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HANDS ON SCIENCE IN THE EARLY YEARS

HANDS ON SCIENCE IN THE EARLY YEARS. Chris Creamer Teacher Adviser/Primary Science 01299 873963 ccreamer@worcestershire.gov.uk. Think of a topic. WINTER. Think of a story. Knowledge and understanding of the world.

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HANDS ON SCIENCE IN THE EARLY YEARS

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  1. HANDS ON SCIENCE IN THE EARLY YEARS Chris Creamer Teacher Adviser/Primary Science 01299 873963 ccreamer@worcestershire.gov.uk

  2. Think of a topic WINTER

  3. Think of a story

  4. Knowledge and understanding of the world • In this area of learning, children are developing the skills, knowledge and understanding that help them to make sense of the world • To give all children the best opportunities … practitioners should plan for activities based on first-hand experience that encourage exploration, observation, problem solving, prediction, critical thinking and discussion Early Learning Goals DfEE

  5. Early learning goals for exploration and investigation • Investigate objects and materials by using all of their senses as appropriate • Find out about, and identify, some features of living things, objects and events they observe • Look closely at similarities, differences, patterns and change • Ask questions about why things happen and how things work

  6. SCIENTIFIC ENQUIRY IN THE FOUNDATION STAGE Solving a Observing Purposeful problem Sorting play LINKS WITH STORIES SPEAKING RAISING OUTDOOR VISITS / OTHER AND ROLE PLAY THINKING AND QUESTIONS ACTIVITIES VISITORS CURRICULUM RHYMES LISTENING AREAS Let’s explore!

  7. Observing activities Find out about, and identify, some features of living things, objects and events they observe • Ice hands over a period of time – describe changes - make annotated drawings – record with digital camera – use to make sequence and tell story • How could we make an ice hand melt more quickly?

  8. Think of a collection Winter and summer clothing

  9. Sorting activity Look closely at similarities, differences, patterns and change • Summer/winter clothes – how can we sort the clothes? Accept all sensible suggestions • Make comparisons – what is the same/different about e.g. a T-shirt and a jumper; a sandal and a boot

  10. Purposeful play Investigate objects and materials by using all of their senses as appropriate • Water tray – add ice to the water (make by freezing water in a variety of moulds – bowls, jelly moulds, small buckets, plastic cups – use food colouring) • How could we stop the ice from melting?

  11. Problem solving Ask questions about why things happen and how things work • Freeze object inside ice e.g. key/small plastic toy • “How could we get the key out quickly?”

  12. Personal, social and emotional development Show care and concern for others, for living things and the environment • Feed the birds • Encourage children to bring in crusts etc for the birds • Set up a bird table/bird nuts near a window • Children observe the birds coming to feed

  13. Communication, language and literacy Interact with others … and take turns in conversation • Talk about own experiences, talk about the weather at the time, describe and compare objects • Use picture cards to stimulate conversation: • Would you like to go skiing? • Can you think of some other things that melt? • I wonder how they made the snowman? • Why does it snow in winter? Does it snow in summer? • Would it be nice to play in the snow in your swimsuit? • I wonder what would happen if I put my ice lolly into a hot oven?

  14. Vocabulary Extend their vocabulary, exploring the meanings and sounds of new words • Winter/summer • Warm/warmer • Hot/hotter • Cold/colder • Freeze/freezing • Melt/melting • Snow/rain/sun/ice • Weather

  15. Other stories and rhymes Listen with enjoyment, and respond to stories, songs…rhymes and poems • “The Snowman” Raymond Briggs • “One Snowy Night” Nick Butterworth • “Mr Snow” Roger Hargreaves • “The North Wind Doth Blow” Anonymous • “Snowman” Gregory Harrison • “Robin” Iain Crichton Smith • “The Snowman” Roger McGough

  16. Role play Use language to imagine and recreate roles and experiences • The Arctic – re Ginn “Foundation”

  17. Mathematical development Talk about, recognise and recreate simple patterns • Make ice bowl – washing up bowl as mould • Measure circumference with strip of coloured paper • Set timer – measure every hour • Arrange strips to form bar chart – talk about what is happening – identify pattern - make predictions about what will happen

  18. Mathematical development In practical activities…begin to use the vocabulary involved in adding and subtracting 10 woolly mittens Hanging on the line Along came (Gemma) And said “They’re mine!” 8 woolly mittens…

  19. Mathematical development Use language such as “greater”, “smaller”, “heavier” or “lighter” to compare quantities Snowmen: • compare size – bigger/smaller • how many? • order by size • match scarves

  20. Physical development Move with confidence, imagination and in safety • Create a tunnel using large cardboard boxes with holes in their sides – put items in each box related to a part of the story e.g. tray of mud, clump of turf – children recall the journey in the story as they crawl through the tunnel • Sort out problems arising from children wanting to go in both directions

  21. Outdoors Move with confidence, imagination and in safety • Explore outside – look for signs of winter – collect some things – take some photos • Make a den – sticks, blanket and frame • Make a trail – footprints – re-tell story • Look closely at items collected (hand lens/digital microscope) – talk about objects – make drawings - match photos to objects

  22. Creative development Explore colour, texture, shape, form and space in two or three dimensions • Provide materials for children to make drawings, collages, paintings, models of e.g. snowmen; snowflakes; winter trees; birds; bears; ice hands

  23. Visitor • Do you know someone who goes skiing/snowboarding? Could you ask them to bring in their ski clothing/gear and some photos and talk to the children?

  24. Cooking • Make ice lollies/ice cream • Make hot soup/hot chocolate

  25. Water tray • “Snow” TTS • Insta-Snow is a polymer that turns ordinary water into a white fluffy substance that looks and feels like real snow. Add a little water and the white powder will expand to 100 times its original size! • £5.69 reference FSNOW http://www.tts-group.co.uk

  26. Recording • Display – blue cloth, collection, sparkly snowflakes, doilies, question/picture cards, photographs, children’s annotated drawings, collages, key word cards • Big book – use annotated photographs/drawings to make a class book about “Winter”

  27. Assessment • Observe children • Listen to the children • Talk with the children

  28. Evaluation • Did the children learn? • Did the children enjoy learning? • Is there something I should change?

  29. And finally… If we’re lucky enough to have a snowy day! • let the children get outside and play in it – take some photos • bring some snow indoors and see what happens to it ENJOY!

  30. WINTER

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