Diploma In EarlyChildhood

Semester 6 2022

HDPS3603
EARLY SCIENCE OF CHILDREN

MATRICULATION NO : 010611070112001

IDENTITY CARD NO : 010611-07-0112

TELEPHONE NO : 016-3289169

E-MAIL : limwinney6@gmail.com

LEARNING CENTRE : Pulau Pinang Learning Centre

CONTENTS
Question 1...................................................................................................................................................3
1.1 Introduction how the children learn Science.......................................................................................3
1.1.2 The objective of the assignment.......................................................................................................4
1.2 Children's misconception of weather...................................................................................................5
1.3Monthly Plan.........................................................................................................................................8
Conclusion...................................................................................................................................................9
Question 2.................................................................................................................................................10
2.1The concept of day and night..............................................................................................................10
2.2 Lesson Plan........................................................................................................................................11
2.3Conclusion...........................................................................................................................................13
Question 1
1.1 Introduction how the children learn Science

Interest is the best teacher, and it is the guarantee of learning

science.This is to make our students like science and love science. In the eyes of
the students, the world is a world full of unknowns and colors. Science classes
teach them to observe the things around them, to explore the source of the changes
little by little, and to ask why each and every one of them, which is enough to
cultivate children's curiosity. heart and keen interest. It is particularly important to
have interest in teaching.

In the process of education and teaching, teachers should pay

attention to actively mobilize the enthusiasm of students and stimulate their interest
in seeking knowledge. And guide students to actively participate in the teaching
process. Interest is the best friend of learning, the driving force of learning, an
important means for science teachers to organize students' learning, and a strong
guarantee for a good science class. So how can we cultivate students' interest in
science?

The first method is teacher needs to give full play to the students'
initiative and stimulate students' interest in learning. Teachers should guide the
active participation of all students in the classroom and play the main role of
students, which is an important basis for stimulating students' interest in learning.
Teachers should be good at selecting specific examples, creating problem
situations, carefully guiding students' learning thinking awareness, and
encouraging students to actively participate in the teaching process.
 The second method is practical activities are varied, including
simulation experiments, teaching games, and physical experiments. It can not only
stimulate interest but also directly cut into the theme. Games are children's favorite
activities. It can comprehensively develop children's physical strength, intelligence,
communication skills and emotions, so it is widely used in teaching of various
subjects.

The fundamental goal of science class should be to cultivate students'

thinking ability. A well-designed science course can help students broaden their
horizons, lead them to learn to think systematically, and initially understand the
true meaning of scientific research methods. When scientists conduct research,
they first ask questions, and then come to a conclusion after a series of
investigations. This conclusion, in science classes, refers to specific knowledge,
and allowing students to experience the basic process of scientists' inquiry is the
process of cultivating students' thinking ability. In this process, many other
abilities will also be improved, such as the ability to express, cooperate, collect
data, analyze data, etc.

1.1.2 The objective of the assignment

The objective of this assignment is let students master the fun of
science and will research common weather misconceptions that people have.

1.2 Children's misconception of weather

Misunderstandings are called misunderstandings or preconceived
notions. Sometimes children make their own interpretations of what is happening
in the weather based on cartoons or some picture books. Misunderstandings about
the weather are very common among children and even adults! When the children
were young, parents often told them that when you were naughty, the thunder was
so loud that it frightened them.

It is very important to let them know the concept of weather. Rather

than telling students that their imaginations are wrong, we thought it would be
more fun to have them prove their misunderstandings wrong. So we turned
students into little researchers, first by having them brainstorm their own
misconceptions about the weather.

Weather and climate are complex topics full of cause and effect. The
complexity of scientific concepts makes them particularly prone to
misunderstanding and one-sided understanding. In addition, students are often
exposed to many non-scientific explanations for weather phenomena such as
thunder, lightning, and rain. Therefore, it is important that teachers take the time to
assess and address these misunderstandings during the teaching process.

Henriques, L. (2002). Children's ideas about weather: A review of the literature. School Science
and Mathematics, 102(5), 202-215.

It is generally accepted that children have their own understanding of

how the world works prior to receiving formal science instruction. A great deal of
research has been done to determine students' misconceptions related to the
physical sciences; less has been done to understand children's ideas in the Earth
sciences. This paper reports a synthesis of the existing research about children's
misconceptions relating to weather, climate, and the atmosphere. The scientifically
accepted interpretations are presented in tandem with the children's naïve ideas.
When possible, a source of the misconception is also presented. In many cases,
students' misconceptions are not addressed in the curriculum, allowing them to
exist unchallenged. In this literature, we can see that the misconception that will
appare in daily life of children and I will be dicuss the misconception and the
correct concept of weather .

The first misconception of weather is Clouds are made of wool or

cotton. We can try to explain to children the concept of clouds. Clouds are visible
polymers floating in the air composed of small droplets of water vapor in the
atmosphere or condensed ice crystals formed by cooling. Clouds are the tangible
result of Earth's vast water cycle. The sun shines on the earth's surface, water
evaporates to form water vapor, and once the water vapor is supersaturated, water
molecules collect around dust particles (condensation nuclei) in the air, and the
resulting water droplets or ice crystals scatter sunlight in all directions, which This
creates the appearance of a cloud.

The second misconception of weather is Rain falls when clouds

become too heavy. The concept of rain is Rain is a natural phenomenon, water
droplets falling from clouds. Water on the surface of land and ocean evaporates
into water vapor, and the water vapor rises to a certain height and liquefies into
small water droplets when cooled. These small droplets make up the cloud, where
they collide with each other and merge into large droplets. When it was too big for
the air to hold, it fell from the cloud, forming rain.

The third misunderstanding of the weather. That's why clouds are

always white instead of colorful.Water droplets or ice crystals in a cloud are large
enough to scatter visible light of various wavelengths (different colors) strongly.
Due to the multiple scattering of light in all directions between a large number of
water droplets or ice crystals and only weak absorption of visible light, the
scattered light contains various wavelengths of visible light and constitutes the
white we see.
 
Theme: Weather Month: January
 
Children age: six years old      

Books & Assessment

Week Title Objective Activity
Materials Method

Put a sieve (filter) on a clean jar, bowl or vase 1)bottle

with cotton over the sieve. Fill another small 2) cup
To let children to glass with water and drop a few drops of blue 3) sieve by hand on
Artificial
1 observe how it coloring. Have the child fill the dropper with 4) cotton and
rainfall
rains. water, spray the water onto the cotton ball, and 5) water observing
repeat the process until the cloud fills with 6) dropper
water and starts to rain. 7) coloring.
 Fill the glass all the way to the top with water.
Put the glass of water on a table so that it is half 1)glass of
To investigative on the table and half off of the table. Be careful water by hand on
Make a
2 how the rainbow that the glass doesn't fall. After you do that, 2) sheet of and
rainbow
can be occurred place the white sheet of paper on the floor. white paper observing
Adjust the piece of white paper and the glass of 3) the sun
water until a rainbow form on the paper.

Pour pigmented water in a cup or bag, seal

tightly, and place on a window facing the sun. 1) A sealable
Simulate To understand the When the sun shines strongly, small water clear bottle by hand on
3 the water concept of water droplets can be observed on the wall of the cup or bag and
cycle cycle or above the bag. When the small water 2) marker observing
droplets gradually become larger, they will pen
slide down, similar to the process of rainfall.

1) a clear
Fill the cup three-quarters full with water and glass jar
Tornado add a few drops of dish soap to the water. by hand on
To understand the 2) water
4 in a Holding the cup in one hand, stir the water in and
concept of tornado 3) detergent
bottle quick circular motions with the other until a observing
4) Sequins
swirl forms. For some extra surprise, put some (optional).
small sequins in the water.

1.3Monthly Plan

Conclusion

In the world of children, science is like their 100,000 whys. Ask a lot of
whys for a small question. We need to instill the correct knowledge in children so
that they have a certain interest and understanding of science.
Question 2
2.1The concept of day and night
Day and night are just the feeling of the earth creatures, of course,
only human beings have wisdom and thinking in these creatures. Humans can
know when it is day and when it is night, but the boundaries are not very clear.
Other animals and plants can also sense day and night. Many animals
also rest at night like humans, and begin to move and forage during the day. Some
animals also forage at night and rest during the day. Plants fully absorb sunlight
during the day, carry out photosynthesis in the body, absorb carbon dioxide, and
release oxygen; when there is no photosynthesis at night, they absorb oxygen and
release carbon dioxide.
Every day the sun rises from the horizon until it sets before the
horizon, it is day, otherwise it is night. Even if the dark clouds cover the earth, this
feeling will still exist. Because the earth is covered with a thick atmosphere, the
 atmosphere will refract, reflect, and diffract the sunlight. When the sun is not out,
the sky will be brighter through the refraction, diffraction, and reflection of the
atmosphere; and after the sun falls to the horizon, The sky will not suddenly darken
all of a sudden. That's why people don't have a precise and precise moment for the
concept of day and night.
The sun rises in the east and sets in the west is not actually caused by
the movement of the sun itself, but by the rotation of the earth. The earth rotates
once a day, so half of it is facing the sun and half is facing away from the sun at
every moment. The side facing the sun is day, and the side facing away from the
sun is night.
As the saying goes learning without thinking is worthless, and
thinking without learning is perilous. Learning and thinking complement each
other, and learning is about process and method. When studying science, you
should not only master piecemeal scientific knowledge, but also think and explore
logically. Allowing students to experience the basic process of scientific inquiry is
the process of cultivating thinking ability.
The objective of this assingment is by simulating the rotation of the
earth and its generation of day and night imagination and learn about the
generation of circadian phenomena and alternations.

MONDAY
         
21-02-2022
Six-year-
Class HIPPO       Age:  
old
Subject SCIENCE            
 To know day and night how to
Objective            
occur.
1) Student have to stand at least 7-
10 feet away from the globe.

Activity 2) Aim the flashlight at the globe        

3) Make sure the globe is on its axis
 1) A dark room  
Materials 2) A flashlight            
3) A globe  

2.2 Lesson Plan

During obversing and doing an experiment

2.3Conclusion

The Earth is a non-luminous, non-transparent sphere. At the same time, the

sun can only illuminate half of the earth's surface, and this half is the daytime, and
the sun behind the sun does not illuminate the night, which is the phenomenon of
day and night. The balloon keeps autobiography, and the day and night are
constantly replaced. Every time the balloon rotates, the day and night are replaced,
which produces the phenomenon of day and night.
 Reference
Jacobsen, B., & Marquering, W. (2008). Is it the weather?. Journal of Banking & Finance, 32(4), 526-540.

Henriques, L. (2002). Children's ideas about weather: A review of the literature. School Science and
Mathematics, 102(5), 202-215.

Vosniadou, S., & Brewer, W. F. (1994). Mental models of the day/night cycle. Cognitive science, 18(1),
123-183.
ONLINE CLASS PARTICIPATION