Science Center Manipulative Ideas List:

• Magnets
• Make a magnet with a battery
• Iron filings and files
• A pair of magnifying glasses
• An indoor/outdoor Thermometer- (it has a thermocouple probe)
• Preserved insects in baby food jars. (preserved in alcohol)
• A large bucket for sink/float trials or ice
• Oil and water bottles
• Sandstone models
• The flashlight board
• Mirrors and lamps (to combine with the magnifying glasses)
• A kaleidoscope
• Prisms
• Measuring cups and sand or rice box
• A rock collection
• Plants
• Rulers, tape measures, yardsticks
• An air pump and a bicycle tire inner tube

A Guide to Pets and Critters in the Classroom

Crickets

Lizards

Hamsters

Meal Worms

Earthworms

Frogs

Fish

I teach English and Spanish by using these science tricks and experiments for several reasons. The context for the language is being played out in front of them and the students can manipulate the materials in centers after the demonstration. This method also reaches a multilevel classroom. This becomes especially important when thinking of struggling students with difficulties in listening and reading. These are often the very students who are most interested in this kind of science lesson. These demonstrations are an excellent way of convincing children that school holds the possibility of sheer wonder. For some students science gives them a reason to love school. This makes it easier to inspire them to read and write at all other times of the day. The gifted students begin to want to find more and they are allowed to follow their pursuits of inquiry. Also the students see repeated examples of independent and dependent variables in different situations. A good deal of both choice and responsibility are included in the curriculum. The students need time to manipulate the materials to prove the principles to themselves. This is why many of the lessons at this site have the following general formula:

1. Present the materials and the procedure to the class quickly.

2.Ask the students to predict what will happen. Find out.

3. Tell the students the rules about using the materials later in centers.

4. The students are released to centers later in the day and the most interested take turns proving it to themselves.

5. The students respond in writing (Spanish) or verbally (ESL) with accuracy in comprehension.

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