HANDS ON SCIENCE IN THE EARLY YEARS

Chris CreamerTeacher Adviser/Primary Science

01299 873963ccreamer@worcestershire.gov.uk

Think of a topic

WINTER

Think of a story

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

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

Let’s explore!

RAISING QUESTIONS

VISITS / VISITORS

SCIENTIFIC ENQUIRY IN

THE FOUNDATION STAGE

THINKINGSPEAKING

LISTENINGAND

LINKS WITH OTHER

CURRICULUM AREAS

ROLE PLAYOUTDOOR ACTIVITIES

STORIES AND

RHYMES

Observing

Sorting Purposeful

play

Solving a problem

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?

Think of a collection

Winter and summer clothing

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

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?

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?”

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

Communication, language and literacyInteract 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?

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

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

Role play

Use language to imagine and recreate roles and experiences

The Arctic – re Ginn “Foundation”

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

Mathematical development

In practical activities…begin to use the vocabulary involved in adding and subtracting

10 woolly mittensHanging on the lineAlong came (Gemma)And said “They’re mine!”

8 woolly mittens…

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

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

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

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

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?

Cooking

Make ice lollies/ice cream

Make hot soup/hot chocolate

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

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”

Assessment

Observe children

Listen to the children

Talk with the children

Evaluation

Did the children learn?

Did the children enjoy learning?

Is there something I should change?

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!

WINTER