PLAYGROUND SCIENCE

Parent Guide • Transform a Playground Trip Into a Science Learning Experience

THE SARA LEE SCHUPF FAMILY CENTER FOR PLAY, SCIENCE, AND TECHNOLOGY LEARNING

Ready? Set. go!

READY? SET. GO!

Did you know that there’s science in the playground?

Playgrounds are perfect environments to explore science concepts like force, gravity and friction, while having fun.

In this book, you’ll find activities you and your child can do together to make your playground visit a fun and educational adventure.

The activities use regular playground equipment — like swings, slides and balls — and offer easy-to-follow experiments with different kinds of actions and materials. There are also suggestions on how you can have conversations with your child about science.

You and your child can have a good time exploring together and talking about what you discover, all while learning about science together.

Ready to explore the science on your playground?

▪ Swinging 1

▪ Sliding 3

▪ Lifting 5

▪ Bouncing 7

▪ Jumping 9

▪ Balancing 11

▪ Falling 13

▪ Spinning 15

▪ Climbing 17

▪ Rolling 19

▪ Colliding 21

▪ Shaking 23

▪ Hearing 25

▪ Touching 27

▪ Seeing 29

▪ Index 31

Table of Contents

• Let’s Explore Sit on the swing, push off the ground, and start swinging. How can you swing faster?

• Let’s NoticeTry pumping your legs back and forth to swing high and fast. Which directions do you swing?

• Let’s ObserveHow can we observe and measure how high you were swinging? You don’t need a ruler to measure. You can also measure by comparing objects with one another.

How can you make your swing go higher? Have someone stand in a safe spot near the swings and observe when you are able to swing past their knees, hips and shoulders.

SwingingPlayground Equipment: Swings

Conversation StartersDid you know that there are forces all around us? Some of those forces can act on us, such as when we get a push on a swing. For other forces, we do the action, such as when we pull a rope. What forces do you notice as you explore in the playground?

Science ConceptForce: a push or a pull on an object.Talk about: picking something up/putting it down, moving/stopping.

VocabularyDirection: The line or path along which something moves, lies or points.Talk about: forward, back, left, right, up, down.

Push: A force that moves an object away from something.Talk about: pushing someone on a swing, pushing a spring.

Pull: A force that moves an object toward something.Talk about: pulling a door open, pulling a rope or string.

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• Let’s Explore Try sliding down the slide. How much time did it take you? How much time does it take a friend? Try using a watch or timer to keep track.

• Let’s NoticeNow try sending different objects down the slide. Which object went the fastest? Which object went the slowest? Why do you think one was faster or slower?

• Let’s ObserveHow can we measure the time it takes to slide down the slide? Are there different slides in your playground? Does it take the same amount of time to go down each one?

SlidingMaterials: Various objects, timer Playground Equipment: Slides

Conversation StartersRoll a ball. Why does the ball slow down and then stop? The interaction between the ball and floor rubbing against each other is friction. That’s part of what causes the ball to slow and stop. Some objects and surfaces have more or less friction when they rub against each other. Can you think of other ways friction affects you on the playground?

Science ConceptFriction: a type of force that can keep objects in place, slow them down, and/or warm them up, such as when two objects rub against each other.Talk about: rubbing your hands together.

VocabularyTime: a way to measure when things are happening in the universe, using hours, minutes and seconds.Talk about: time it takes to do something, day/night.

Fast: something that is moving or happening quickly.Talk about: how fast/slow animals run/walk ( jaguar, snail).

Slow: something that is not moving or happening at its usual pace.Talk about: how fast/slow a car is traveling.

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• Let’s Explore Sit in the middle of the seesaw and try kicking off the ground to lift up the end of the seesaw. What happens? Are you able to lift the seesaw up?

• Let’s NoticeNow try sitting on one end of the seesaw, and have a friend sit on the other end. Is it easier to lift up the end of the seesaw when you’re sitting on the end? Is your friend able to lift you up, or do you lift up your friend?

• Let’s ExperimentHow can we experiment with making the seesaw perfectly balanced? Try having a friend sit on one end while you sit toward the middle. Does the seesaw balance? How does it affect the seesaw when you change positions?

LiftingPlayground Equipment: Seesaw

Conversation StartersWe know that we can exert force using our body by pushing or pulling an object and that other people or things can exert force on us by giving us a push or a pull. But what happens when we want to push or pull something that needs more force than what we can actually provide? That’s where simple machines are helpful!

A seesaw is a simple machine called a lever that helps you turn a small push or pull into a larger push or pull. When you sit on one end of the seesaw, the seesaw uses the push you give it, turns it into a bigger push, and lifts the other end. The further you are from what you are trying to lift with the lever, the easier it is to lift. What other simple machines can you find on the playground?

Science ConceptForce: a push or pull on an object. Talk about: kicking off the ground when you’re on the swings, pulling on a rope to ring a bell.

VocabularySimple Machines: tools that help us do something faster or better by doing some of the work for us.Talk about: picking up sand, dirt or snow with a shovel.

Lever: a lever is a simple machine that turns a small push or pull into a larger push or pull.Talk about: using your elbows, using a scissor.

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• Let’s Explore Try bouncing a ball on different surfaces, like grass, concrete or sand. What surface makes your ball bounce the highest?

• Let’s NoticeTry bouncing different balls on the same surface. Which ball bounces the highest? Squish each ball. What do they feel like? Do the balls that bounced higher feel different?

• Let’s MeasureHow can we measure how high the balls bounce? Try comparing the height of the ball with your body. Does it reach your ankles, calves or knees? Try having a friend measure how tall your ankles, knees and calves are from the ground using a measuring tape.

BouncingMaterials: Variety of balls, measuring stick or tape, various playground surfaces

Conversation StartersHave you ever wondered how things stay on the ground? There’s actually a force acting on everything, all the time, pulling us down. Gravity pulls everything down toward the earth, so if you drop something, it will fall down. Try testing it out when you’re on the playground!

Science ConceptGravity: A natural force that pulls everything down toward the earth.Talk about: falling — why do things fall down?

VocabularyMeasure: To find out the size or amount of something by using a tool marked in standard units, or by comparing it with an object of known size.Talk about: how big/small, how high, how much.

Elasticity: The ability of an object to return to its original shape (snap back) after being stretched or compressed.Talk about: stretchiness, hard/soft/squishy balls, rubber bands.

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• Let’s Explore Lay your jump rope on the ground and try jumping over it. Can you hop over the rope with one foot and land on the same foot? Can you leap over the rope with one foot, and land on the other foot?

• Let’s Notice Try jumping from one end of the rope to the other. The first time, keep your arms still and try not to bend your knees a lot. Next time, bend your knees and swing your arms before you jump.How far did you jump both times?

• Let’s CompareHow can we compare the distance between how far you jump while swinging your arms and when you don’t? Have a friend draw a line on the ground next to the jump rope to mark where you land when you try different jumps.

JumpingMaterials: Jump rope, chalk

Conversation StartersRemember when we talked about gravity? It’s always trying to pull you down. When you’re jumping, you have to work hard to fight the force of gravity. Jumping farther can be easier if you try different techniques. Bending your knees causes your feet to push off with more force by putting extra pressure on the ground. When you swing your arms, your body moves downward so you push off the ground with more force. Try jumping around to beat gravity!

Science ConceptGravity: a natural force that pulls everything down toward the Earth. Talk about: holding on when riding a bus; gravity pulls you down to keep you in the same place instead of letting you move with the bus.

VocabularyDistance: the amount of space between two places or things.Talk about: how many blocks it is from home to school, the number of steps between the slide and the jungle gym.

Pressure: A force produced when something pushes against something else.Talk about: pressing on a squishy ball, air pushing the inside of a balloon to inflate it.

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• Let’s Explore Find a straight line or draw one using chalk. Walk along the straight line one foot in front of the other. Which parts of your body feel unsteady? What did you do to help balance yourself?

• Let’s Notice Now try finding a short balance beam. Walk along the beam with your arms raised straight out, level with your shoulders. Does holding your arms out help you feel more balanced?

• Let’s ExperimentHow can we experiment with balancing different objects? Try balancing some of the things you have with you on your finger. How do you place the objects to keep them balanced on your finger? The edges, on their sides, or in the center of the object?

BalancingMaterials: Chalk Playground Equipment: Short balance beam or raised platform

Conversation StartersDid you ever think about how heavy different parts of your body are? Does your hand weigh as much as your head, or does your foot weigh as much as your arm? All of our different body parts weigh different amounts. But most of the time, our weight is concentrated just below our belly button because the top half of our body tends to weigh a little more than the bottom half. However, this changes all the time as we balance ourselves while we walk, sit, stand and even sleep. Can you practice different ways to balance yourself on playground equipment?

Science ConceptCenter of Gravity: the point where an object’s or person’s weight is even on all sides.Talk about: getting up from the floor without using your hands to balance your weight as you move.

VocabularyWeight: how heavy something is based on the downward force caused by gravity on an object. Talk about: weighing yourself versus weighing your parent.

Balance: the state of having a person’s or object’s weight spread equally.Talk about: trying to balance yourself on one leg versus on two legs.

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• Let’s Explore Find a safe place where you can drop things from the same height, like the top of the slide, jungle gym or a bench. Drop one heavy object and one light object. Did they reach the ground at the same time?

• Let’s Notice Now try dropping the same object from different heights. Does it fall to the ground at the same or different times? Does the height you drop the object from matter?

• Let’s Measure How can we measure how long it takes objects to hit the ground? Try dropping each object one at a time, and have a friend count how long it took for each object to hit the ground. Do you get the same results if you test the same object a few times?

FallingMaterials: Various objects, stopwatch Playground Equipment: Slide, jungle gym, bench

Conversation StartersWe know that gravity pulls everything down to the Earth, and that’s why things fall down and not up. But does gravity pull everything down to the ground equally? It does! Even though heavier objects reach the ground first, gravity pulls everything down equally. A force called resistance is part of what makes lighter objects fall to the ground slower than heavier objects. Test it out on the playground!

Science ConceptResistance: a force that slows down a moving object.Talk about: the wind slowing down a paper airplane versus a rolling bowling ball.

VocabularyHeight: a measurement of how tall a person or thing is based on the distance from the bottom to the top. Talk about: your own height, stories/floors in a building.

Equal: having the same amount of something.Talk about: having the same weight, balanced scales/seesaws.

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SpinningMaterials: Stopwatch, objects with spinning wheels such as toy cars, a small bicycle, a wagon

• Let’s ExploreTry spinning slowly in a circle five times, with your arms extended. What did your body feel while you were spinning? Did you feel air brushing past your arms? Did you feel the force in your legs?

• Let’s NoticeTry finding an object that has spinning wheels. Spin one of the wheels and observe the wheel spinning. What do you notice about the spinning wheels that looks or feels different than when you were spinning yourself?

• Let’s MeasureHow can we measure the speed of the spinning? Spin one of the wheels. Count how many times it goes around in a circle. How many times did the wheel go around? Record the time as how many circles the wheel completed in the time it spun.

Conversation StartersThings around us are constantly moving all the time. Even the things that don’t look like they’re moving are in what is called a constant state of motion. The Earth is spinning all the time, which is called its rotation, and that’s how we have night and day. The tiny particles we are all made up of, called atoms, are always moving back and forth, even if we can’t see or detect the motion. Can you point out things on the playground that appear to be still and things that appear to be in motion? What about things that are spinning or rotating?

Science ConceptMotion: a change in position, or an object moving from one place to another. Talk about: traveling from the top of the slide to the bottom.

VocabularyRotation: the process of completing a turn around a central point. Talk about: spinning a basketball on your finger.

Speed: how fast or slow an object is moving. Talk about: the speed of a car, the speed of a snail.

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ClimbingPlayground Equipment: Monkey bars, jungle gym

• Let’s ExploreClimb up onto the monkey bars. Try climbing across once by swinging onto each bar. Now climb halfway up the jungle gym. Did it feel different climbing across the monkey bars versus climbing up the jungle gym?

• Let’s NoticeNow try hanging on the monkey bars. How does it make your arms feel when you hang still, compared to when you climb across or up?

• Let’s ObserveHow can we observe when we’re using stored energy and using energy in motion? Try climbing across the monkey bars and gently jump down. Think about climbing versus jumping down. When were you building up stored energy or using energy in motion?

Conversation StartersWe learned that things are always moving, or in “motion.” But where does all that energy come from to keep things moving? Our body stores energy that we use everyday. That’s how we’re able to wake up, get out of bed, and run around. As humans, we get some of this stored energy from food. When we use it to move around, it’s called energy in motion. Which playground activities use up the most stored energy?

Science ConceptEnergy: the ability of something to be active or do work. Talk about: batteries, solar energy, wind energy, nutrients we get from food that our body uses for energy.

VocabularyKinetic Energy: the energy of anything in motion. Talk about: a car in motion, a soccer ball when kicked.

Potential Energy: energy that is stored inside an object or person. Talk about: a heavy rock before it rolls down a hill, when you’re at the top of the slide before you slide down.

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RollingMaterials: A heavy ball, stopwatch Playground Equipment: Ramps, slide, stairs

• Let’s ExploreFind a ramp. Take a ball and hold it above your head. Walk along the length of the ramp, carrying the ball from one end to the other. Think about the weight on your arms. How does it make your arms feel to carry the ball above your head?

• Let’s NoticeNow try rolling the ball down the ramp. Which activity required your body to do more of the work? Carrying the ball yourself or using the ramp?

• Let’s CompareHow can we compare inclined planes on the playground? Find a handicap ramp/stairs. Time how long it takes for a ball to roll down the ramp versus the stairs. Does the ball behave differently when it’s rolling compared to when it’s bouncing?

20

Conversation StartersMany different types of activities require us to use energy, or do work, in different ways. Simple machines can help us do this work. Something important to remember is that simple machines don’t make the amount of energy required to do something less, they just make it easier by doing some of the work for us. For example, can you imagine getting to the second floor of a building if you had to climb up the walls instead of using the stairs? Can you find other kinds of inclined planes or ramps on the playground?

Science ConceptWork: the amount of energy that is needed to move an object across a distance. Talk about: pushing a heavy box yourself versus using a cart with wheels to roll it.

VocabularyInclined Plane: a flat surface with one end higher than the other.Talk about: streets on hills, stairs.

Ramp: a type of inclined plane such as an angled floor, walkway or road that leads from one level to another, from a lower place to a higher place.

CollidingMaterials: Different balls (basketball, tennis ball, golf ball)

• Let’s ExploreFind a flat, level surface. Ask a friend for help rolling two of the same type of ball toward each other. What do the balls do when they collide?

• Let’s NoticeNow try rolling two different types of balls toward each other. Do different combinations of balls react differently when they collide?

• Let’s ExperimentHow can we find out how much momentum different balls have? Place a filled water bottle about 10 feet away from you, standing up. Roll different types of balls toward the object one at a time at the same speed. Which balls knocked down the object upon impact? Which didn’t? Does the size, shape and weight of the ball matter?

Conversation StartersHave you ever tried to stop something that is moving, like a ball when you’re playing catch? What do you feel in your hands when you catch the ball? When the ball lands in your hands, the ball exerts force on you, and energy from the ball goes into your hands. Now imagine catching a bowling ball. Would it feel different when it lands in your hands? Yes! The bowling ball has more momentum because it is heavier. Can you think of other playground activities where you stop yourself or an object that’s in motion?

Science ConceptMomentum: the strength that something has when it is moving.Talk about: a ball rolling down a hill versus kicking a ball up hill.

VocabularyCollision: when two moving objects bump into/exert forces onto each other.Talk about: when two people run into each other, or when a bowling ball hits the bowling pins.

Impact: the moment when one object hits another.Talk about: when a batter hits a baseball with his bat.

22

ShakingMaterials: Jump rope

• Let’s ExploreGrab a jump rope. Hold one end and have a friend hold the other. Shake your hands up and down. What happened to the rope? Did you see any changes in its shape?

• Let’s NoticeSitting low on the ground, you and a friend shake the jump rope from side to side like a snake, while another friend tries to jump over it. What happened this time? Did the jump rope make different shapes?

• Let’s ObserveHow can we observe the shapes a jump rope makes? Play around with how you shake your hands. Shake your hand up and down while a friend shakes the other end from side to side.What shapes do you notice?

Conversation StartersWhy does shaking a jump rope or a piece of string make it form a curved shape we call a wave? Waves are vibrations that move in a particular way. When vibrations move the same way over and over to form a specific shape, we call this a pattern. Have you seen waves in the ocean and waves in puddles of water? What about on the playground, do you notice any vibrations that move and form wave-like shapes?

Science ConceptWaves: vibrations that move in a specific way.Talk about: waves in the ocean, waves in a puddle of water.

VocabularyVibration: when something moves back and forth or from side to side very quickly.Talk about: your throat when you hum, washing machines.

Pattern: something that is repeated or happens in a repeated way such as a design or repeated motion. Talk about: patterns in clothing, patterns in music.

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HearingPlayground Equipment: Slide, seesaw, swings, monkey bars, jungle gym

• Let’s ExploreClose your eyes, listen to the sounds around you. Can you identify sounds from different sources? Do you hear machines, people, animals, or other natural sounds?

• Let’s NoticeNow try noticing the sounds that different playground equipment makes. Tap different parts of equipment. Does the equipment all sound the same? Are some of the sounds louder and others softer?

• Let’s MeasureHow can we measure how long we hear a sound? Try tapping the equipment again and count in your head until the sound stops. Does the equipment’s material affect how long it vibrates?

Conversation StartersWe know that we make sound when we use our voice, clap, and play musical instruments. But how are these sounds made? We can’t see sound floating around, but we can hear it. Sound travels in vibrations called waves, and when these vibrations reach our ears, we hear sounds. Depending on where you are and what materials are around you, sound waves travel in different ways, some are softer and some are louder. Can you find places or objects on the playground to explore making different sounds?

Science ConceptSound Waves: special vibrations that move in patterns humans can hear.Talk about: striking a guitar string to vibrate the soundboard, sending soundwaves through the air.

VocabularyAmplitude: a measure of the size of the vibration that tells you how loud the sound is. Talk about: whispering versus singing loudly, turning the volume up and down.

Frequency: a measure of the speed of the vibration, which tells you how high or low the sound is. Talk about: whistle versus large bell or gong, high/low notes on a piano or violin.

26

• Let’s ExploreTouch the part of the slide where you slide down. Now touch the ground where you land. What does the texture of the slide feel like compared to the ground? Why is the slide smooth and the ground soft?

• Let’s NoticeNow try the swings. Touch the seat. Touch and feel the chains that help the seat swing. Does the texture of the seat and the texture of the chains feel different? Are they smooth, bumpy or rough?

• Let’s ExperimentHow can we test which parts of the playground equipment is flexible? Try moving and bending things. Touch the chain and seat on the swings again. Now touch the slide and ladder. Can you bend or twist them, or do they remain stiff?

TouchingPlayground Equipment: Slide, swings

Conversation StartersWhen we talk about what we touch and observe as we explore different objects, we talk about color, size and shape, and use words such as smooth, bumpy or rough. These words we use to describe what we notice about objects are called physical properties. We often use physical properties to compare objects to one another or describe objects to identify them. What other properties of the playground equipment do you notice?

Science ConceptPhysical Properties: things we observe about objects such as color, size and shape using our five senses.

Talk about: describing toys, traffic lights and street signs.

VocabularyTexture: the way that something feels when you touch it. Talk about: soft clothing, rough wood and grainy sand.

Flexibility: the ability of an object to bend easily without breaking. Talk about: bending and twisting rope, soft versus rigid plastic.

28

• Let’s ExploreFind a sunny spot on the playground where you can see your shadow. What does your shadow look like? Is it big or small? What shape is it?

• Let’s NoticeNow try walking to a partially shaded spot on the playground. What does your shadow look like now? Is it different than before?

• Let’s CompareHow can we compare whether different times of day affect our shadow? In the morning, find a spot where you’re blocking the sun, and have a friend trace your shadow. Then in the afternoon have a friend trace your shadow when you stand in the same spot. Did your shadow change direction, shape or position since this morning?

SeeingMaterials: Chalk

Conversation StartersWhy do some objects cast a shadow and others don’t? A shadow happens when something is blocking the light. Light acts differently depending on what an object is made of. When we block the light, the light can’t pass through us, and we cast a shadow. But when light hits clear glass, it goes right through and there is no shadow. Can you find objects on the playground that block all, some, or none of the sunlight?

Science ConceptLight: a form of energy that lets us see things.Talk about: brightness coming from the sun, a fire or a light bulb.

VocabularyShadow: an area of darkness that you see when something is blocking the path between a surface and a source of light. Talk about: trees casting a shadow on the ground, buildings casting shadows.

Opacity: the quality of an object that refers to how much light can pass through it. Talk about: light passing through glass, some light passing through plastic/frosted glass, light being blocked by wood, stone and metals.

30

Activity Equipment and Materials

Vocabulary Science Concept

▪ Swinging p. 1

Swings Direction, Push, Pull Force

▪ Sliding p. 3

Slide, Timer, Various Objects

Time, Fast, Slow Friction

▪ Lifting p. 5

Seesaw Levers, Simple Machines

Force

▪ Bouncing p. 7

Different Surfaces, Balls, Measuring Stick or Tape

Measure, Elasticity Gravity

▪ Jumping p. 9

Jump Rope, Chalk Distance, Pressure Gravity

Index

Activity Equipment and Materials

Vocabulary Science Concept

▪ Balancing p. 11

Balance Beam or Raised Platform, Chalk

Weight, Balance Center of Gravity

▪ Falling p. 13

Slide, Jungle Gym, Bench, Various Objects, Stopwatch

Height, Equal Resistance

▪ Spinning p.15

Objects with Spinning Wheels, Stopwatch

Rotation, Speed Motion

▪ Climbing p. 17

Jungle Gym, Monkey Bars Kinetic Energy, Potential Energy

Energy

▪ Rolling p. 19

Ramps, Slides, Stairs, Heavy Ball, Stopwatch

Ramp, Inclined Plane Work

Index

Activity Equipment and Materials

Vocabulary Science Concept

▪ Colliding p. 21

Different Balls Collision, Impact Momentum

▪ Shaking p. 23

Jump Rope Vibration, Pattern Waves

▪ Hearing p. 25

Various Playground Equipment

Amplitude, Frequency Sound Waves

▪ Touching p. 27

Slide, Swings Texture, Flexibility Physical Properties

▪ Seeing p. 29

Chalk Shadow, Opacity Light

Index

Acknowledgments

The New York Hall of Science (NYSCI) would like to acknowledge the contributions of the following individuals to the development of the Playground Science Guides:

Authors

Laycca Umer, Program Coordinator at NYSCI Wren Thompson, Research Assistant at NYSCI

Contributors

Harouna Ba, Ph.D., Director, The Sara Lee Schupf Family Center for Play, Science, and Technology Learning at NYSCI

Sylvia Perez Vice President, Education Services at NYSCI

Daniel Loi Senior Designer at NYSCI

Geralyn Abinader Creative Producer at NYSCI

About NYSCI

The mission of the New York Hall of Science (NYSCI) is to nurture generations of passionate learners, critical thinkers and active citizens through an approach called Design, Make, Play. Design, Make, Play emphasizes open-ended exploration, imaginative learning, and personal relevance, resulting in deep engagement and delight in science, technology, engineering and mathematics. NYSCI was founded at the 1964 – 65 World’s Fair and has evolved into New York’s center for interactive science serving a half million students, teachers and families each year. For more information, visit nysci.org or call 718-699-0005.

The Sara Lee Schupf Family Center for Play, Science, and Technology Learning (SciPlay) has been supported by Sara Lee Schupf and the Lubin Family Foundation, as well as BNY Mellon, Cognizant, The Heising-Simons Foundation, the John D. and Catherine T. MacArthur Foundation, Motorola Solutions Foundation, the National Science Foundation, and the U.S. Department of Education.