I.

II.

Observation 4:
Science
Grade:
Pre-Kindergarten

III.

Students:
7 girls, 2 boys

IV.

Setting:
Bright Beginnings Preschool
Pre-Kindergarten Classroom
9 Students, 2 teachers (1 main teacher, 1 assistant teacher)

V.

VI.

Pre-Observation:
The direction of the observation was to determine if the teachings of Science in
the classroom were meeting the standards set by the New Jersey Department of
Education (NJDOE). In order to complete the observation, I chose a pre-k
classroom with children ages four through five, at Bright Beginnings Preschool. I
took two days to complete my observation. Prior to going in to observe the class I
became aware of the Preschool Teaching and Learning Standards set by the
NJDOE, specifically in the area of science. To collect my data I created a
checklist. I created the checklist based off of what children should know at the
end of preschool. The standards were very specific towards what the children
should be learning. I included standards in the checklist that I felt the students
have already learned or are going to be learning in the future.
Data:
Observations were conducted on Monday November 10th, 2014 and Wednesday
November 12th, 2014

Preschool Science Standards: New Jersey

Standard 5.1: Children develop inquiry skills.
Yes

No

Display curiosity about science objects, materials,

activities, and longer-term investigations in
progress (e.g., ask who, what, when, where, why,
VII.
and how questions during sensory explorations,
experimentation, and focused inquiry).
Use basic science terms (e.g., observe, predict,
experiment) and topic-related science vocabulary
(e.g., words related to living things [fur, fins,
feathers, beak]; weather terms [breezy, mild,
cloudy, temperature]; vocabulary related to simple
machines [wheel, pulley, lever, inclined plane];
words for states of matter [solid, liquid]; names of
basic tools [hammer, screwdriver].
Communicate with other children and adults to
share observations, pursue questions, make
predictions, and/or conclusions.
Represent observations and work through drawing,
recording data, and writing (e.g., making
rubbings, charting the growth of plants).
Standard 5.2: Children observe and investigate matter and energy.
Observe, manipulate, sort, and describe objects and
materials in the classroom and outdoor
X
environment based on size, shape, color, texture,
and weight.
Explore changes in liquids and solids when
substances are combined, heated, or cooled (e.g.,
X
such as the freezing and melting of water and other
liquids).
Investigate sound, heat, and light energy through
one or more of the senses (e.g., comparing the pitch
X
and volume of sounds made by commercially made
and homemade instruments).
Investigate how and why things move (e.g., slide
block, balance structures, push structures over, use
X
ramps to explore how far and how fast different
objects move or roll).
Standard 5.3: Children observe and investigate living things.
Investigate and compare the basic physical
characteristics of plants, humans, and other
animals (e.g., observing and discussing leaves,
stems, roots, body parts).
Observe and describe how natural habitats provide
for the basic needs of plants and animals with
respect to shelter, food, water, air, and light (e.g.,
digging outside in the soil to investigate the kinds
of animal life that live in and around the
classroom).

Analysis:
During my observation I saw appropriate use of the science standards being
practiced. During classroom instruction the students identified fruits and
vegetables. They differentiated between the two. For an activity the students
colored and became familiar with the parts of the corn plant. The students were
able to investigate the physical characteristics of corn. Everyday the students use
recycled materials and they also have a classroom-recycling bin. The students and
the teachers are aware of the importance of recycling materials and its impact on
the environment. During each of my observations the students use the morning
routine wall to record the weather for the week and also to display what season it
is. The students keep track of the weather on a daily basis and they understand the
changes in weather as the seasons change. When the children are outside on the
playground they observe many different aspects of nature. During their playtime I
observed some students playing with the leaves and the teachers telling them why
the leaves are crunchy during the fall season. Some science practices I did not
observe such as the students recording science observations or drawings and I also
did not observe students investing the different forms of energy. I feel that
because I am observing still early in the year, the students may not have gotten
this far yet. Overall the teachers are meeting the science standards set by the
NJDOE.
VIII.

Recommendations:
During my observation I saw the appropriate practice of the science standards
from the NJDOE. I do feel there is room for improvement in how the students are
engaged in science practices. During activities students are not encouraged to feel
the material they are using (string, feathers, leaves, etc.). They are not given the
opportunity to observe the different textures of the materials they use on a daily
basis. They understand how to describe an animals fur or the size of an object but
during activities students are just told to glue materials down. For instance when
the students colored the letter I they were given glue to put on their I and the
teacher put the glitter on the letter for the students. I recommend the students are
given a small amount of glitter so they can feel it in their hands and describe its
texture. According to the National Science Teachers Association Young children
develop science understanding best when given multiple opportunities to engage
in science exploration and experiences through inquiry. The range of experiences
gives them the basis for seeing patterns, forming theories, considering alternate
explanations, and building their knowledge. The more the students are engaged
in science the more they will explore it on their own. They also may become more
observant of the science happening all around them. Engaging the students in
science exploration by asking more questions and grabbing their attention to
science would help to build the students understand of the subject and the want to
learn more about it. To effectively build science understanding, young children
need opportunities for sustained engagement with materials and conversations
that focus on the same set of ideas over weeks, months, and years (NSTA). The
NSTA suggests that engaging students in activities that involve science will
deepen the students understanding of the concept. I recommend the students be

more engaged in the science practices so that they willingly observe and involve
themselves in the environment and also in the classroom.

IX.

Post-Observation:
I go to the Bright Beginnings Preschool two days a week, every week. During the
time that I am there, from 9a.m. to 11a.m., I observe different classroom and
outdoor activities. During my observation for science, I observed how the
teachers taught science and how the students were able to understand the subject.
I observed through a checklist I created based off the Science standards set by the
NJDOE for preschoolers. Creating a checklist from the standards set by the
NJDOE helped me observe more efficiently and know what to look for in a
healthy teaching environment.

X.

Citations:
National Science Teachers Association. (2014). NSTA Position Statement. Early
Childhood Science Education. Retrieved November 15th, 2014.
New Jersey Department of Education, State board of Education. (2013). Science.
Preschool Teaching and Learning Standards.