Talking and Doing Science in the Early Years : A Practical Guide

Looks expensive, so I’ll probably be going by the library for this one, but this looks like an interesting book for the purposes of improving our science curriculum (when it’s published, that is)…

Talking and Doing Science in the Early Years : A Practical Guide

By Sue Tunnicliffe (Books » Nonfiction » Education » Preschool & Kindergarten)

 

 Table of Contents

Introduction. Everyday science all around: resources, language and skills for everyday science Resources, language and skills for everyday science Key skills children needs such as measuring solids and liquids, standard and non standard units- marking, weighing, pouring, measuring, observing, manipulating, holding and recognising colours and properties such as hard, soft, bendy, rigid. 1. Living things: ourselves Main external parts of human body. Activities to learn them e.g. drawing the outline of a body and sticking post-its on the parts, hole through the middle (making models of body with card tube tissue and bendy straw). Our needs including food, water, sleep, light, warmth, shelter. Simple activities walking, balancing, picking things up – opposable thumb, like waterproof skin, colour of skins, actions such as eating, walking running – increases in breathing rate. Change as grow up: babies and what they can do and what they cannot and compare with the children studying this. What babies can do and what they can do better! 2. Other living things: animals Difference between humans and other animals – how different groups eat, move, keep warm for example, with mammals what is the same and what is different e.g. between themselves and a cat or dog. Grouping everyday animals e.g. birds, mammals, insects, and annelids. Find out how these other animals eat and feel compared to themselves. Setting animals using toy models. Parents and offspring – matching Complete metamorphosis and incomplete metamorphosis. 3. Other living things: plants All plants are green – find this out through serration. Plants with seeds and non seed plants, plants with seeds and flowers and no flower plants. Fruits and seeds. Cones have seeds but are exposed. Parts of flowers. Different leaves though observations. Colours of flowers, different types of flower (simple and composite regular and irregular e.g. buttercup and dead nettle or snap dragon. Light and plants (seeds and how they need water and light. Rate of growth. Baby plants and growing seeds. Looking at parts of plants we eat. Potatoes as stems growing to the light. 4. Other living things: fungi, bacteria and algae. Look at mushrooms, mouldy bread health hazard precautions, algae on trees. Lichens on stones, coughs and sneezes, diseases from organisms, prevention in simple terms e.g. washing hands, wasp stings, etc. 5. Forces Pushes (toys, swings) and pulls (toys along). Twists (door knobs) string in tension – can’t pull toy with slack string for it to work (pulls), pulleys (strings in tension) making work easier, screws, slopes. Frictions – different surface for moving toys, shiny, rough. Slides and swings in playground (pushes, pulls and gravity!). Gravity (link up with natural phenomena, wind, sun and moon). 6. Structures Strong shapes, shapes used in our lives – shape walk around. Different box shapes, sorting them, stacking them. Measuring things, e.g. how many boxes long is..? Fitting them inside each other, smallest and largest, ranking, stacking things. Building bridges: different materials and shapes. Building piles of blocks etc- wide base, narrower at top- centre of gravity issues- taking toy animal not falling over, tilting boards when do the things fall? 7. Materials Solids liquids gas in everyday lives. Solid what do they feel like (e.g. sand). What different materials feel like – wool paper wood metal? Tapping with materials – do they make a noise, what do they feel like? Liquids take shape of container – what does that mean, what do everyday liquids feel like – spilling, evaporating etc. salt water. Magnets – trying out what is attracted and what is not! Glass what is it like – how do we use it? Mirrors and shiny things. Sorting things according to properties – red and hard e.g. toy red brick and soft red fabric, wooden spoons for cooking why not metal? 8. Changes Day and night, season weather and plants and animals. What we do. Chemical changes in cooking e.g. eggs before and after cooking, bread and toast. Jellies, milk and yoghurt (turned milk), dissolving – sugar and water, changing our food e.g. potatoes from hard to soft, color changes, colour changes with heat e.g. white bread uncooked, brown when toasted – temperature strips. How animals and plants change as grow up (link with biology chapters) Dry and wet – evaporation. Cue melting, wetting a sponge. Noises: making them. What do you hear every day? Where do they come from? Silence to noisy changes. Electricity, change by switching on and off! Making light and dark, blocking out the light e.g. blinds. 9. The built environment Structures we can see what they do – scaffolding, doors windows, pavements, roads, crossings. Shapes, functions, vehicles, street furniture. Signs symbols, telephones, computers vehicles- shapes and sizes and jobs. Rubbish – water, recycling. 10. The natural environment Wind moving air, make a wind measure, make a fan. Watch weather change, recognise changes- weatherboards with stick on shape as symbol for weather. Movement of sun shadow sticks, own shadows, (blocking light) rain, puddles, colour of clouds, solid rocks Habitats, what lives where? e.g. woodlice in damp areas, birds often in the air, fish in water. Which different ones do they see? Soils made from rocks, sand. Wet and dry soil, what soil is used for e.g. growing seeds, mud walls, clay pots, gravel filters!

Publisher: Routledge
ISBN: 0415690897
EAN: 9780415690898
Age Range: 15+ years
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About backyardbooks

This blog is a kind of electronic storage locker for ideas and quotes that inform my research... literary research into fiction for young adults (with a special focus on New Zealand fiction). Kiwis are producing amazing literature for younger readers, but it isn't getting the academic appreciation it deserves. I hope readers of this blog can make use of the material I gather and share by way of promoting our fiction. Cheers!
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