# Helping Your Child Learn Science

**with activities for children in preschool through grade 5**

**U.S. Department of Education**

Rod Paige

####### Secretary 

**Office of Intergovernmental and Interagency Affairs**

Laurie M. Rich

*Assistant Secretary*

John McGrath

*Senior Director for Community Services, Partnerships and Recognition
Programs*

First published in September 1992. Revised in March 2004.

This booklet is in the public domain. Authorization to reproduce it in
whole or in part for educational purposes is granted. While permission
to reprint this publication is not necessary, the citation should be:
U.S. Department of Education, Office of Intergovernmental and
Interagency Affairs, *Helping Your Child Learn Science,*

Washington, D.C., 2004.

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## Foreword

**Why is the sky blue?**

**Why do things fall to the ground?**

**How do seeds grow?**

**What makes the sound and music?**

**Where do mountains come from?**

Young children ask their parents hundreds of questions like these. In
search of answers, we use science to both enlighten and delight. Being
"scientific" involves being curious, observing, asking how things happen
and learning how to find the answers. Curiosity is natural to children,
but they need help understanding how to make sense of what they see and
to relate their observations to their existing ideas and understandings.
This is why parental involvement is so important in children's science
education. When we encourage children to ask questions, make
predictions, offer explanations and explore in a safe environment, we
lend them the kind of support that they need to become successful
science students and scientific thinkers.

As a parent, you don't have to be a scientist or have a college degree
to help your child learn science. What's far more important than being
able to give a technical explanation of how a telescope works is your
willingness to nurture your child's natural curiosity by taking the time
to observe and learn together.

Science "happens" all around us every day, and you have endless
opportunities to invite your child into the wonders of science. Without
expensive chemistry sets, equipment or kits, a child can be introduced
easily to the natural world and encouraged to observe what goes on in
that world. When you least expect it, a moment for learning will occur:
A bit of ice cream drops on the sidewalk and ants appear; some cups
float and some sink when you're washing dishes; static electricity makes
your hair stand on end when you put on a sweater.

Through the *No Child Left Behind Act of 2001,* President George W. Bush
has made clear his commitment to the goals of raising standards of
achievement for all children and of providing all children with highly
qualified teachers and with instruction that is based on scientific
research. *Helping Your Child Learn Science* is part of the president's
efforts to provide parents with the latest research and practical
information designed to support children's learning at home, at school
and in the community. It reflects the importance of inquiry processes
and content in science achievement as described in the *National Science
Education Standards,* released in 1996 by the National Research Council
of the National Academy of Sciences.

This booklet includes a range of activities for families with children
from preschool age through grade 5. The activities use materials found
in your home and make learning experiences out of everyday routines. The
activities are designed for you to have fun with your child while
developing and reinforcing science skills. We hope you and your child
will enjoy the activities suggested in this booklet and develop many
more of your own.

## Contents

#### Foreword

#### Introduction

#### The Basics 

#### Developing Your Child's Scientific Understanding

#### Activities 

**Science in the Home**

> A Science Walk
>
> Breaking the Tension
>
> Bubbles
>
> Bugs!
>
> Float or Sink?
>
> Slime Time
>
> Celery Stalks at Midnight
>
> Icky Sticky Stuff
>
> Splish Splash
>
> Hair-Raising Results
>
> Plants
>
> Crystals
>
> Let 'Em Make Cake!
>
> **Science in the Community**
>
> Zoos
>
> Museums
>
> Planetariums
>
> Aquariums
>
> Farms
>
> Science at Work
>
> Community Science Groups and Organizations
>
> Other Community Resources

#### Working With Teachers and Schools 

#### Resources 

> Federal Sources of Information
>
> Publications for Parents
>
> Books for Children
>
> Magazines for Children
>
> Science Toys
>
> Science on TV
>
> Science on the Internet
>
> Web Sites
>
> Science Camps

#### Bibliography

#### Acknowledgments 

## Quality education is a cornerstone of America's future and my administration, and the knowledge-based workplace of the 21st century requires that our students excel at the highest levels in math and science.

## President George W. Bush 

## Introduction

As a parent, you are preparing your child for a world vastly different
from the one in which you grew up. Our increasingly technological
society will need citizens who have received far more advanced
instruction in science and technology than most of us received when we
were in school. Even children who don't want to become physicists,
chemists, engineers or computer technicians will need some knowledge of
science and technology just to conduct their everyday lives. Every
citizen needs to be scientifically literate in order to make informed
decisions about health, safety and citizenship. Our children need our
help and guidance to prepare for the world that awaits them.

Scientific knowledge is cumulative: To learn new things, you must build
on what you already know. So, it's important that your child start
learning early---and at home. A good way for you to begin the learning
process is by sharing your own interest in science. How you view and
talk about science can influence your child's attitudes toward
science---and how she[^1] approaches learning science. It's easy to
undermine a child's interest and attitudes by saying things such as, "I
was lousy in science, and I've done OK," or "I always hated science when
I was in school. It's boring." Although you can't *make* your child like
science, you can encourage her to do so, and you can help her to
appreciate its value both in her everyday life and in preparing for her
future.

In everyday interactions with your child, you can do many things---and
do them without lecturing or applying pressure---to help her learn
science. Here are a few ideas:

-   See how long it takes for a dandelion or a rose to burst into full
    bloom.

-   Watch the moon as it appears to change shape over the course of a
    month and record the changes.

-   Look for constellations in the night sky.

-   Bake a cake.

-   Solve the problem of a drooping plant.

-   Figure out how the spin cycle of the washing machine gets the water
    out of the clothes.

-   Take apart an old clock or mechanical toy---you don't need to put it
    back together!

-   Watch icicles melt.

-   Observe pigeons, squirrels, butterflies, ants or spider webs.

-   Go for a walk and talk about how the dogs (or birds or cats) that
    you see are alike and different.

-   Discover what materials the buildings in your community are made of.
    Wood? Concrete? Adobe? Brick? Granite? Sandstone? Steel? Glass? Talk
    about the reasons for using these materials.

    Learning to observe carefully is an important step leading to
    scientific explanations. Experiencing the world with your child and
    exchanging information with him about what you see are important,
    too.

    Finally, encourage your child to ask questions. If you can't answer
    all of her questions, that's all right--- no one has all the
    answers, not even scientists. For example, point out that there's no
    known cure for a cold, but that we do know how diseases are passed
    from person to person---through germs. Some of the best answers you
    can give are, "What do *you* think?" and "Let's

    find out together." Together, you and your child can propose
    possible answers, test them out and check them by using reference
    books, the Internet, or by asking someone who is likely to know the
    correct answers.

#### How to Use This Booklet  {#how-to-use-this-booklet .unnumbered}

This booklet makes available to you information that you can use to help
your child to learn science. It includes:

-   Some basic information about science;

-   Activities for you and your child to do, both in the home and the
    community;

-   Practical suggestions for how to work with teachers and schools to
    help your child succeed in science; and

-   A list of science-related resources, including federal sources of
    information, publications for parents, science-related children's
    magazines and books, and information about science camps.

## The Basics {#the-basics-1 .unnumbered}

### What Is Science?  {#what-is-science .unnumbered}

Science is not just a collection of facts. Of course, facts are an
important part of science: Water freezes at 32 degrees Fahrenheit (or 0
degrees Celsius), and the earth moves around the sun. But science is
much, much more. Science involves:

-   Observing what's happening;

-   Classifying or organizing information;

-   Predicting what will happen;

-   Testing predictions under controlled conditions to see if they are
    correct; and

-   Drawing conclusions.

    Science involves trial and error---trying, failing and trying again.
    Science doesn't provide all the answers. It requires us to be
    skeptical so that our scientific "conclusions" can be modified or
    changed altogether as we make new discoveries.

### Children Have Their Own "Scientific Concepts" {#children-have-their-own-scientific-concepts .unnumbered}

Very young children can come up with many interesting explanations to
make sense of the world around them. When asked about the shape of the
earth, for example, some will explain that the earth has to be flat
because, if it were round like a ball, people and things would fall off
it. Presented with a globe and told that this is the true shape of the
earth, these children may adapt their explanation by saying that the
earth is hollow and that people live on flat ground inside it.

Even older children can come up with unique "scientific" explanations,
as in the following examples provided by middle-school students:

*"Fossils are bones that animals are through wearing."*

*"Some people can tell what time it is by looking at the sun, but I've
never been able to make out the numbers."*

*"Gravity is stronger on the earth than on the moon because here on
earth we have a bigger mess."*

*"A blizzard is when it snows sideways."*

**Asking Questions**

As mentioned earlier, it's important to encourage your child to ask
questions. It's also important to ask your child questions that will get
him talking about his ideas and to listen carefully to his answers. Keep
in mind that children's experiences help them form their ideas---ideas
that may, or may not, match current scientific interpretations. Help
your child to look at things in new ways. For instance, in regard to the
blizzard, you could ask, "Have you ever seen it snow sideways?" or "What
do you think causes it to snow sideways sometimes?"

Such conversation can be an important form of inquiry or learning.
Encourage your child by letting him know that it's OK to make mistakes
or admit he doesn't know something. Rather than saying, "No, that's
wrong," when he gives an incorrect explanation, give him accurate
information or help him to find it. Going back to the blizzard, you
could ask your child, "How could you check your definition?" "How does
the dictionary's definition of "blizzard" fit with what you said about
snow moving sideways?"

Knowing that you are willing to listen will help your child to gain
confidence in his own thinking and encourage his interest in science.
And listening to what he says will help him to figure out what he knows
and how he knows it.

### Hands-On Works Well {#hands-on-works-well .unnumbered}

Investigating and experimenting are great ways for children to learn
science and increase their understanding of scientific ideas. Hands-on
science can also help children think critically and gain confidence in
their own ability to solve problems. Young children especially are
engaged by things they can touch, manipulate and change; and by
situations that allow them to figure out what happens---in short, events
and puzzles that they can investigate, which is at the very heart of
scientific study. While hands-on science works well, it can also be
messy and time-consuming. So, before you get started, see what is
involved in an activity---including how long it will take.

### Less Is More {#less-is-more .unnumbered}

It's tempting to try to teach children just a little about many
different subjects. Although children can't possibly learn everything
about science, they do need and will want to learn many facts. The best
way to help them learn to think scientifically is to introduce them to
just a few topics in depth.

### Finding the Right Activity for Your Child  {#finding-the-right-activity-for-your-child .unnumbered}

Different children have different interests and will respond differently
to science activities. A sand and rock collection that was a big hit
with an 8-year-old daughter may not be a big hit with a 6-year-old son.

Fortunately, children whose interests vary greatly can find plenty of
science activities that are fun. If your son loves to cook, let him
observe how tea changes color when lemon is added or how vinegar curdles
milk.

Knowing your child is the best way to find suitable activities for him.
Here are some tips:

-   Encourage activities that are neither too hard nor too easy for your
    child. If in doubt, err on the easy side, because something too
    difficult may give him the idea that science itself is too hard.
    Adults often assume that children need spectacular demonstrations to
    learn science, but this isn't true.

-   Consider your child's personality and social habits. Some projects
    are best done alone, others in a group; some require help, others
    require little or no adult supervision. Solitary activities may bore
    some children, while group projects may not appeal to others.

-   Select activities that are appropriate for where you live. Clearly,
    a brightly lighted city isn't the best place for stargazing.

-   Allow your child to help select the activities. If you don't know
    whether she would rather collect shells or plant daffodils, ask her.
    When she picks something she wants to do, she'll learn more and have
    a better time doing it.

## Developing Your Child's Scientific Understanding  {#developing-your-childs-scientific-understanding-1 .unnumbered}

#### Unifying Concepts and Processes {#unifying-concepts-and-processes .unnumbered}

Children can be introduced gradually to basic scientific concepts that
will provide a framework for understanding and connecting many
scientific facts and observations. In this booklet, we will focus on
five concepts and processes taken from the *National Science Education
Standards*, released in 1996 by the National Resource Council of the
National Academy of Sciences.[^2] You can easily introduce your child to
the following five concepts through the activities in this booklet and
many other simple science-related activities that you and your child can
do at home or in the community.

## 1. Systems, Order and Organization {#systems-order-and-organization .unnumbered}

The natural world is so large and complicated that scientists break it
down into smaller parts in order to study it in depth. These smaller
units are called systems. Scientists look for patterns through which
they can classify---or organize---things into systems. For instance,
animals that have fur or hair are classified as mammals. When you
encourage your child to gather and organize objects according to their
size or color---for example, leaves or insects---you are helping prepare
her to think in terms of systems. Furthermore, scientists believe that
nature is understandable and predictable---that there is an order to it.
For instance, low barometric pressure is often followed by storms.
Challenging your child to make reasonable predictions such as this will
further prepare her to look at the world in a scientific way.

2\. **Evidence, Models and Explanations**

## Scientists test the explanations they come up with, and the results of their tests are evidence on which to base their explanations. Sometimes they call their explanations "theories" or "models" or "hypotheses". Children can test their theories about the world too: Is it the baking soda that makes my pancakes thick? Can I make thicker pancakes with more soda? {#scientists-test-the-explanations-they-come-up-with-and-the-results-of-their-tests-are-evidence-on-which-to-base-their-explanations.-sometimes-they-call-their-explanations-theories-or-models-or-hypotheses.-children-can-test-their-theories-about-the-world-too-is-it-the-baking-soda-that-makes-my-pancakes-thick-can-i-make-thicker-pancakes-with-more-soda .unnumbered}

## 3. Change, Constancy and Measurement {#change-constancy-and-measurement .unnumbered}

The natural world changes continually. Some objects change rapidly and
some at a rate too slow for us to observe. You can encourage your child
to look for changes by asking him to observe and talk about:

-   What happens to breakfast cereal when we pour milk on it?

-   What happens over time when a plant isn't watered or exposed to
    proper sunlight?

-   What changes can be reversed? Once water is turned into ice cubes,
    can it be turned back into water? Yes. But if an apple is cut into
    slices, can the slices be changed back into the whole apple?

Children can observe change more carefully through measurement. Keeping
a growth chart or making a graph of the temperature each day will give
your child practice looking for differences and measuring them---and
help him to understand how he'll need to use math skills in learning
science.

4.  **Evolution and Equilibrium**

It's hard for children to understand evolution (how things change over
time) and equilibrium (how things attain a steady and balanced state of
being). During these early years, you can, however, talk about how
things change over time and point them out to your child. For instance,
show your child a series of photos of himself from birth to the present
and talk about the many ways he's changed. And, you can talk about
balance and the work it often takes to achieve it: Learning to ride a
bicycle or walk with a book on his head are good examples.

5\. **Form and Function**

One of the simplest themes in science is all around: The shape of a
natural thing is almost always related to its function. Begin with
man-made objects. Can your child guess the use of a thimble, a
corkscrew, a phonograph record? When you are looking at animals, ask him
questions such as: "What might those plates do on the stegosauros's
back?" "What sort of habitat would a web-footed platypus like?" His best
guess will almost always be correct.

#### Scientific Integrity 

Science fiction writer Isaac Asimov describes science as a "way of
thinking."[^3] It is a way to look at the world that involves special
principles of conduct, and the early years of elementary school are a
good time to start teaching children scientific ethics. We should help
them understand how important it is to:

-   Observe carefully;

-   Record accurately;

-   Try to look for patterns in an objective, unbiased way;

-   Share their observations (or results) honestly and in a way that
    allows others to test what they've said;

-   Realize that they might make mistakes;

-   Respect curiosity; and

-   Stay open to criticism and change.

##  {#section .unnumbered}

## Activities  {#activities-1 .unnumbered}

Children learn by doing, by trying new ideas and challenging old ones.
This doesn't just happen in school. You can help your child learn by
providing him with safe, interesting learning experiences in a
supportive atmosphere.

The activities that follow are designed for you to use with your child
at home and in the community. The activities are intended to show your
child that science plays a part in many everyday activities and that it
is used in many places and environments. They also show that learning
science doesn't require expensive equipment and complicated experiments.

For each activity, you'll see a grade span---from preschool through
grade 5---that suggests when children should be ready to try it. Of
course, children don't always learn---or become interested in---the same
things at the same time. And they don't suddenly stop enjoying one thing
and start enjoying another just because they are a little older. You're
the best judge of which activity your child is ready to try. For
example, you may find that an activity listed for children in grades 1
or 2 works well with your preschooler. On the other hand, you might
discover that the same activity may not interest your child until he is
in grade 3 or 4. Feel free to make changes in an activity---shorten or
lengthen it---to suit your child's interests and attention span.

##### Safety First {#safety-first .unnumbered}

Read through each activity before you try it with your child. In
particular, look for this sign: **\<!\>** **\<NOTE: ART: ALERT ICON\>**
It highlights any activity that requires adult supervision, such as
those that involve heat, chemicals or sharp instruments.

Also make sure that your child understands any safety precautions that
may be necessary for these---or any---science activities. In particular,
you should:

-   Teach your child not to taste anything without your supervision;

-   Insist that he wear goggles whenever something could splash, burn,
    or shatter and endanger his eyes;

-   Teach him to follow warnings on manufacturers' labels and
    instructions for toys and science kits;

-   Keep toxic or other dangerous substances out of the reach of your
    child;

-   Teach him what he can do to avoid accidents; and

-   Teach him what to do if an accident occurs.

In a box near the end of each activity are a few facts and explanations
for reinforcement and further teaching. But exploring, questioning and
having a good time are more important than memorizing facts.

##### Recording Results

Keeping records is an important part of science. It helps us remember
what did (and didn't) work. Before starting the activities, give your
child a notebook---a science journal---in which she can record her
observations. Remember that seeing isn't the only way to observe.
Sometimes we use other senses: We hear, feel, smell or taste some things
(of course, your child should be careful about what she tastes---and she
shouldn't taste anything without your permission).

If your child cannot write yet, she can tell you what to write for her
or draw pictures of what she sees. In addition, you may want to use a
simple camera to help record observations.

As a parent, you can help your child *want* to learn in a way no one
else can. That desire to learn is a key to your child's success. And, of
course, enjoyment is an important motivator for learning. As you choose
activities to use with your child, remember that helping him to learn
doesn't mean that you can't laugh or that you have to be serious. In
fact, you can teach your child a lot through play. We hope that you and
your child enjoy these activities and that they inspire you to think of
additional activities of your own.

\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

###### Science in the Home

Your home is a great place for you to begin to explore science with your
child. Incorporating science activities and language into familiar
routines will show your child how science works in his everyday life and
provide him with a safe environment in which to explore and experiment.

\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

### A Science Walk

##### Preschool--Kindergarten

Even a walk around the yard can provide many opportunities to introduce
children to scientific concepts and processes by helping them to gain
the scientific habit of observing what's around them.

#### What You Need

A magnifying glass

Science journal

#### What to Do

-   Take a walk outside with your child---around the yard, to the end of
    the block, in the park---anywhere that's convenient. Invite her to
    bring along her science journal and show her how to use a magnifying
    glass. As you walk, stop and---depending on the season---ask her to
    use the lens to examine things such as the following:

    dirt

    leaves (from the same tree, one on the ground and one on the tree)

    a flower

    snowflakes

    icicles

    bugs

    a mud puddle

    a rock

-   Ask her to talk about what she observes. Ask, for example:

    ---What's on each side of this leaf?

    ---How is this leaf on the ground different from the one on the
    tree?

    ---Are all the petals on this flower the same size and color?

    ---Are these snowflakes exactly alike? How are they different?

    ---How many legs does this bug have?

    ---How many colors can you see in this mud puddle?

-   Other questions you might ask as she observes and examines things
    along the way include the following:

    ---Is it smooth or rough?

    ---Is it hard or soft?

    ---Is it dry or wet?

    ---Is it alive? How do you know?

    ---What shape is it?

-   Give your child two different kinds of rocks or flowers and ask her
    to tell you how they are alike and different.

-   Make sure she records her observations, reactions, findings and
    opinions in her science journal. Drawing pictures and taking photos
    are good ways to record observations, and you can help her to write
    appropriate captions. Encourage her to share her journal with others
    and to talk about her experiences.

    Observing closely is an important part of science, and tools such as
    a magnifying glass help scientists---even young ones---to observe,
    measure and do things that they otherwise could not do.

    \-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

### Breaking the Tension {#breaking-the-tension .unnumbered}

##### Preschool--Kindergarten {#preschoolkindergarten-1 .unnumbered}

These simple activities demonstrate *surface tension.*

#### What You Need {#what-you-need-1 .unnumbered}

Index card

Safety scissors

Sink filled with water

Glass half filled with water

Liquid dishwashing detergent

**\<alert icon\>** Ground pepper

Toothpicks

#### What to Do {#what-to-do-1 .unnumbered}

-   From an index card, cut out a boat shape, like the one on this page
    **\<ART: BOAT, AS ABOVE\>.** Make the boat about 2-1/2 inches long
    and 1-1/2 inches wide. Have your child place the boat gently on the
    water in the sink. Have him pour a little detergent at the notch end
    of the boat. Ask him to describe what happens. (**Note:** To repeat
    this experiment, you'll need to use fresh water to make the boat
    move.)

-   Next, sprinkle a little ground pepper on the water in the glass.
    Give your child a toothpick and tell him to dip it in the middle of
    the pepper. Ask him what happens. Then tell him to put a drop of the
    detergent on another toothpick and dip it into the pepper. Now what
    happens?

    *Surface tension* results when the hydrogen in water molecules stick
    to one another as well as to the water below them. This creates a
    strong but flexible film on the water's surface. The detergent
    disrupts the molecules and "breaks the tension," making the boat go
    forward and the pepper move to the sides of the glass.

    \-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

### Bubbles {#bubbles .unnumbered}

##### Preschool--Kindergarten {#preschoolkindergarten-2 .unnumbered}

Children can learn more about surface tension and about change just by
blowing bubbles!

#### What You Need {#what-you-need-2 .unnumbered}

8 tablespoons of dishwashing liquid

1 quart water

1 drinking straw

A shallow pan

#### What to Do {#what-to-do-2 .unnumbered}

-   Mix the dishwashing liquid with the water and pour it into the pan.
    Give your child a straw and tell him to blow through it as he moves
    it slowly across the surface of the solution. Ask him to notice the
    size of the bubbles that he makes.

-   Next, have your child try to make a very big bubble that covers the
    surface of the pan. Have him do the following:

    ---Dip one end of the straw into the solution. Then hold the straw
    slightly above the surface. Blow into it very gently. He may have to
    try several times to make a really big bubble.

    ---When he's made a bubble, have him touch it gently with a wet
    finger to see what happens.

    ---Have him make another big bubble, then touch it with a dry
    finger. What happens?

-   Ask him to look closely at the bubbles he makes. How many colors
    does he see? Do the colors change?

    Bubbles are bits of air or gas trapped inside a liquid ball. The
    surface of a bubble is very thin. Bubbles are particularly fragile
    when a dry object touches them. That's because soap film tends to
    stick to the object, which puts a strain on the bubble.

    \-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

### Bugs! {#bugs .unnumbered}

##### Kindergarten--Grade 1 {#kindergartengrade-1 .unnumbered}

Children can improve their understanding of the natural world and their
classification skills by observing bugs.

#### What You Need {#what-you-need-3 .unnumbered}

Books about insects and spiders---preferably with photographs (for
titles, see the list of children's books in the **Resources** section at
the end of this booklet)

A magnifying glass

#### What to Do {#what-to-do-3 .unnumbered}

-   **\<alert icon\>** With your child, search your home and
    neighborhood for bugs.

    Look for bugs:

    around your front door

    in cracks in the sidewalk

    in gardens

    at picnic areas

    on lights

    in corners of rooms

-   Using the guides, help your child to identify each type of bug that
    you find, such as ants, spiders, beetles, crickets, bees, flies,
    butterflies, mosquitoes, moths, wasps or ladybugs.

-   If you find ants, point out that ants work together as a community.
    Have her observe, for example, what an ant does when it finds a bit
    of food. Explain that when an ant finds food, it doesn't eat it on
    the spot. It runs back to the hill to "tell" the other ants. As it
    runs, it leaves a trail that the other ants can smell. These ants
    can then find the food by smelling their way along the trail.

-   Find out about spiders:

    Why do spiders spin webs?

    What are webs made of?

    How many pairs of legs do they have?

-   Help your child to think of other ways that she might classify the
    bugs---for example, by color or by size or by whether they have
    wings or antennae.

    Bugs do what they do to survive. They're constantly looking for
    food. Bugs can be both helpful and harmful. Termites, for example,
    have a bad reputation because they destroy houses by eating the
    wood. But termites have a good side, too. In a forest, they break
    down dead trees, which keeps the forest floor from becoming too
    cluttered.

    \-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

### Float or Sink? {#float-or-sink .unnumbered}

##### Kindergarten--Grade 1 {#kindergartengrade-1-1 .unnumbered}

Learning to make and test predictions is a good first step toward making
and testing *hypotheses*.

#### What You Need {#what-you-need-4 .unnumbered}

1 block of solid wood

1 plastic bottle cap

2 pieces of heavy-duty aluminum foil

1 piece of modeling clay

Sink filled with water

#### What to Do {#what-to-do-4 .unnumbered}

-   Tell your child to hold the wood block in one hand and the plastic
    cap in the other hand. Ask him to answer the following questions:

    ---Which one feels heavier?

    ---Do you think the wooden block will float or sink?

    ---Will the plastic cap float or sink?

    Have your child test his predictions by carefully placing the block
    of wood and the cap on the water. What happens? Next, have him put
    both under the water. What happens now?

-   Give him a piece of aluminum foil and tell him to squeeze it tightly
    into a solid ball then drop it in the water. Does it float or sink?
    Give him another piece of foil. Help him to shape it into a little
    boat, then have him carefully place it on top of the water. Does the
    foil float now?

-   Help him to try the same experiment with the clay. Have him make a
    ball and drop it in the water. What happens? Then have him shape the
    clay into a boat and put it on the water. Does it float now?

    The clay and foil balls sink because they are squeezed into small
    shapes and only a small amount of water is trying to hold up the
    weight. When the clay or foil is spread out, it floats because the
    weight is supported by a lot more water.

    \-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

### Slime Time {#slime-time .unnumbered}

##### Grades 1--2 {#grades-12 .unnumbered}

When one object moves against another, the result is *friction.*

#### What You Need {#what-you-need-5 .unnumbered}

Mixing bowl

4 envelopes of unflavored gelatin

Hot water

Square baking pan

Vegetable oil

Liquid dishwashing detergent

2 small bowls

Stop watch or a watch with a second hand

Measuring cup

**\<alert icon\> Don't let your child eat the gelatin cubes after
they've been handled or after they're covered with lubricant.**

#### What to Do {#what-to-do-5 .unnumbered}

-   In a mixing bowl, dissolve the gelatin in two cups of hot tap water.
    Coat the inside of the pan with vegetable oil. Pour the gelatin
    mixture into the pan and put it in the refrigerator until firm. Cut
    the gelatin into cubes about 1 inch x 1 inch. You should have about
    64 cubes. Place 15 cubes into one bowl. Place the second bowl about
    6 inches (about 15 centimeters) away from the cube bowl.

    Place the watch so that your child can see it. Tell her that when
    you say *go*, you want her to start picking up the gelatin cubes one
    at a time with her thumb and index finger (caution her not to
    squeeze them!). Tell her to see how many cubes she can transfer to
    the other bowl in 15 seconds.

    Tell your child to put all the cubes back in the first bowl. Pour
    1/4 cup dishwashing liquid over the cubes. Gently mix the detergent
    and the cubes so that the cubes are well-coated. Have her use the
    same method as before to transfer as many cubes as possible in 15
    seconds.

-   Throw away the cubes and detergent and wash and dry both bowls. Put
    15 new cubes into one bowl and pour 1/4 cup water over the cubes,
    again making sure the cubes are thoroughly coated. Tell your child
    to see how many cubes she can transfer in 15 seconds.

-   Again, throw away the cubes and water. Put 15 new cubes into one
    bowl. Pour 1/4 cup of vegetable oil over the cubes. Make sure they
    are well coated. Have her see how many cubes she can transfer in 15
    seconds.

-   Ask your child to answer the following questions:

    ---With which liquid was she able to transfer the most cubes?

    ---With which liquid was she able to transfer the fewest cubes?

    ---Which liquid was the best lubricant (the slipperiest)? Which was
    the worst?

    Cars, trucks, airplanes and machines all have parts that rub against
    one another. These parts would heat up, wear down and stop working
    if we didn't have *lubricants*. Lubricants reduce the amount of
    friction between two surfaces that move against each other.

    \-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

### Celery Stalks at Midnight {#celery-stalks-at-midnight .unnumbered}

##### Grades 1--2 {#grades-12-1 .unnumbered}

*Capillary action* is the name for the process that takes place when a
paper towel soaks up a spilled liquid or when a plant transfers water
from its roots to its leaves.

#### What You Need {#what-you-need-6 .unnumbered}

4 same-size stalks of fresh celery with leaves

4 cups of the same size

**\<alert icon\>** Knife

**\<alert icon\>** Vegetable peeler

Red and blue food coloring

Measuring cup

Paper towels

Ruler

Old newspapers

Water

#### What to Do {#what-to-do-6 .unnumbered}

-   Lay the four stalks of celery in a row on a cutting board or counter
    so that the place where the stalks and the leaves meet matches. Cut
    all four stalks of celery 4 inches (about 10 centimeters) below
    where the stalks and leaves meet.

-   Use 10 drops of red and 10 drops of blue food coloring for each 1/2
    cup of water to make purple water. Pour the colored water in equal
    parts into the four cups. Have your child put one stalk each in the
    cups of purple water.

-   Label four sheets of paper towels: "2 hours," "4 hours," "6 hours,"
    and "8 hours." (You may want to put newspapers under the towels.)
    Every two hours, have him remove one of the stalks and put it on the
    correct towel.

-   Each time he removes a stalk from the water, help him to carefully
    peel the rounded part with a vegetable peeler to see how far up the
    stalk the purple water has traveled.

-   Help your child to measure the distance the purple water has
    traveled for each stalk and record the information in his science
    journal. Talk with him about what he has observed.

-   Work with your child to make a list of other objects around the
    house or in nature that illustrate capillary action. Have him look
    for paper towels, sponges, old sweat socks, brown paper bags and
    flowers.

    *Capillary action* happens when water molecules are more attracted
    to the surface they travel along than to each other. In paper
    towels, the molecules move along tiny fibers. In plants, they move
    through narrow tubes that are actually called *capillaries*. Plants
    couldn't survive without capillaries because they use the water to
    make their food.

    \-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

### Icky Sticky Stuff {#icky-sticky-stuff .unnumbered}

##### Grades 2--3 {#grades-23 .unnumbered}

*Adhesives* are used to stick things together. Many adhesives occur in
nature and have important uses for plants and animals.

#### What You Need {#what-you-need-7 .unnumbered}

Flour

Measuring cup

**\<alert icon\>** Egg white

Food coloring

4 small bowls

4 plastic spoons

Aluminum foil

Cotton balls

Toothpicks

Small pieces of cloth

Glitter

Safety scissors

Colored yarn or ribbon

Colored paper

#### What to Do {#what-to-do-7 .unnumbered}

-   Help your child to make a poster or collage using adhesives by doing
    the following:

    ---Make three bowls of flour-and-water paste. In each bowl, add 1/4
    cup water to 1/2 cup flour and mix until smooth. Add a
    different-colored food coloring to each of the three bowls and mix.
    Use the pastes to make colored shapes on a poster board or heavy
    paper.

    ---Crack open an egg and separate the white into a bowl. Use the
    white as a clear glue to attach aluminum foil, cotton balls,
    toothpicks, cloth, glitter, ribbon, yarn and colored
    paper---whatever works to create a collage.

-   Help your child to search your home to track down everything that
    she can that is sticky. See how many of the following she can find:

    Tape

    Peanut butter

    Postage stamps

    Envelopes

    Honey

    A decal on a t-shirt

    Spackle

    An adhesive bandage

-   Ask your child to make a list of things in nature---animals, plants
    and so forth---that have adhesive properties or are sticky. For
    example:

    Spiders that use sticky threads to create webs to catch their food

    Tree sap

    Barnacles that stick to boats, ships and rocks

-   Next, ask her to think of adhesives that are used in hospitals? in
    offices? in auto repair shops?

    What makes glue, paste or tape stick to things? Wood, paper and many
    other materials have tiny cracks and holes in them. When we glue
    things together, sometimes the glue seeps into the tiny openings and
    hardens, making the materials stick together. Other times, the
    molecules on the surface of an object get tangled up with the glue
    molecules, making the objects stick together.

    \-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

### Splish Splash {#splish-splash .unnumbered}

##### Grades 2--3 {#grades-23-1 .unnumbered}

This activity introduces children to the scientific concepts of *volume*
and *measurement*.

#### What You Need {#what-you-need-8 .unnumbered}

Measuring spoons and cups of different sizes

Milk containers of different sizes---e.g., pint, quart, half-gallon and
gallon (or 1/2 liter, 1 liter, 2 liter and 4 liter)

Funnel

2 containers that hold the same amount but have different shapes---e.g.,
one tall and thin, one short and squat (try a 1-quart pitcher and the
same-sized storage bowl)

1 sink filled with water

#### What to Do {#what-to-do-8 .unnumbered}

-   Have your child fill a quart-sized container with water. Then help
    him to use the funnel to pour the water into a gallon-sized
    container. Ask him to observe how many small containers it takes to
    fill the larger one.

-   Continue by having him use the different measuring devices to answer
    question such as the following:

    ---How many tablespoons does it take to make half a cup?

    ---How many cups does it take to make a quart?

    ---How many pints make a gallon?

-   Set the short squat container next to the tall thin one. Ask your
    child to predict whether one container will hold more water than the
    other. Let him fill the short squat container with a given amount of
    water---for example, four cups if you're using quart containers.
    Then have him pour this water into the tall thin container. Was his
    prediction correct? Ask him why he thinks both containers held the
    same amount.

    Water and other liquids take the shape of whatever container they're
    in. Containers of certain sizes have

    names---cup, pint, quart, liter or gallon, for example. This
    activity provides an introduction to *volume* and *measurement*.

    \-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

### Hair-Raising Results {#hair-raising-results .unnumbered}

##### Grades 3 and up {#grades-3-and-up .unnumbered}

Here are some great hands-on ways to learn about *static electricity*.

#### What You Need {#what-you-need-9 .unnumbered}

A cool dry day

2 round balloons (inflated and tied)

2 20-inch pieces of string

Wool or acrylic sock

Mirror

#### What to Do {#what-to-do-9 .unnumbered}

-   Have your child tie a string to each inflated balloon. Then tell her
    to rub a balloon on her hair for about 15 seconds---help her to rub
    around the whole balloon. Have her take the balloon away and see
    what happens to her hair! Then have her observe what happens when
    she brings the balloon back close to her hair.

-   Next, stand a few feet away from and facing your child. Have her rub
    the balloon on her hair again as you do the same with the other
    balloon. Tell her to hold the string to her balloon, letting it hang
    freely but without letting it touch anything. (You do the same with
    your balloon.) Slowly move the two balloons toward each other, but
    don't let them touch. Have your child tell you what's happening: Do
    the balloons push away from each other, or do they pull toward each
    other? Have her place her hand between the two hanging balloons.
    What happens?

-   Give your child a sock to place over one hand. Tell her to rub her
    balloon with the sock, then let the balloon hang freely. Have her
    move her sock-covered hand near the balloon. What happens? Have her
    try rubbing both balloons with the sock and then letting them hang
    near each other. What happens now?

    All materials contain millions of tiny particles, called protons and
    electrons, that have electric charges. Protons have positive
    charges, and electrons negative ones. Usually, they balance each
    other, but sometimes when two surfaces rub together, some of the
    electrons rub off one surface onto the other, and we can have static
    electricity. Materials with like charges (all positive or all
    negative) move away from each other; those with opposite charges
    attract each other.

    \-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

### Plants {#plants .unnumbered}

##### Grades 3 and up {#grades-3-and-up-1 .unnumbered}

A few seeds and household plants can teach children about *cause and
effect* and *change.*

#### What You Need {#what-you-need-10 .unnumbered}

Household plants

**\<alert icon\>** Plant fertilizer

Paper

Safety scissors

A magnifying glass

Seeds

Permanent markers: green, red, blue, black

Paper towels

Water

Sandwich bags (without zip locks)

#### What to Do {#what-to-do-10 .unnumbered}

-   With your child, take two clippings from one houseplant. Have him
    put one clipping in a glass of water and the other clipping in a
    glass without water. Tell him to check each day to observe and
    record how long the one without water can survive.

-   Have your child water all of the plants for several weeks. In
    addition, have him choose one or two of the plants to fertilize
    during this time. Have him label the plants to be fertilized. Tell
    him to record the following in his science journal:

    ---Did any of the plants start to droop?

    ---Did any of the plants have yellow leaves that fell off?

    ---Did any of the plants grow toward the light?

-   Next, have your child observe what happens when a plant (or part of
    a plant) doesn't get any light. Help him to do the following:

    ---Cut out three pieces of paper each about 2 inches x 2 inches in
    size.

    ---Clip the pieces to different leaves of a plant, preferably one
    that has large leaves.

    ---Leave one piece of paper on a leaf for one day, a second for two
    days and a third for a week.

    Ask your child to record how long it takes for the plant to react
    and how long it takes for the plant to return to normal once the
    paper is removed.

-   To show your child how seeds germinate, have him divide some seeds
    of the same kind into four equal batches. Tell him to spread each
    batch of seeds on a wet paper towel folded into quarters, and then
    put each batch into a separate sandwich bag. Give him the markers
    and tell him to color one bag red, one green, one yellow and one
    black. Have him put the bags in the sun for a week. Tell him to
    check each day to make sure the paper towels are still wet.

    After a week, have him examine the bags. Ask him which color light
    was the best for seed germination. *(red)*

    Ask your child to explore what other things can make seeds germinate
    faster. Have him, for example, put a little soapy water on one batch
    of seeds and clear water on another.

    *Photosynthesis* means to "put together using light." Plants use
    sunlight to turn carbon dioxide from the air and water into food.
    When the plant gets enough food, it produces a simple sugar, which
    it uses immediately or stores in a converted form of starch. We
    don't know exactly how this happens. But we do know that
    *chlorophyll*, the green substance in plants, helps it to occur.

    \-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

### Crystals {#crystals .unnumbered}

##### Grades 4 and 5 {#grades-4-and-5 .unnumbered}

A crystal is a special kind of solid. Growing crystals introduces
children to *change* and *variation.*

#### What You Need {#what-you-need-11 .unnumbered}

A magnifying glass

Table salt

Epsom salt

Honey container

Measuring cups and spoons

Paper cut into circles

Safety scissors

Pencil

#### What to Do {#what-to-do-11 .unnumbered}

-   Help your child to use a magnifying glass to look for crystals.
    Inspect the table salt, Epsom salt and honey container (particularly
    if it has been open for awhile). Ask your child to draw pictures in
    her journal of what she observes. Do all of the crystals look the
    same? If not, how are they different?

-   Have your child try dissolving salt crystals and forming new ones.
    Help her to do the following:

    ---Dissolve 1 teaspoon of salt in 1 cup of water.

    ---**\<alert icon\>** Heat the mixture over low heat to evaporate
    the water.

    What's left? What shape are these crystals?

    Snowflakes are made of ice crystals. They're beautiful, but hard to
    see clearly. Making paper snowflakes will give your child an idea of
    what snowflakes look like. Have her:

    ---Take a circle of paper (use thin paper) and fold it in half.

    ---Fan-fold it.

    ---Make cuts along all the edges.

    ---Unfold them.

    **\<ART: SNOWFLAKE ILLUSTRATION, AS ABOVE\>**

    When certain liquids and gases cool and lose water, crystals are
    formed. Crystals are made up of molecules that fit neatly together
    in an orderly package. All crystals of the same material have the
    same shape, regardless of their size.

    \-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

### Let 'Em Make Cake! {#let-em-make-cake .unnumbered}

**All ages**

Making cakes is an enjoyable way to help children of all ages learn
about *chemical reactions* and *change.*

#### What You Need {#what-you-need-12 .unnumbered}

3 small bowls

Several sheets of aluminum foil

Pie pan

Cooking oil

Measuring spoons

Ingredients for one cake: (You'll need to measure and mix this set of
ingredients four times---with the exceptions that are given below.)

6 tablespoons flour

3 tablespoons sugar

1 pinch of salt

2 or 3 pinches of baking powder

2 tablespoons milk

2 tablespoons cooking oil

1/4 teaspoon vanilla

**\<alert icon\>** Part of an egg (Break egg into a cup; beat until
mixed. Use 1/3 of it. Save the rest for 2 of the other cakes.)

#### What to Do {#what-to-do-12 .unnumbered}

-   With your child do the following:

    ---Wrap several sheets of aluminum foil around the outside of a
    small bowl to form a mold.

    ---Remove your foil "pan" and put it in a pie pan for support.

    ---Oil the "inside" of the foil pan with cooking oil so the cake
    doesn't stick.

    ---**\<alert icon\>** Turn the oven on to 350 degrees.

    ---Mix all of the dry ingredients together.

    ---Add the wet ones (only use 1/3 of the egg; save the rest for
    later use).

    ---Stir the ingredients until smooth and all the same color.

    ---Pour batter into the "pan."

    ---Bake for 15 minutes.

-   Help your child to make three more cakes, but tell him to do the
    following:

    ---Leave the oil out of one.

    ---Leave the egg out of another.

    ---Leave the baking powder out of the third.

-   After baking, have him cut each cake in half and look inside.

    Do the cakes look different from each other?

    Do they taste different from each other?

-   Tell your child to write about, or draw pictures of, what he
    observes.

    Here are some chemical reactions that occur as a cake bakes:

    ---Heat helps baking powder produce tiny bubbles of gas, which makes
    the cake light and fluffy (*leavening*).

    ---Heat causes protein from the egg to change and make the cake
    firm.

    ---Oil keeps the heat from drying out the cake.

    \-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

###### Science in the Community {#science-in-the-community .unnumbered}

Our communities offer many opportunities and resources to help children
learn science, including

-   Zoos;

-   Museums;

-   Planetariums;

-   Aquariums;

-   Farms;

-   Science at Work;

-   Community Science Groups and Organizations; and

-   Other Community Resources

**To find out more about resources in your community:** Check your local
newspaper, a local guidebook or your telephone directory. Or, go online
and search the Internet. (The **Resources** section has more information
about science-related Web sites for children.) Other good sources of
information and ideas might be your child's teacher, the school
librarian or the children's librarian at your local public library.
*Before* you pay a visit to a museum, planetarium, or the like, be sure
to check the hours it's open and what cost---if any---is involved. Note
that some places may charge entrance fees at certain times and grant
free admission at other times.

\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

### Zoos

Zoos are great places for you to encourage your child's interest in the
natural world and to introduce him to exotic animals that he might not
otherwise ever see. Here are a few suggestions to help make your visit
to a zoo worthwhile:

**Discuss expectations with your child.** What does he think he'll find
at the zoo? A very young or insecure child may go to the zoo with a more
positive attitude if you assure him that it has food stands, water
fountains and bathrooms.

**Don't try to see everything in one visit.** Zoos are such busy places
that they can overwhelm children, particularly preschoolers and
kindergarteners.

**Try to visit zoos at off hours or times of the year** (very early on a
Saturday morning, for example, or in winter). Choosing less crowded
times to visit will allow your child unobstructed views of the animals,
as well as a more leisurely tour of the exhibits.

**Look for special programs that are set up just for children,** such as
petting zoos, exploring local habitats and getting involved with
conservation projects**.** Such programs provide children with hands-on
opportunities that are otherwise prohibited by most zoos and allow
families to learn about wildlife by getting involved in conservation
efforts and exploring local habitats together.

**As you tour the zoo, keep your child interested and focused.** Try the
following activities:

-   **Play a guessing game.** Guessing games can help your child
    understand form and function. You might, for example, ask questions
    such as the following:

    ---Why do you think seals have flippers? *(Seals use flippers to
    swim through the water.)*

    ---Why do you think these gibbons have such long, strong arms?
    *(Their arms help them swing through the trees.)*

    ---Why does that armadillo have a head that looks like it's covered
    with armor? Why is its body covered with those bony plates? *(The
    armor and the bony plates protect it from other animals that want to
    eat or kill it.)*

    ---Why is that snake the same brown color as the ground? *(As snakes
    evolved, the brown ones didn't get eaten as quickly.)*

-   **Match the animals.** Children can learn about organization by
    seeing related animals. Have them compare the sizes, leg shapes,
    feet, ears, claws, feathers or scales of various creatures. Ask
    them, "Does the lion look like a regular cat?" "How are they the
    same?" "Does the gorilla look like the baboon?" (**Caution:** Take
    time to read any signs that provide descriptions and classifications
    of animals and use this information in your discussions. Dolphins,
    for example, are not fish; they're mammals. Asking children to
    compare a dolphin to a shark might reinforce children's wrong
    ideas.)

    As your child gets older, he will understand more complex answers to
    these questions.

    **After the visit, have your child do follow-up activities and
    projects.** A child who particularly liked the flamingos and ducks
    may enjoy building a birdhouse for the back yard. One who liked the
    mud turtle may enjoy using a margarine tub as a base for making a
    papier-mâché turtle.

    \-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

### Museums {#museums .unnumbered}

In museums, both you and your child can have fun and learn science
together. Science and technology museums, natural history museums and
children's museums can be found in many middle-sized and smaller
communities, as well as in large cities.

Museums vary in quality. If possible, try to find museums that have
special areas, exhibits and "hands-on" programs just for children. In
these programs, children are often able to use scientific equipment that
is far too expensive or specialized for their schools to own. Look for
museums that have:

-   Levers to pull;

-   Lights to switch on;

-   Buttons to push;

-   Animals to stroke; and

-   Experiments to do.

    Many museums offer special science classes. Look for IMAX theaters.
    These enable visitors to see giant-screen movies on subjects ranging
    from space launches to exploring the Antarctic.

    Many of the tips for visiting the zoo are also helpful when you
    visit museums. For example, don't try to cover too much on one
    visit, and do try visiting at off hours when the crowds won't seem
    overwhelming.

    \-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

### Planetariums {#planetariums .unnumbered}

Planetariums have wonderful exhibits and activities for youngsters.
There are over 1,000 planetariums in the United States, ranging from
small ones that hold about 20 people to giant facilities with hundreds
of seats. These facilities are particularly useful for children who live
in urban areas, where city lights and air pollution obstruct the view of
the sky.

Inside a planetarium, your child may be able to:

-   Use a telescope to view the rings of Saturn;

-   See details of the "sky" from inside the planetarium's dome; and

-   Step on scales to learn what she would weigh on the moon or on Mars.

    \-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

###  {#section-1 .unnumbered}

### Aquariums {#aquariums .unnumbered}

Aquariums enable youngsters to see all kinds of marine life, from
starfish to sharks to electric eels, and to learn about their special
habitats.

Your child may particularly enjoy feeding times. Before visiting an
aquarium, call ahead to find out when the penguins, sharks and other
creatures get to eat. Also check for special shows that feature sea
lions and dolphins.

\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

### Farms {#farms .unnumbered}

A visit to a farm can be a wonderful trip for you and your child. If you
don't know a farmer, ask for a referral from your county extension
office, farm bureau or local agriculture office.

If you visit a dairy farm, encourage your child to ask questions about
the cows and their care. What do they eat? Do they sleep? Where is their
food kept? What happens to the milk when it leaves the farm? How does it
get to the grocery store? Many dairy farmers will let your child try her
hand at milking a cow; others will explain how the equipment is used and
the way milk makes its way from the farm to the grocery shelf.

If you visit a farm that grows crops, encourage your child to look at
the crops and ask questions about what she sees. What crops are grown?
How are they planted? How are they harvested? What are they used for?
How do they get to the grocery store? If your child grew up in a city,
she may have no idea what corn, soybeans, potatoes or pumpkins look like
as they grow in a field. **Caution:** Don't let your child eat
vegetables of fruit unless they have been carefully washed---and the
farmer has given permission!

On any kind of farm, farmers use special machines such as tractors,
harvesters, balers and so forth. Encourage your child to ask about any
machines that she sees, including what they're used for and how they
work.

\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

### Science at Work {#science-at-work .unnumbered}

Your child may recognize that many people use science to do their
jobs---chemists, doctors, science teachers, computer technicians and
engineers, for example. However, she may not realize that many other
jobs also require science skills.

To show your child how important science is for many jobs, try to
arrange for her to spend part of a day---or even an hour---with a park
ranger, pharmacist, veterinarian, electrician, plumber, dry cleaner,
cook, mechanic, architect, mason or anyone else whose job involves some
kind of science.

Before any visit, encourage your child to read about the job so she'll
be able to ask good questions. For example, she might ask a dry cleaner
questions such as the following:

-   What chemicals do you use to clean clothes?

-   How are stains removed?

-   What happens to the chemicals after you use them?

    \-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

### Community Science Groups and Organizations {#community-science-groups-and-organizations .unnumbered}

Many communities have groups and organizations that include science
programs as part of their services for children. Some may sponsor local
summer science camps---focusing on areas that range from computers and
technology to natural science to space. Check out, for example:

-   the Boy Scouts, Girl Scouts, or similar groups;

-   YMCAs and YWCAs;

-   4--H groups;

-   Audubon; or

-   local colleges and universities.

### \-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-- {#section-2 .unnumbered}

### Other Community Resources {#other-community-resources .unnumbered}

Botanical gardens, weather stations, hospital laboratories, sewage
treatment plants, newspaper plants, recycling centers, and radio and
television stations are only a few of the kinds of places in your
community where your child can learn more about all kinds of science.
Try the following:

**Arrange a tour of a recycling center or landfill to show your child
what happens to the community's trash.** Before the visit, ask him to
think about questions such as the following:

-   Where does the trash go when it leaves our home?

-   What happens to it?

-   How much trash does our community produce each year?

-   What kinds of materials are recycled?

-   What kinds of things can't be recycled?

    As you tour the facility, have your child ask the questions; then
    compare his earlier thoughts to what he has learned.

    **Contact your local water department or sewage treatment center to
    arrange a tour of its facilities.** Before the visit, ask your child
    to think about where the water comes from that he drinks and where
    it goes when it has been used. Is anything added to the water to
    make it safe to drink? Does all the water used in the community come
    from the same place? Does all the sewage in the community go to the
    same place? What happens to the sewage? Again, have him compare his
    earlier answers to what he learns on the tour.

    Finally don't overlook **your local public library** as a rich
    resource for books and magazines on science; videos and DVDs; free
    Internet access; special programs---such as book talks---that relate
    to science; and much more.

    \-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

##  {#section-3 .unnumbered}

## Working With Teachers and Schools {#working-with-teachers-and-schools-1 .unnumbered}

Research has shown that children at all grade levels do better in
school, feel more confident about themselves as learners and have higher
expectations for themselves when their parents are supportive of and
involved with their education.[^4] Here are some ways that you can stay
involved in your child's school life:

**Visit your child's school.** During your visit, look for clues as to
whether the school values science.

-   Do you see science learning centers? Displays related to science?
    Science-related drawings on the bulletin boards? Are there plants,
    terrariums, aquariums or collections (of rocks or insects, for
    example) in the classrooms, front hall or library?

-   Do you see any science equipment in evidence? Are there magnifiers?
    Magnets? Pictures? Videos? Is the equipment up-to-date?

-   Does the school library contain science books? If so, are they
    recent publications?

-   Is there enough space in the classrooms or elsewhere in the school
    for students to conduct science experiments?

    **Find out about the school's science curriculum.** Ask for a school
    handbook. If none is available, meet with the school's principal and
    ask questions such as the following:

-   What methods and materials does the school use for science
    instruction? Are these methods based on sound research evidence
    about what works best? Are the materials up-to-date? Can students do
    hands-on science projects? Does the science curriculum follow state
    science standards and guidelines?

-   Are the science teachers highly qualified? Do they meet state
    certification and subject-area knowledge requirements?

-   What facilities and resources are available to teach science? If the
    school budget for science instruction is inadequate, what has the
    school or district tried to do to obtain resources from other
    sources, such as businesses and service organizations?

-   How much time is spent on science instruction?

-   How does the school measure student progress in science? What tests
    does it use?

-   How do the students at the school score on state assessments of
    science?

-   Are activities available that parents can use at home to supplement
    and support instruction?

    **Meet with your child's teacher.** Schedule an appointment and ask
    how your child approaches science. Does he enjoy it? Does he
    participate actively? Does he understand assignments and do them
    accurately? If the teacher indicates that your child has problems
    with science, ask for specific things that you can do to help him.

    **Visit your child's classroom.** In the classroom, look for the
    following:

-   Do students have opportunities for hands-on experiences working with
    materials? Do students discuss their ideas, make predictions and
    offer explanations? Do they have opportunities to talk and work with
    each other as well as with the teacher?

-   Does the instruction show students how to connect the science
    concepts they're learning to their personal experiences and to
    explore how science and technology affect their lives?

-   Does instruction include activities in which students apply their
    science skills and knowledge to real problems and situations?

-   Do students have opportunities to use science equipment and
    technology?

-   Does the teacher expect *all* students to succeed? Does he help them
    set high goals for themselves? Does he listen to their explanations
    and ideas?

-   Do science tests and assessments match state and local standards? Do
    they match what has been taught? Are they used appropriately to plan
    instruction and evaluate student understanding?

    **Find out if the school has a Web site and, if so, get the
    address.** School Web sites can provide you with ready access to all
    kinds of information, including homework assignments, class
    schedules, lesson plans and test dates.

    **Find out how your child's school is performing** by checking its
    annual report card required under the *No Child Left Behind Act.*
    Prepared by your school district, this report card shows how
    students at your school performed on state assessments and how their
    performance compares to that of other schools in the district. The
    law currently requires regular assessments in reading and math; and
    science assessments to be in place by the school year 2007-08. (For
    more information on *No Child Left Behind,* see the **Resources**
    section.)

    **Get actively involved.** Attend parent-teacher meetings. If you're
    unable to attend, ask that the minutes of the meetings be sent to
    you, or that they be made available on the school's Web site. If
    your schedule permits, volunteer to help with the science program.
    Teachers often send home lists of ways in which parents can get
    involved, including the following:

-   Assisting with classroom science projects;

-   Chaperoning science-related field trips;

-   Offering to set up a science display in the school's front hallway
    or in your child's classroom;

-   Leading hands-on lessons (if you have a good science background
    yourself);

-   Helping in a computer laboratory or other area requiring adult
    supervision; and

-   Starting a drive to raise money for computers, science equipment,
    books or field trips.

    Even if you can't volunteer for work *at* the school, you can help
    your child learn when you're at home and contribute a great deal to
    his success at school. The key question is, "What can I do at home,
    easily and in a few minutes each day, to reinforce and extend what
    the school is teaching?"

## Resources {#resources-1 .unnumbered}

#### Federal Sources of Information {#federal-sources-of-information .unnumbered}

##### U.S. Department of Education {#u.s.-department-of-education .unnumbered}

##### Mathematics and Science Initiative {#mathematics-and-science-initiative .unnumbered}

Toll Free: 800--USA--LEARN

www.ed.gov/inits/mathscience/

#########  {#section-4 .unnumbered}

##### No Child Left Behind  {#no-child-left-behind .unnumbered}

**Parents Tool Box**

Toll Free: 888--814--NCLB

######### www.nclb.gov/parents/index.html  {#www.nclb.govparentsindex.html .unnumbered}

#########  {#section-5 .unnumbered}

##### National Science Foundation {#national-science-foundation .unnumbered}

www.nsf.gov

#####  {#section-6 .unnumbered}

##### National Institutes of Health  {#national-institutes-of-health .unnumbered}

##### Office of Science Education {#office-of-science-education .unnumbered}

http://science-education.nih.gov/homepage.nsf

#########  {#section-7 .unnumbered}

######### Federal Resources for Educational Excellence (FREE) {#federal-resources-for-educational-excellence-free .unnumbered}

www.ed.gov/free/index.html

#### Publications for Parents  {#publications-for-parents .unnumbered}

American Association for the Advancement of Science. *A Family Guide to
Science*. Washington, DC, 2003. (Available online at
www.scienceeverywhere.org)

American Association for the Advancement of Science. *Ten Questions to
Ask Your Neighborhood School about Local Science Education*. Washington,
DC, 1998. (Available online at
www.project2061.org/research/questions/10questions.htm)

Barber, Jacqueline, Parizeau, Nicole, Bergman, Lincoln and Lima,
Patricia. *Spark Your Child's Success in Math and Science: Practical
Advice for Parents.* Berkeley, CA: Great Explorations in Math and
Science (GEMS), 2002.

Barry, Dana M. *Science Fair Projects: Helping Your Child Create a Super
Science Fair Project.* Huntington Beach, CA: Teacher Created Materials,
2001.

Children's Partnership. *Parent's Guide to the Information Superhighway:
Rules and Tools for Families Online,* 2^nd^ ed.. Washington, DC, 1998.
(Available online at www.childrenspartnership.org/pub/pbpg98/pg98.pdf)

Milbourne, Linda A. and Haury, David L. *Helping Students With Homework
in Science and Math.* ERIC Digest, 2003. (Available online at
www.ericse.org/digests/dse99-03.html)

National Research Council. *Every Child a Scientist.* Washington, DC:
National Academy Press, 1997. (Available online at
www.nap.edu/books/0309059860/html/index.html)

National Science Foundation. *New Formulas for America\'s Workforce:
Girls in Science and Engineering*. Washington, DC, 2003.

National Science Teachers Association. *Help Your Child Explore
Science*. Washington, DC, 2000. (Available online at
www.nsta.org/explore)

National Urban League. *Science and Math at Home for Young Children.*
New York, 1994. (Available online at www.nul.org/)

Pearce, Querida L. *How to Talk Dinosaur With Your Child.* Los Angeles:
Lowell House, 1991.

SciMathMN. *What Should I Look for in the Science Program in My Child\'s
School?* Minneapolis, MN: SciMathMN, 2000. (Available online at
www.scimathmn.org/parent_science.htm)

Sherwood, Elizabeth A., et. al. *More Mudpies to Magnets: Science for
Young Children.* Beltsville, MD: Gryphon House, 1991.

U.S. Department of Education. *Helping Your Child With Homework.*
Washington, DC, 2002. (Available online at www.ed.gov/pubs/parents/)

U.S. Department of Education. *Parents Guide to the Internet.*
Washington, DC, 1997. (Available online at
www.ed.gov/pubs/parents/internet/index.)

Walthall, Barbara (Ed.). *IDEAAAS: Sourcebook for Science, Mathematics,
and Technology Education.* Washington, DC: American Association for the
Advancement of Science, 1995.

Zeman, Anne. *Everything You Need to Know About Science Homework.* New
York: Irving Place Press, 1994.

#### Books for Children {#books-for-children .unnumbered}

Libraries and bookstores now have available an enormous number of
excellent science-related books for children. When making selections,
you may want to consider questions that the National Science Teachers
Association uses in evaluating books. For instance:

-   Does the author have a good science background and reputation?

-   Is the content interesting to children?

-   Is the sequence of events logical?

-   Is the format (the placement of pictures, photographs and text)
    pleasant and easy to follow?

-   Are the pictures, photographs and illustrations accurate, and do
    they match the text?

-   Is the vocabulary appropriate? (Big words are OK if they are
    explained and used in context.)

-   Are controversies handled fairly?

-   Are the suggested activities safe? Practical?

    When selecting books, also keep in mind:

-   Children can learn science from "non-science" books too, such as
    fictional stories, biographies and historical accounts.

-   Recommended age or grade levels are usually printed on a book's back
    cover, but they are recommendations only. You're the best judge of
    which books are appropriate for your child, regardless of age. Just
    take special care with age-level recommendations for those books
    that could pose potential safety hazards, such as the use of certain
    equipment or chemicals.

    The following list is only a small sample of the many excellent
    science-related books that your child might enjoy. Many of the books
    listed here appear on the recommended lists prepared jointly by the
    National Science Teachers Association and the Children's Book
    Council and the lists prepared the American Association for the
    Advancement of Science. For additional titles or for titles about
    specific science-related topics, go to the Web sites of these
    organizations or ask your local or school librarian for
    recommendations. Many of the following books also are available in
    languages other than English, and your librarian can help you locate
    them.

    The books are arranged according to subject. For each book, you'll
    see a suggested age range: **P** indicates books that are most
    appropriate to read with preschoolers and children in grades K
    through 2; **E** indicates those books that will appeal to children
    in grades 3 and up, who read independently.

##### Anatomy and Medicine {#anatomy-and-medicine .unnumbered}

Baeuerle, Patrick and Landa, Norbert. *The Cell Works: Microexplorers:
An Expedition Into the Fantastic World of Cells.* New York: Barrons
Juveniles, 1997. **(E)**

Balestrino. Philip. *The Skeleton Inside You*. New York: Harper Trophy,
1991. **(P)**

Balkwill, Frances R. and Rolph, Mic. *Enjoy Your Cells.* Cold Spring
Harbor, NY: Cold Spring Harbor Laboratory, 2002. **(E)**

Berger, Melvin. *Why I Sneeze, Shiver, Hiccup, and Yawn.* New York:
HarperCollins Juvenile Books, 2000. **(P)**

Cobb, Vicki. *Feeling Your Way: Discover Your Sense of Touch.*
Brookfield, CT: Millbrook Press, 2001. **(P)**

Davidson, Sue and Morgan, Ben. *Human Body Revealed*. New York: DK
Publishing, 2002. **(E)**

DeGezelle, Terri with Hogan, Marjorie. *Your Bones.* Mankato, MN:
Bridgestone Books, 2002. **(E)**

Farndon, John. *The Human Body.* Tarrytown, NY: Benchmark Books, 2002.
**(E)**

Gordon, Sharon. *Bruises*. Danbury, CT: Children's Press, 2002. **(P)**

Manning, Mick. *Wash, Scrub, Brush!* Morton Grove, IL: Whitma, 2001.
**(P)**

Romanek,Trudee. *ZZZ!: The Most Interesting Book You\'ll Ever Read About
Sleep.* Tonawanda, NY: Kids Can Press, 2002. **(E)**

Showers, Paul. *Hear Your Heart.* New York: Harper Trophy, 2001. **(P)**

##### Archaeology, Dinosaurs and Prehistoric Times {#archaeology-dinosaurs-and-prehistoric-times .unnumbered}

Aliki. *Digging Up Dinosaurs*. New York: Thomas Y. Crowell, 1981.
**(P)**

Baquebado, Elizabeth. *Aztec, Inca & Maya*. New York: Knopf, 1993.
**(E)**

Barrett, Paul. *National Geographic Dinosaurs.* Washington, DC: National
Geographic Society, 2001. **(E)**

Beshore, George W. *Science in Ancient China.* London: Orchard Books,
1998. **(E)**

Bishop, Nic. *Digging for Bird Dinosaurs: An Expedition to Madagascar.*
Boston: Houghton Mifflin, 2000. **(E)**

Camper, Cathy. *Bugs Before Time: Prehistoric Insects and Their
Relatives.* New York: Simon & Schuster, 2002. **(P)**

Cork, Barbara, Reid, Struan and McEwan, Joe. *The Usborne Young
Scientist: Archaeology.* New York: EDC Publications, 1985. **(E)**

Duke, Kate. *Archaeologists Dig for Clues.* New York: Harper Trophy,
1997. **(P)**

Fisher, Leonard Everett. *The Great Wall of China.* New York: Aladdin
Library, 1995. **(E)**

Kerley, Barbara. *The Dinosaurs of Waterhouse Hawkins.* New York:
Scholastic Press, 2001. **(P)**

Lauber, Patricia. *Dinosaurs Walked Here and Other Stories Fossils
Tell*. New York: Bradbury Press, 1987. **(P)**

Miller, Debbie S. *A Woolly Mammoth Journey.* Boston: Little, Brown,
2001. **(E)**

Pemberton, Delia. *Egyptian Mummies: People From the Past.* New York:
Harcourt Children's Books, 2001. **(E)**

Sattler, Helen. *Dinosaurs of North America*. New York: Lothrop, Lee &
Shepard, 1981. **(E)**

Slone, Christopher. *SuperCroc and the Origin of Crocodiles*.
Washington, DC: National Geographic Society, 2002. **(E)**

Taylor, Barbara. *Oxford First Book of Dinosaurs.* New York: Oxford,
2001**. (E)**

Walker, Sally M. *Fossil Fish Found Alive: Discovering the Coelacanth*.
Minneapolis: Carolrhoda, 2002. **(E)**

Zoehfeld, Kathleen Weidner. *Dinosaur Parents, Dinosaur Young:
Uncovering the Mystery of Dinosaur Families.* New York: Clarion Books,
2001. **(P)**

##### Astronomy and Space Science {#astronomy-and-space-science .unnumbered}

Allan, Jerry and Allan, Georgiana. *The Horse and the Iron Ball: A
Journey Through Time, Space, and Technology.* Minneapolis: Lerner, 2000.
**(E)**

Asimov, Isaac. *The Birth and Death of Stars.* New York: Dell, 1989.
**(E)**

Challoner, Jack with Muirden, James. *The Atlas of Space.* Brookfield,
CT: Copper Beech Books, 2001. **(E)**

Cole, Michael D. *The Moon: Earth\'s Companion in Space.* Springfield,
NJ: Enslow, 2001. **(P)**

Farndon, John. *The Giant Book of Space.* Brookfield, CT: Copper Beech
Books, 2000. **(E)**

Jackson, Ellen. *Looking for Life in the Universe.* Boston: Houghton
Mifflin, 2002. **(E)**

Kerrod, Robin. *Asteroids, Comets, and Meteors.* Minneapolis: Lerner,
2000. **(E)**

Krupp, E. C. *The Big Dipper and You.* New York: William Morrow, 1989.
**(P)**

Nicolson, Cynthia Pratt. *Exploring Space.* Tonawanda, NY: Kids Can
Press, 2000. **(P)**

Simon, Seymour. *Destination: Jupiter.* New York: William Morrow, 1998.
**(P)**

Wunsch, Susi T. *The Adventures of Sojourner: The Mission to Mars That
Thrilled the World.* New York: Mikaya Press, 1998. **(E)**

Nicolson, Cynthia Pratt. *Exploring Space*. Tonawanda, NY: Kids Can
Press, 2000. (E)

##### Earth Science {#earth-science .unnumbered}

Aulenbach, Nancy Holler and Barton, Hazel A., with Delano, Marfé
Ferguson. *Exploring Caves: Journeys Into the Earth.* Washington, DC:
National Geographic Society, 2001. **(E)**

Dewey, Jennifer O. *Antarctic Journal: Four Months at the Bottom of the
World.* New York: HarperCollins Children's Books, 2001. **(E)**

De Paola, Tomie. *The Cloud Book.* New York: Holiday House, 1975.
**(P)**

DeWitt, Lynda. *What Will the Weather Be?* Glenview, IL: Scott Foresman,
1991. **(P)**

Gentle, Victor and Perry, Janet. *Earthquakes*. Milwaukee: Gareth
Stevens, 2001. **(P)**

Graf, Mike. *Lightning and Thunderstorms.* New York: Simon Spotlight,
1998. **(E)**

Gray, Susan H. *Coral Reefs.* Minneapolis, MN: Compass Point Books,
2001. **(P)**

Kahl, Jonathan D. *National Audubon Society First Field Guide: Weather*.
Washington, DC: National Audubon Society, 1998. **(E)**

Kramer, Stephen. *Hidden Worlds: Looking Through a Scientist's
Microscope.* Boston: Houghton Mifflin, 2001. **(E)**

Levinson, Nancy S. *Death Valley: A Day in the Desert.* New York:
Holiday House, 2001. **(P)**

Lingelbach, Jenepher and Purcell, Lisa (Eds.). *Hands-On Nature.*
Woodstock, VT: Vermont Institute of Natural Science, 2000. **(E)**

Markle, Sandra. *A Rainy Day.* London: Orchard Books, 1993. **(P)**

Morrison, Gordon. *Pond*. Boston: Houghton Mifflin, 2002. **(P)**

Ricciuti, Edward R. *Rocks and Minerals.* New York: Scholastic, 2001.
**(E)**

Robson, Pam. *Maps and Plans.* Brookfield, CT: Copper Beech Books, 2001.
**(P)**

Ryon-Quiri, Patricia. *Seasons*. Minneapolis, MN: Compass Point Books,
2001. **(P)**

Silver, Donald. M. *Backyard.* New York: McGraw-Hill/Contemporary Books,
1997. **(P)**

Tagliaferro, Linda. *Galápagos Islands: Nature's Delicate Balance at
Risk,* Minneapolis: Lerner, 2001. **(E)**

Weidner, Kathleen. *What Is the World Made of? All About Solids,
Liquids, and Gases.* New York: Harper Trophy, 1998. **(P)**

**The History and Nature of Science**

January, Brendan. *Science in the Renaissance.* Danbury, CT: Franklin
Watts/Grolier, 1999. **(E)**

Jones, Lynda. *Great Black Heroes: Five Brilliant Scientists.* New York:
Scholastic, 2000. **(E)**

Lehn, Barbara. *What Is a Scientist?* Brookfield, CT: Millbrook, 1998.
**(P)**

Martin, Jacqueline Briggs. *Snowflake Bentley*. Boston: Houghton
Mifflin, 1998. **(P)**

Ripley, Catherine. *Why? The Best Ever Question and Answer Book About
Nature, Science and the World Around You.* New York: Firefly Books,
2001. **(E)**

##### Life Science  {#life-science .unnumbered}

Arnold, Caroline. *Animals That Migrate*. Minneapolis: Carolrhoda, 1982.
**(P)**

Brown, Ruth. *Ten Seeds.* New York: Knopf/Random House Children's Books,
2001. **(P)**

Dewey, Jennifer O. *Paisano, the Roadrunner*. Brookfield, CT: Millbrook
Press, 2002. **(P)**

DuQuette, Keith. *They Call Me Woolly: What Animal Names Can Tell Us.*
New York: Sterling, 2002. **(P)**

George, Jean Craighead. *The Tarantula in My Purse: And 172 Other Wild
Pets.* Glenview, IL: Scott Foresman, 1996. **(E)**

Gibbons, Gail. *Giant Pandas*. New York: Holiday House, 2002. **(P)**

Glover, David. *How Do Things Grow?* New York: DK Publishing, 2001.
**(E)**

Goodman, Susan. E. *Claws, Coats and Camouflage: The Ways Animals Fit
Into Their World.* Brookfield, CT: Millbrook Press, 2001. **(E)**

Lerner, Carol. *Butterflies in the Garden*. New York: HarperCollins,
2002. **(P)**

Llewellyn, Claire and Watts, Barrie. *Earthworms*. Danbury, CT: Franklin
Watts, 2002. **(P)**

Montgomery, Sy. *Encantado: Pink Dolphin of the Amazon*. Boston:
Houghton Mifflin, 2002. **(E)**

Powzyk, Joyce. *Tracking Wild Chimpanzees*. New York: Lothrop, Lee &
Shephard, 1998. **(E)**

Rockwell, Anne. *Bugs Are Insects.* New York: HarperCollins Children's
Books, 2001. **(P)**

Simon, Seymour. *Animals Nobody Loves.* New York: North-South Books,
2001. **(P)**

Stonehouse, Bernard. *The Poles.* New York: Crabtree, 2001. **(E)**

Walker, Sally M. *Fireflies.* Minneapolis: Lerner, 2001. **(P)**

Winer, Yvonne. *Birds Build Nests*. Watertown, MA: Charlesbridge, 2002.
**(P)**

Yolen, Jane*. Welcome to the River of Grass.* New York: G. P. Putnam's
Sons, 2001. **(P)**

##### Physical Science, Engineering and Technology {#physical-science-engineering-and-technology .unnumbered}

Adler, David A. *How Tall, How Short, How Far Away.* New York: Holiday
House, 1999. **(P)**

Barr, George. *Sports Science for Young People.* Mineola, NY: Dover,
1990. (E)

Bradley, Kimberly Brubaker. *Pop! A Book About Bubbles.* New York:
HarperCollins Children's Books, 2001. **(P)**

Curlee, Lynn. *Brooklyn Bridge.* New York: Atheneum Books for Young
Readers, 2001. **(E)**

Farndon, John. *Flight*. Tarrytown, NY: Benchmark Books, 2002. **(P)**

Fredericks, Anthony D. *Science Discoveries on the Net: An Integrated
Approach.* Englewood, CO: Libraries Unlimited, 2000. **(E)**

Graham, Ian. *Going Digital.* Austin, TX: Raintree Steck-Vaughn, 2001.
**(P)**

Hooker, Saralinda, Ragus, Christopher and Salvidori, Mario G. *The Art
of Construction: Projects and Principles for Beginning Engineers and
Architects.* Chicago: Chicago Review Press, 1990. **(E)**

Old, Wendie. *To Fly: The Story of the Wright Brothers*. New York:
Clarion, 2002. **(E)**

Pipe, Jim. *What Does a Wheel Do?* Brookfield, CT: Copper Beech
Books/Millbrook, 2002. **(P)**

Shapiro, Mary J. *How They Built the Statue of Liberty*. New York:
Random House, 1985. **(E)**

Vanderwarker, Peter. *The Big Dig: Reshaping an American City.* Boston:
Little, Brown, 2001. **(E)**

Welsbacher, Anne. *Inclined Planes.* Mankato, MN: Bridgestone Books,
2001. **(E)**

Young, Ruth M. *Matter*. Huntington Beach, CA: Teacher Created
Materials, 2002. **(E)**

**Science Activities and Experiments and Science Fair Projects**

Cobb, Vicky. *Don't Try This at Home! Science Fun for Kids on the Go.*
New York: Harper Trophy, 1998. **(P)**

Cook, James G. *The Thomas Edison Book of Easy and Incredible
Experiments.* New York: Dodd Meade, 1988. **(E)**

DiSpezio, Michael. *Flying Things: Simple Experiments in the Science of
Flight.* Parsippany, NJ: Dale Seymour Publications, 2000. **(P)**

Franklin Institute Science Museum. *The Ben Franklin Book of Easy and
Incredible Experiments*. New York: John Wiley & Sons, 1995. **(E)**

Fredericks, Anthony D. *Exploring the Universe: Science Activities for
Kids.* Golden, CO: Fulcrum, 2000. **(E)**

Mebane, Robert C. and Rybolt, Thomas R. *Adventures With Atoms and
Molecules: Chemistry Experiments for Young People.* Springfield, NJ:
Enslow, 1995. **(E)**

Nankivell-Aston, Sally and Jackson, Dorothy. *Science Experiments With
Color.* Danbury, CT: Franklin Watts, 2000. **(P)**

Potter, Jean. *Science in Seconds for Kids: Over 100 Experiments You Can
Do in Ten Minutes or Less.* New York: John Wiley & Sons, 1995. **(E)**

Rhatigan, Joe and Smith, Heather. *Sure-To-Win Science Fair Projects.*
New York: Sterling, 2002. (**E)**

Robinson, Tom Mark. *The Everything Kids' Science Experiments Book: Boil
Ice, Float Water, Measure Gravity---Challenge the World Around You*.
Holbrook, MA: Adams Media Corp, 2001. **(E)**

Rybolt, Thomas R. and Rybolt, Leah M. *Science Fair Success with Scents,
Aromas, and Smells.* Springfield, NJ: Enslow, 2002. **(E)**

Toney, Sara D. *Smithsonian Surprises: An Educational Activity Book*.
Washington, DC: Smithsonian Institution, 1985. **(E)**

Wiese, Jim. *Sports Science: 40 Great Goal-Scoring, High-Flying,
Medal-Winning Experiments for Kids.* New York: John Wiley & Sons, 2002.
**(E)**

#### Magazines for Children {#magazines-for-children .unnumbered}

*Ask*. Cobblestone Publishing Company. Toll-free: (800) 821-0115.
www.cobblestonepub.com. *(grades 2-4)*

*ChickaDEE*. Bayard Canada. Toll-free: (800) 551-6957.
www.owlkids.com/chickadee/*. (preschool-grade 4)*

*Click*. Cricket Magazine Group. Toll-free: (800) 821-0115.
www.cricketmag.com. *(grades 1-3)*

*Dig*. Cobblestone Publishing Company. Toll-free: (800) 821-0115.
www.cobblestonepub.com. *(grades 4 and up)*

*Dolphin Log.* Cousteau Society. Toll-free: (800) 441-4395.
www.dolphinlog.org. *(grades 2 and up)*

*Kids Discover.* (212)-677-4457. www.kidsdiscover.com. *(grades K and
up)*

*Muse*. Cricket Magazine Group. Toll-free: (800) 821-0115.
www.musemag.com. *(grades 3 and up)*

*National Geographic Kids*. National Geographic Society. Toll-free:
(800) 647-5463. www.nationalgeographic.com. *(grades 3-5)*

*Odyssey*. Cobblestone Publishing Company. Toll-free: (800) 821-0115.
www.cobblestonepub.com. *(grades 4 and up)*

*OWL*. Bayard Canada. Toll-free: (800) 551-6957. www.owlkids.com/owl/*.
(grades 3-5)*

*Ranger Rick*. National Wildlife Federation. Toll-free: (800) 611-1599.
www.nwf.org. *(grades 1-5)*

*Your Big Backyard.* National Wildlife Federation. Toll-free: (800)
611-1599. www.nwf.org. (*preschool-grade 1)*

*WonderScience*. American Chemical Society. Toll-free: (800) 227-5558.
www.chemistry.org. *(grades 4 and up)*

*Zoobooks*. Wildlife Education. Toll-free (800) 992-5034.
www.zoobooks.com. *(grades K and up)*

### Science Toys {#science-toys .unnumbered}

Children don't need fancy science toys or kits to learn science.
However, if you want to buy them for your child, you'll find that toy
stores, hobby shops and science specialty shops have a large selection
of kits and toys to choose from. It's beyond the scope of this booklet
to recommend specific toys. However, the following tips can guide you in
making good choices:

-   Make sure that they toy you choose matches your child's interests.
    If she's interested in animals and how they live, she may not
    benefit from---or use---a chemistry kit.

-   Learn what the toy can and cannot do before you buy it. If your
    child is interested in astronomy, he may be disappointed if he looks
    through the toy telescope you gave him and finds out he can't see
    bumps and craters on the moon.

-   Make sure the toy is appropriate for your child's age group. Toys
    that are too complicated---or too simple---can frustrate or bore
    children.

-   Read the instructions that come with the toy carefully so you
    understand how it works and how it should be used.

### Science on TV {#science-on-tv .unnumbered}

Even though the quality of the science programming seen on TV varies a
lot, some programs are able to provide accurate science information in a
way that both informs children and captures and holds their interest.

Good science programs can be found on broadcast networks, on cable or
satellite channels (such as the Discovery Channel, the Learning Channel,
the National Geographic Channel, Nickelodeon and the Disney Channel), as
well as on public television stations. To find the best programs for
your child, ask her science teacher to make recommendations or check
your local listings.

Children can learn science from other TV programs as well. For example,
as you watch TV with your child, call her attention to news stories that
involve scientific discoveries or scientists. Have her identify
characters on favorite TV shows who have science-related jobs, such as
emergency medical personnel, pharmacists or engineers. If you watch
science-fiction programs, talk with her about the science involved---Is
it accurate? What different kinds of science can she identify? If you
watch sports events, ask her how science plays a part in the things
athletes do---throwing a football, hitting a baseball or tennis ball,
kicking a soccer ball. For cooking shows, talk with her about the
changes and chemical reactions that take place as part of preparing a
meal. The possibilities are endless!

If possible, record some of your own favorite science programs so that
you and your child can watch them together. Stop---or replay---parts of
the program that are particularly interesting or hard to understand and
talk with her about what is happening.

\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

### Science on the Internet {#science-on-the-internet .unnumbered}

Through the Internet, your child can have access to a vast array of
science resources. Many of these resources are both educational and
entertaining. Others, however, are inappropriate for children or provide
inaccurate information. Here are some suggestions for helping your child
use Internet resources appropriately.

-   Monitor your child's use of the Internet by visiting Web sites with
    her. Check the kinds of information available to see if it is
    age-appropriate and the activities to see if they are dangerous or
    inaccurate.

-   Look into software or online services that filter out offensive
    materials and sites. Options include stand-alone software that can
    be installed on your computer and devices that label or filter
    content directly on the Web. In addition, many Internet Service
    Providers and commercial online services offer site blocking,
    restrictions on incoming e-mail and children\'s accounts that access
    specific services. Many of these can be obtained for free or for
    modest costs at your local electronics store.

-   Make sure that your child knows not to give out personal information
    over the computer, such as his real name, phone number, address or
    computer password.

-   Help your child to tell the difference between "real" science
    activities and information and advertisements for toys, kits and
    games.

####  {#section-8 .unnumbered}

#### Web Sites  {#web-sites .unnumbered}

The following Web sites are some of the many that contain great links
for both you and your child, in addition to the federal Web sites given
on page 47. Most of these listings provide information about how to
search for specific information and links to other age-appropriate sites
for children.

American Association for the Advancement of Science:
**www.scienceeverywhere.org**

Annenberg/CPB Math and Science Project: **www.learner.org/**

Educational REALMS: **www.stemworks.org**

Family Education Network: **http://fen.com**

The Franklin Institute Science Museum: **http://sln.fi.edu/**

Howard Hughes Medical Institute (Cool Science for Curious Kids):
**www.hhmi.org/coolscience/index.html**

Lawrence Hall of Science, University of California, Berkeley:
**www.lhs.berkeley.edu/**

Miami Museum of Science:
**www.miamitaxi.net/attractions/miamimuseumofscience.htm**

National Aeronautics and Space Administration (NASA)
**www.nasa.gov/audience/forkids/home/index.html**

National Geographic Society: **www.nationalgeographic.com**

National Science Education Standards:
**www.nap.edu/readingroom/books/nses/html/**

National Science Teachers Association: **www.nsta.org/parents**

National Wildlife Federation: **www.nwf.org/kids/**

Science for Families: **http://scienceforfamilies.allinfo-about.com/**

A Science Odyssey: **www.pbs.org/wgbh/aso/**

Smithsonian Institution: **www.si.edu/kids/**

U.S. Department of Agriculture for Kids Science Links and Resources
**www.usda.gov/news/usdakids/index.html**

U.S. Geological Survey Learning Web:
**http://interactive2.usgs.gov/learningweb/fun/map.asp**

#### Science Camps {#science-camps .unnumbered}

Camps that focus on many different fields of science and technology are
available across the country for children of elementary school age and
up. Some of the organizations listed in the section above may provide
information. In addition, check the following:

Audubon (**www.audubon.org/educate/cw/**) runs ecology camps in various
locations.

The U.S. Space and Rocket Center in Huntsville, Alabama, runs the U.S.
Space Camp (**www.spacecamp. com**).

The National Atomic Museum in Albuquerque, New Mexico,
(**www.atomicmuseum.com**) holds science summer camps across the city
each summer.

The YMCA and YWCA (check for local addresses) hold a variety of camps,
including computer camps, for both boys and girls.

######### Your child's science teacher, school counselor or the children's librarian at your local public library may be able to help you locate the names and contact information for both local and national science camps. {#your-childs-science-teacher-school-counselor-or-the-childrens-librarian-at-your-local-public-library-may-be-able-to-help-you-locate-the-names-and-contact-information-for-both-local-and-national-science-camps. .unnumbered}

## Bibliography {#bibliography-1 .unnumbered}

## In addition to those listed in the Resources section, the following publications were used in preparing this booklet: {#in-addition-to-those-listed-in-the-resources-section-the-following-publications-were-used-in-preparing-this-booklet .unnumbered}

## American Chemical Society/American Institutes of Physics. *Wonder Science.* Washington, DC: American Chemical Society, 1990.  {#american-chemical-societyamerican-institutes-of-physics.-wonder-science.-washington-dc-american-chemical-society-1990. .unnumbered}

## Asimov, Isaac. "Science and Children," Introduction in *Science Fare* by Wendy Saul and Alan R. Newman. New York, Harper & Row, 1986. {#asimov-isaac.-science-and-children-introduction-in-science-fare-by-wendy-saul-and-alan-r.-newman.-new-york-harper-row-1986. .unnumbered}

Berger, Melvin. *Simple Simon Says: Take One Magnifying Glass.* New
York: Scholastic Inc., 1980.

Cobb, Vicki. *Science Experiments You Can Eat.* New York: Harper & Row,
1972.

Herbert, Don. *The Wild Inside; Mr. Wizard's Experiments for Young
Scientists.* Garden City, N.Y.: Doubleday, Inc., 1959.

Hoover-Dempsey, Kathleen and Sandler, Howard. "Why Do Parents Become
Involved in Their Children\'s Education?" *Review of Educational
Research* 67(1): 1997.

Katz, Phillis. *Exploring Science Through Art.* New York: Franklin
Watts, 1990.

Lewis, James. *Learn While You Scrub: Science in the Tub.* New York:
Meadowbrook Press, 1980.

Lowery, Lawrence F., (Ed.). *NSTA Pathways to the Science Standards:
Guidelines for Moving the Vision into Practice, Elementary School
Edition.* Arlington, VA: National Science Teachers Association Press,
1997.

National Center for Improving Science Education. *Getting Started in
Science: A Blueprint for Elementary School Science Education.* Andover,
MA: The NETWORK, Inc., 1989.

National Research Council Staff, National Academy of Sciences. *National
Science Education Standards: Observe, Interact, Change, Learn.*
Washington, DC: National Academy Pres, 1996.

U.S. Department of Education. *Papers Presented at the Secretary's
Summit on Mathematics, February 6, 2003 in Washington, D. C.* (available
online at www.ed.gov/rschstat/research/progs/mathscience/index.html),
2003.

Zubrowski, Bernie, *Bubbles.* Boston: Little, Brown and Company, 1979.

Zubrowski, Bernie. *Messing Around With Baking Chemistry.* Boston:
Little, Brown and Company, 1981.

## Acknowledgments {#acknowledgments-1 .unnumbered}

This publication was originally written by Nancy Paulu and Margery
Martin. Revisions for the current edition were completed by Fran Lehr.
Illustrations were done by Adjoa Burrows and Joe Matos.

This booklet has been made possible with the help of many people within
the Department of Education and multiple external organizations,
including, most notably, Juliana Texley and Cindy Workosky of the
National Science Teachers Association and Daniel Berch of the National
Institute of Child Health and Human Development, who reviewed drafts,
provided materials and suggestions, and generously contributed from
their own experience. In addition, a special thanks to Todd May in the
Office of Intergovernmental and Interagency Affairs and Kathy Perkinson
in the Office of Public Affairs for their help in the design,
development, editing, production and distribution of this booklet.

#   {#section-9 .unnumbered}

**\<inside back cover\>**

## No Child Left Behind {#no-child-left-behind-1 .unnumbered}

On January 8, 2002, President George W. Bush signed into law the *No
Child Left Behind Act* of 2001 (NCLB). This new law represents his
education reform plan and contains the most sweeping changes to the
Elementary and Secondary Education Act since it was enacted in 1965. It
changes the federal role in education by asking America's schools to
describe their success in terms of what each student accomplishes. The
act contains the president's four basic education reform principles:

-   Stronger accountability for results;

-   Local control and flexibility;

-   Expanded options for parents; and

-   An emphasis on effective and proven teaching methods.

In sum, this law---in partnership with parents, communities, school
leadership and classroom teachers---will ensure that every child in
America receives a great education and that no child is left behind.

For more information on *No Child Left Behind*, visit the Web site at
www.nochildleftbehind.gov or call 1--800--USA--LEARN.

[^1]: **Please note:** In this booklet, we refer to a child as "she" in
    some places and "he" in others. We do this to make the booklet
    easier to read. Please understand, however, that every point that we
    make is the same for boys and girls.

[^2]: The standards outline what students need to know, understand and
    be able to do in order to be scientifically literate at different
    grade levels. For more information, visit this Web site:
    www.nap.edu/readingroom/books/nses/html/.

[^3]: Asimov, 5.

[^4]: Hoover-Dempsey and Sandler, 3-42.