K280 Science inquiry program
Pre-K280's Science Inquiry program can best be described as a child's observation, exploration, and analysis (OEA) of the world in which he or she lives. Children collaborate together applying knowledge gleaned from OEA to design and construct solutions to problems which arise from their observations and explorations of the real world and in literature (eg. fairy tales).
Centers of Learning focus on physical science, and offer children the opportunity to explore, understand, discover, and question through the use of manipulatives. Journeys are an integral part of the program where the children have the opportunity to investigate their surroundings and examine the artifacts they find. Science Journals, or Observation Notebooks, are a fundamental part of the learning process. Children collect data during the inquiry and record that data in their journals. Our four year-old students then present their data to their classmates on Smartboards ito facilitate the development of their oral communication skills. Q&A about the inquiry is encouraged further developing the child's ability to think on his or her feet.
We also collaborate with PS10 mentors during our Science Fair, and with BUGS (the Brooklyn Urban Garden School), as well as community organizations. These collaborations enhance the development of the whole child. We have planted daffodil bulbs along the entire entrance of the school and looked at the moon during a family NYC Pop-scope event while working together with these collaborators.
Ms. Terry and Ms. Kris have created a setting which entices the children to observe, think and learn about the world around them,
Centers of Learning focus on physical science, and offer children the opportunity to explore, understand, discover, and question through the use of manipulatives. Journeys are an integral part of the program where the children have the opportunity to investigate their surroundings and examine the artifacts they find. Science Journals, or Observation Notebooks, are a fundamental part of the learning process. Children collect data during the inquiry and record that data in their journals. Our four year-old students then present their data to their classmates on Smartboards ito facilitate the development of their oral communication skills. Q&A about the inquiry is encouraged further developing the child's ability to think on his or her feet.
We also collaborate with PS10 mentors during our Science Fair, and with BUGS (the Brooklyn Urban Garden School), as well as community organizations. These collaborations enhance the development of the whole child. We have planted daffodil bulbs along the entire entrance of the school and looked at the moon during a family NYC Pop-scope event while working together with these collaborators.
Ms. Terry and Ms. Kris have created a setting which entices the children to observe, think and learn about the world around them,
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