus on an activity with deliberate concentration and to carry out simple plans to obtain a goal.
USING A VICE TO UNDERSTAND THAT METAL IS MALLEABLE
To help expand the children's understanding that metal is malleable, the children put different plastic, wood and metal items into a vice. The children then closed the vice to test whether the items could be bent and was malleable or if the item cracked and/or broke and therefore was NOT malleable.
To help expand the children's understanding that metal is malleable, the children put different plastic, wood and metal items into a vice. The children then closed the vice to test whether the items could be bent and was malleable or if the item cracked and/or broke and therefore was NOT malleable.
PAINTING WITH METAL CANS
Using metal cans, a ramp and paint, the children explored the position and motion of the objects. The children dipped the cans into different colors of paint and then placed them at the top of a ramp. They let go of the can and observed the marks the can left as it rolled down the ramp.
Using metal cans, a ramp and paint, the children explored the position and motion of the objects. The children dipped the cans into different colors of paint and then placed them at the top of a ramp. They let go of the can and observed the marks the can left as it rolled down the ramp.
BUILDING WITH METAL OBJECTS
Over the course of several days, the children built metal creations using different metal objects that had been collected. After building their creations the children both drew and painted their creations. The children had to coordinate the use of their hands, fingers and wrists to manipulate objects in order to build their creations. They then had to demonstrate self-direction to develop and carry out a simple plan to both draw and paint their creations.
Over the course of several days, the children built metal creations using different metal objects that had been collected. After building their creations the children both drew and painted their creations. The children had to coordinate the use of their hands, fingers and wrists to manipulate objects in order to build their creations. They then had to demonstrate self-direction to develop and carry out a simple plan to both draw and paint their creations.
EXPERIMENTING WITH HAMMERING PLASTIC, WOOD & METAL ITEMS
Using plastic pegs, wood golf tees and nails, the children experimented with hammering the items into wooden boards. The children predicted and observed which items would be easier to hammer into the board (the nails) and which items would break or crack and splinter (the plastic pegs and golf tees).
Using plastic pegs, wood golf tees and nails, the children experimented with hammering the items into wooden boards. The children predicted and observed which items would be easier to hammer into the board (the nails) and which items would break or crack and splinter (the plastic pegs and golf tees).
USING A MAP TO DOCUMENT WHERE METAL WAS FOUND IN THE ROOM
While investigating metal, the children explored the uses of metal by going on a metal search in the classroom and school. When they found metal, they recorded the location by marking it on the map of the classroom and school.
While investigating metal, the children explored the uses of metal by going on a metal search in the classroom and school. When they found metal, they recorded the location by marking it on the map of the classroom and school.
TEARING APART OBJECTS THAT CONTAIN METAL
An old metal drill, a hair dryer and a radio were put out for the children to take apart using wrenches, screw drivers, pliers and other tools. The children used their fine motor control and eye-hand coordination to take the items apart. They took turns and had to figure out what tool would work the best. They examined the pieces as they took them apart and determined what pieces were made of metal.
An old metal drill, a hair dryer and a radio were put out for the children to take apart using wrenches, screw drivers, pliers and other tools. The children used their fine motor control and eye-hand coordination to take the items apart. They took turns and had to figure out what tool would work the best. They examined the pieces as they took them apart and determined what pieces were made of metal.
MAKING CREATIONS WITH METAL
Using paper clips, buttons, and beads, the children made a variety of creations. They unbent the paperclips and used their small motor control as well as eye-hand coordination they string the buttons and beads onto paperclips.
Using paper clips, buttons, and beads, the children made a variety of creations. They unbent the paperclips and used their small motor control as well as eye-hand coordination they string the buttons and beads onto paperclips.
EXPLORING WAYS TO STICK METAL TOGETHER
During our metal investigation the children explored metal objects by building structures with them. While building many children noticed that their structures were falling over. They wanted to find a way to get metal objects to stick together. The children suggested items such as tape and glue. After viewing some videos of metal being fused together with heat, the children found that welding or soldering metal with high heat is the best way to get 2 pieces of metal to stick together.
During our metal investigation the children explored metal objects by building structures with them. While building many children noticed that their structures were falling over. They wanted to find a way to get metal objects to stick together. The children suggested items such as tape and glue. After viewing some videos of metal being fused together with heat, the children found that welding or soldering metal with high heat is the best way to get 2 pieces of metal to stick together.
FUSING BEADS WITH HEAT
During our metal investigation, the children explored the process of using heat to melt materials together. They made designs with beads and added heat from an iron to fuse them together.
During our metal investigation, the children explored the process of using heat to melt materials together. They made designs with beads and added heat from an iron to fuse them together.
ASSESSMENT OF LEARNING
| METAL INVESTIGATION PORTFOLIO PAGES |
RESOURCES & MATERIALS
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RESOURCES
YouTube videos of welding and soldering METAL- http://www.sciencekids.co.nz/metals.html MAGNETS- http://www.preschoolexpress.com/learning-station13/learning-with-magnets.shtml METAL FACTS- http://www.sciencekids.co.nz/sciencefacts/metals.html CLEANING PENNIES- http://itsallkidsplay.ca/cleaning-pennies-an-experiment-for-kids/ LEARN ABOUT METAL-https://www.brainpop.com/science/matterandchemistry/metals/preview.weml |
MATERIALS
Various items in categories: wood, plastic, metal, glass or paper for sorting activity Foam letters Scissors Pipe Cleaners Safety goggles Hammer & Nails (metal, plastic and wood/golf tees) Aluminum Foil Paint Vice Metal cans Old metal items from local thrift stores Paperclips Various hand tools such as wrenches, screw drivers, pliers to disassemble old metal items Tape & Glue Iron |