START WITH SCIENCE KITS

Science Programs for Children Ages 4 and 5

• To introduce children to shapes: triangle, square, circle, rectangle
• To introduce children to patterns: shapes, colors, sizes

• Color Zoo by Lois Ehlert
• The Wing On A Flea: A book about shapes by Ed Emberley
• Round & Round & Round by Tana Hoban
• Spirals, Curves, Fanshapes & Lines by Tana Hoban

• Color & Shape Classification Game
• Primary Pattern Block Task Cards
  • 22 cards
• Dominoes
  • 2 tubs
• Geometric Shapes
  • 1 tub
• Giant Beads, 12 Patterns, 5 Laces
  • 1 tub
• Plastic Pattern Blocks
  • 1 tub
• Tangrams
  • 1 tub

• Paper copies of the bookmark are included in the kit. PDF and JPEG copies are available here.
  • PDF – 4 bookmarks per page. Ready to print in color.
  • JPG – single high quality jpeg image.

• Objectives
  • To introduce children to shapes: triangle, square, circle, rectangle
  • To introduce children to patterns: shapes, colors, sizes

• Introduction
  • Define Shape a closed object. For basic understanding by this age category, it is often easiest to show these objects as being made by their own hands/fingers.
  • Define Triangle a three sided shape with three points (angles if they can handle the vocabulary)
  • Define Square a four sided shape with each side being the same length.
  • Define Rectangle a four sided shape with two long sides and two short sides.
  • Define Circle a round shape which is flat (to distinguish it from a ball which is a sphere)
  • Define Pattern an arrangement of shapes and colors in some regular order.
  • Get the children thinking about shapes and patterns.
    • Where do we find shapes?
    • Where do we find patterns?
    • Are shapes and patterns sometimes together?
    • Where does color fit in shapes?
    • Think about patterns in nature.
  • Now think about them particularly with color, such as a rainbow.
    • Would it still be a rainbow without the colors?
    • If the animal is black and white striped, it is probably a zebra. \If it is black and yellow striped, it is probably a tiger.
  • Now think what happens if we put two shapes together? (Try with two squares and get a rectangle, two triangles for a diamond, four squares, four triangles, etc.) See if circles can outline a big bumpy circle.
  • Introduce some of the different forms of shapes available for them to use.
  • Encourage pattern making with the different shapes.
  • Encourage the children to move around and not be limited to small spaces.

• Program
  • Lay out the various types of blocks, shapes, forms, etc.
  • Introduce some of the different forms of shapes available for them to use.
  • Encourage pattern making with the different shapes.
  • Encourage the children to move around and not be limited to small spaces.
  • Remind children that patterns can be with different shapes, colors, sizes, textures.

• General
  • Expect different types of blocks and shapes to get somewhat mixed as children explore them.
  • There will be a lot of stacking of items to see how tall they can be without falling over. This is still exploring patterns and shapes as they learn which are most efficient or easiest to stack.
  • Notice that in many cases, if you lay things out on tables, they will stay on tables, if on the floor, they will stay on the floor. Few younger children will realize that if they move the blocks from the table to the floor, they may be easier to stack since they don’t need to reach over their heads to stack them.
    (If working with 6-8 year olds, they are more likely to make this shift.)
  • Periodic encouragement and reassurance will be needed as many ask, “Is this right?” or “Is this good?”. Remind them that patterns are “an arrangement of shapes and colors in some regular order.” There is not a right or wrong.