Subject: Science Age Group: Four years old Developmental milestones for the subject: (http://www.pbs.org/parents/childdevelopmenttracker/four/science.

html) - Notices variations in the properties of materials in his or her environment (e.g., rocks are different colors, shapes and sizes; water can fall from the sky as rain or snow). - Can describe observable effects of wind, rain, and snow. Is learning about the seasons of the year and how the environment in his or her surrounding community changes with each season. Has a growing understanding of time, and can discuss and chart the daily routine, weather or other events from day to day. - Can help chart the movement of the sun or the moon, and/or the phases of the moon - Compares observable similarities and differences in living things. Can make generalizations across and within species (e.g., most plants have green leaves; robins, gulls, and ducks are birds). Developmental milestones for the activity: (http://www.nlm.nih.gov/medlineplus/ency/article/002015.htm) -Is able to tell the difference between two objects based on things like size and weight -Can cut out a picture using scissors (http://www.pbs.org/parents/childdevelopmenttracker/four/)

-They can participate in the planning and implementation of simple scientific investigations and over the course of the year, will increase their abilities to make observations, gather information, compare data, identify patterns, describe and discuss observations and form explanations and generalizations. (http://www.everydayhealth.com/health-center/milestones-for-4-year-olds.aspx) -Understand the difference between things that are the same and things that are different. Environment: The children can make the craft inside and can use it both inside and outside. -(inside) children will sit around a table on chairs or they can stand. They will need glue, popsicle sticks, scissors, and paper filled with pictures. There needs to be a window nearby, if the children are unable to go outside. -(outside) easy visibility of the clouds. The area needs to be a grassy, flat, even, and uncluttered space. (They will be looking up and not paying attention to the ground beneath them). Autism: -Show list of steps for the activity or a visual example of how it is supposed to look like. -Allow extra time for them to finish the activity -Bring sunglasses for when they need to look or go outside, and be in control of the light in the classroom (make sure it is not to bright for them). Deaf/hard of hearing: -Show an example of the craft before the activity

-Have an assistant available to explain the craft to the child (if more explaining is needed) -Allow extra time for them to finish the activity Vision: -Pass around the craft already made for the children to study and feel -Have a magnifying glass nearby if needed -When moving to a window or outside make sure either you or an assistant is near by and available to help Intellectual disabilities: -Explain to the class the activity (break it down into small steps)(simplify and clarify the activity) -Ask the child how they are doing throughout the activity -Show an example of the craft before you do the activity Physical disabilities: -Allow for constant breaks throughout the activity -When moving to a window or outside make sure either you or an assistant is near by and available to help -Allow extra time to finish the activity