curious young minds stem literacies program volunteer ... · ardochs curious young minds stem...

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Curious Young Minds STEM Literacies Program

Volunteer Activities Guide

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Contents Introduction ..................................................................................................................................................... 4

Gaining Attention and Eye Contact ............................................................................................ 5

Using puppets to engage in STEM talk ..................................................................................... 5

STEM activities linked to everyday language ........................................................................ 6

STEM skills ........................................................................................................................................................ 7

Linking STEM with literacy ........................................................................................................................ 9

A Plan for action ............................................................................................................................................. 9

Integrated STEM ........................................................................................................................................... 11

Technology-focused STEM ....................................................................................................................... 15

Mathematics – focused STEM .................................................................................................................. 16

References ...................................................................................................................................................... 18

Integrated Learning Experience 1 ......................................................................................................... 19

Rolling down a slope – fast or slow .................................................................................................. 19


Rolling down a slope – measuring friction .................................................................................... 20


Structures – building a tower ............................................................................................................. 21


Literacy Link with STEM structures ................................................................................................ 22

Science - Learning Experience 1 ............................................................................................................ 23

Floating rocks ........................................................................................................................................... 23


Floating and sinking investigation using predict/observe ..................................................... 24


Shadows ...................................................................................................................................................... 25

predict/observe ....................................................................................................................................... 25


Making drums ........................................................................................................................................... 26

predict/observe ....................................................................................................................................... 26

Technology - Learning Experience 1 .................................................................................................... 27

Investigating how things work .......................................................................................................... 27

predict/observe ....................................................................................................................................... 27


Common household tools..................................................................................................................... 28

predict/observe ....................................................................................................................................... 28

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Being a robot ............................................................................................................................................. 29

predict/observe ....................................................................................................................................... 29


Design a pet rock to use for story telling ....................................................................................... 30

predict/observe ....................................................................................................................................... 30

Mathematics -Learning Experience 1 ................................................................................................... 31

Shape hunt ................................................................................................................................................. 31

predict/observe ....................................................................................................................................... 31


Measuring time ........................................................................................................................................ 32

predict/observe ....................................................................................................................................... 32


The hand print .......................................................................................................................................... 33

predict/observe ....................................................................................................................................... 33


Categorising ............................................................................................................................................... 34

predict/observe ....................................................................................................................................... 34

Requirements for Activities ..................................................................................................................... 35

Bee Bots ...................................................................................................................................................... 36

Predict/Observe ...................................................................................................................................... 36

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Introduction

Ardoch’s Curious Young Minds STEM Literacy Program has a focus on young children aged four to five years in recognition of recent research into the importance of these years in children’s learning and development. This program targets young children’s developing understandings of their world by engaging them in explorations of normal STEM activities and experiences. The language, questioning and conversations involved in these investigations are crucial for enhancing the learning opportunities of young children. The program positions children as purposeful learners who are intrinsically motivated. This program will align with the Ardoch Early Language and Literacy program recognising that both oral language and early literacy are the bases for the development of understandings in other key learning areas. The STEM activities will involve you and the children in small tasks which incorporate STEM learning (content knowledge in science technology, and mathematics), STEM thinking (problem-solving and using evidence) and STEM skills (observing, describing, categorising, predicting and communicating). To enhance children’s thinking, understanding and skills, it is very important that you engage children in talking about what they expect to happen, what they are doing, what they observe and why they think things happen the way they do. The following activities have been grouped into four categories: Integrated STEM, Science-focussed STEM, Technology-focussed STEM and Maths-focussed STEM. The STEM skills cross over every one of the other categories. This guide is designed so that you will be able to choose an activity from any of these categories each time you visit the children, or you will be able to expand the one activity to incorporate two or three of the categories.

You will, at first, take time to discover the children’s interests, experiences, strengths and capabilities, before engaging the children in more challenging activities. A central aspect of STEM learning is starting at children’s existing knowledge, so it is important to try to find out what they know before you start any activity. When you want the children to complete an activity, be prepared to co-learn with the children and use collaborative language such as “We will…” not “You will…”, so they do not feel like they are being interrogated or pressured to perform the task. Make it clear it is an activity you share and do together and that it is a fun way of spending time with each other. The activities that are outlined in this booklet utilize the resources that are available to you at each setting, Let the interest of the children, your imagination, and the knowledge you have acquired by undergoing the STEM training, guide you. Enjoy your time working with the children!

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Getting Started

Gaining Attention and Eye Contact Some children may find it difficult to focus their attention on the activity you wish to do together. For these children you can begin with a simple familiarization activity. Place the material for the activity on the floor (or table) and allow the child to play with it. Once you have gained their attention and they feel comfortable with the material, you can suggest that you know a game you can play together.

Using puppets to engage in STEM talk Your own experience would indicate that children react positively to puppets and apart from their other uses at pre-school for imaginative play, they can be used to expand and enhance children’s understandings in many areas of STEM. It has been found that shy children often talk more, as if they are talking to another child. They ‘forget’ that there is an adult controlling the puppet. Children give fuller explanations of their understandings eg they try to explain their thoughts to a puppet as they are not intimidated as they might be with an adult.

Have your puppet present a problem to the children. Some examples of how to do this are:

• Being muddled and asking the children for ideas e.g. the puppet says, “I don’t know what to do, can you help me?”

• Presenting a range of ideas children have been overheard discussing e.g. the puppet says “So you are talking about how to build the cubby and how to use the branches? Is that right? Do you need any help?”

• Disagreeing with the adult’s ideas. E.g., The puppet says, “You say the apple will float, but I think it will sink. What to the other children think?”

Removing the adult from the discussion can be a fun way to empower children to talk and interact yet allows the adult access to their thoughts and conversations. Obviously, using puppets should not occur every activity but should be used occasionally, particularly when dealing with shy or younger children. (http://www.nuffieldfoundation.org/puppets-project )

Puppets can be used to: • Help children plan an investigation – the

puppet asks children what should happen, what comes next and can offer suggestions;

• Answer some questions – the puppet can answer questions for the children

• Ask the adult for some ideas on what to do – the puppet can pretend to be puzzled and ask the adults some questions.

http://www.nuffieldfoundation.org/puppets-project

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STEM activities linked to everyday language As adults, we often describe children’s play activities without thinking about the learning experiences demonstrated through the play. For example, children climbing a tree, or floating things in water would be experiencing or doing ‘science’ because there is a lot of science associated with these two activities. These can be described using verbs or other descriptive words which uses everyday language to identify when science and other concepts are being introduced through a play activity. For example, if an adult is watching a child roll down a hill and comments “Jack is rolling down the hill’, the word ‘rolling’ indicates that the child is engaging with a physical science activity and, more precisely, with the effect of force on his body. With a knowledge of these describing words, adults can identify the science in play.

Concept area Words which identify key science experiences Science - Physics, forces spinning, rotating, rolling, pulling, pushing, braking,

accelerating, falling, throwing, bouncing, floating, sinking, flying

Science - Physics, light & sound

glowing, reflecting, shading, sounding

Science - chemistry dissolving, mixing, separating, gluing, sticking, wetting, absorbing, dyeing, melting, freezing, evaporating, boiling, condensing, rusting

Mathematics - position Inside, outside, above, below, beside, next to, left, right, middle, top, bottom, before, after, between

Mathematics - comparing Enough, more, less, fewer

Mathematics - Size - measurement

Long, short, tall, light, heavy, wide, narrow, big small

Mathematics -classification

Same, different, before, after, between

Mathematics -patterns Repeat, same again, next

Mathematics -time Days of the week, seasons, clock times

Mathematics -fractions Parts of,

Mathematics -money How much,

Maths processes (+, -, /, x) Add together, join, plus, sum, altogether. take-away, minus, reduce. Share between, split. group, groups of, altogether, times, twice, double

Technology – investigating materials

suitable, comparing, best, worst

Technology - Designing solutions

Thinking, problem-solving, generating, new, creative, novel

Technology - Producing Joining, fixing, constructing, building, making

Technology - evaluating It works, it fits

Similarly, when you, as a volunteer, observe children categorising rocks by shape, colour or size, you can see that the children are dealing with mathematics – classifications and patterns.

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STEM skills Early childhood STEM activities develop a range of children’s skills. In some respects, the development of these skills is more important than the content knowledge associated with the STEM disciplines. The STEM skills are used by all areas and in many other activities children will be involved in. STEM in early childhood offers opportunities for children to engage in activities which capture their interests, experience and prior knowledge. The following skills, behaviours and dispositions are exhibited in early childhood settings.

Questioning - raise questions about objects and events around them

Exploring and Observing - actively explore, think and reason, explore the world using all of their senses

Developing Skills and Processes - build, create, and design using different materials and techniques;

use numbers, measurement, and form; identify and try possible solutions to problems

Communicating -develop diverse language abilities and communicates with others

Play - content is learned through play, investigation, and intentional teaching

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Skills used by children during STEM activities

Practices used by children during STEM activities

Table 1 – Classroom Observation Protocol - Adapted from Milford and Tippet (2015)

Preschool student learning to write numbers:

Skills Demonstrated by children

Observing Using senses to identify properties of objects

Using Tools to observe objects and events

Using measurement tools to record observations

Describing Describing key attributes of objects

Creating drawings or models depicting objects

Describing changes in objects

Categorising Noticing similarities and differences

Sorting object into groups using one or more attributes

Establishing and justifying sorting criteria

Predicting Recognising and extending patterns

Making simple predictions

Comparing predictions to what actually occurred

Communicating Communicating information or design ideas in oral or written forms

Sharing, listening and discussing ideas

Communicating results and findings

Practice Demonstrated by children

Questions and Problems

Asking questions to find more information

Asking or identifying questions that can be investigated

Defining a problem that can be solved through creating a new or improved tool

Analysing and interpreting

Using observation to describe patters

Using observations to describe relationships

Recording information in pictures, drawings or writing

Maths and computational thinking

Using qualitative (descriptive) and quantitative (numerical) data

Using counting and numbers to identify and describe patterns

Describing, measuring, or comparing attributes of objects and displaying the data.

Explanations and designing solutions

Making observations to construct an evidence based account for natural phenomena

Using tools and materials to design and/or build a device to solve a problem

Generating and/or comparing multiple solutions to a problem

Argument Distinguishing between opinions and evidence in an evaluation

Indicating agreement or disagreement based on evidence

Constructing an arguments with evidence to support a claim

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Linking STEM with literacy There are many examples of literacy –based learning in the STEM activities.

Matching Games • Begin a matching game with magnetic letters. You choose a magnetic letter and invite the

children to find a matching magnetic letter. Repeat.

• Use this opportunity to talk about magnetism, while reinforcing literacy concepts.

• Use the magnetic letters as a way of introducing the STEM words introduced in an activity. o E.g. if you talk about ‘force’, see if the children can find the letter ‘F’

Using nursery rhymes Use common nursery rhymes to reinforce STEM concepts

• ‘One two, buckle my shoe’ – counting to ten.(mathematics)

• Little Miss Muffet – food preparation – curds and whey (technology contexts), making a ‘tuffet’ – a stool for Miss Muffet to sit on, catching a spider – design a spider trap (technology contexts),

• Twinkle Twinkle little Star – discuss the night sky. What makes stars twinkle? (science)

• Humpty Dumpty – Problem – how can we save Humpty from falling? Or How can we catch him so he doesn’t break? (STEM skills – problem-solving)

Using puppets • Puppets can be used during an activity to encourage children to talk about what they have

learnt. They can motivate children, challenge their thinking, and model conversations. When children use puppets, it can help them express their ideas without being watched, building their confidence, with strong links to English, especially speaking and listening.

Mystery Bag • Using a bag with a drawstring at the top, fill it with objects e.g. Plastic fish, foam-shaped

animal, soft toy animals, cars, wooden toys.

• Ask the child to feel one of the objects and to describe what they feel without looking at it, and then ask them to guess what it might be.

• Encourage the child to ask as many questions as possible to identify the item in the mystery bag.

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A Plan for action

• Familiarise yourself with the activity, the equipment and the expected time. Ensure you have everything you need on hand. Check the key ideas of the activity.

• Introduce the activity. It is a good time to engage the children in what they see in front of them, and what they think it tells them about the activity to come.

• Briefly discuss what will be happening during the activity so the children feel comfortable with what they are doing and the expectations the activity places on them. Briefly point out specific actions or events, asking probing questions like “Have you ever…?” “What do we think will happen here?” Questions that will enage the children

Before the

Activity

• Working through the activity should be enjoyable for the children, so make sure you don't 'push' them to work faster.

• Guide them with instructions, ensuring language like "We have to do this next - do you want to go first? What do you think will happen? Have you ever done anything like this before? What happened then?

• Ask probing questions related to the key idea.

• Ascertain whether the children are using any of the STEM skills, processes or capabilites mentioned earlier

During the

activity

• After, you can take the children back to the point of making predictions, and ask how they knew they were right or how they knew if their prediction wasn’t quite correct.

• You ask open-ended questions (requiring more than a yes/no response) and help the children build connections to the activity from their own experiences. For instance, “Tell me about the time that you did this before?”

• The second and subsequent run through of the activity will enable the children to join in with more certainty and possibly new language.

• Make sure you thank the children for playing with you.

At the end of

the activity

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Integrated STEM Many activities that children will do, naturally integrate mathematics, science and technologies.

Activity Skill, Knowledge, understanding Resources

1. Rolling down a slope – faster or slower Set up ramp about 10cms height from floor. Place both cars at the top of the ramp Release cars and see how far they go. Measure the distance. Which car will go the longest distance? Why do you think this is? Which car will go the fastest? Why do you think this is?

Science: Forces

• Forces can make things move

• Gravity is a force that makes things fall.

Maths – measurement (longest, shortest) Technology/engineering – changing the height of slope and determining its effect

• Stiff cardboard

• 2 small toy cars – different

• Measuring tape

2. Rolling down a slope – measuring friction Set up ramp about 10cms height from the floor. Place a car at the top of the ramp. Release the car and see how far it travels. Measure the distance. Tape a different surface on the wooden board and re-test. Try other surfaces. Which surface lets the car to travel the longest distance? Why do you think this is? What is happening to change the distance?

Science: Forces

• Forces can make things move

• Friction is a common force that stops things moving or slows things down.


Maths – measurement (longest, shortest) Technology/engineering – changing the surface of the ramp (investigating properties of materials)

• Stiff cardboard

• 1 small toy car

• Selection of material (30x 15) e.g. corrugated cardboard, rubberized matting

• Masking tape

• Measuring tape

3. Structures – building a tower Using the blocks/leg provided, construct a tower. Challenge One - You need to make the tower as tall as you can. Challenge two – make the strongest building to hold a weight (any soft toy from the setting)

Science: Forces

• Forces can hold things up


Maths – measurement (tallest, shortest), shapes, Weight - heavy, light Technology/engineering – building a structure to a challenge

• Blocks/lego

• Soft toy for weight

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4. Literacy Link with STEM structures Read the story to the children. House of sticks - Children can use spaghetti and plasticine to build a small house House of bricks – Children use small blocks to produce the three little pigs’ final house of bricks. Note: the stick house require good manipulative skills, so is more suitable for older groups of children.

Physics: forces (wind) Maths: shapes Technology/engineering – building a structure to a challenge

• 20 spaghetti lengths (alternative icy-pole sticks)

• Masking tape or plasticine

• Small lego bricks or blocks

• Story – three little pigs

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Science – focused STEM Science is defined as understanding the physical world, so when children start to explore, they are involved in science. Educators enhance these experiences by providing scaffolding.

5. Floating rocks Ask children to predict which rock they think will float or sink and record it on the chart. Allow them to test each rock and record their observations. Ask them questions – Which rock do you think will sink? Which rock will float? Can you tell any difference between the floating and sinking rocks?

Science: the compactness (density) of material influences whether it floats or sinks. Mathematics: relative weights of the rocks when compared to their volume (e.g. heavy for their size, or light for their size) Technology: balance scale – technological devices

• Samples of different rocks, different sizes. Try to locate pumice and granite.

• Transparent container of water (~1 litre)

• Set of scales for measurement

• Predict /observe chart

• Paper towel

6. Floating and sinking investigation using Predict/Observe Ask children to predict what each item will do when placed in the water. Will it float, will it sink or will it sit somewhere in the middle (which is really floating)?

Science

• Objects float or sink depending on the materials they are made of.

• 5-6 different materials: plastic lid, paper clip, piece of foil, cloth, marble, rock, match-stick (or cork)


• Paper towel

7. Shadows Turn the torch on so the light hits the wall Ask the children where the light is coming from. Place an object in the light path. Discuss what is happening – that the object is blocking the path of the light. Have children move the object closer to the torch or further away and observe what happens to the shadows.

Science

• Light travels in a straight line.

• Shadows require a light source and an object.

• Shadows are formed when light cannot pass through

the object. Maths: measurement. Language: bigger, smaller,

• Torch or light source

• Small objects or cut out shapes

• White wall or A3 paper

8. Making drums Provide each child with a plastic cup. Using plastic bags, grease proof paper or other material, they will need to cut out a rough circle, bigger than the top of the cup. With help, they use masking tape to hold the top of the drum down. Using a pencil, they can beat their drums. Ask the children: Do the drums make different sounds?

Science: sound

• We hear sound with our ears

• Sound is caused by objects vibrating.

• Sound bounces off surfaces.

• Plastic cups

• Different materials for drum coverings – plastic bags, greaseproof paper or fabric

• Masking tape

• Small pencils

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What could cause the difference? You are hoping they will mention the material on the top, but some may also mention the volume of air trapped inside, which will affect the vibration.

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Technology-focused STEM Technology/engineering problems also link well with science and mathematics, where the solution may require knowledge from the other field. Technology is about solving problems.

9. Investigating how things work Provide the children with a collection of different sized nuts, bolts and washers. Allow them to play with them to see what they will do. When they are ready, ask them to group them. They may try size & shape. Tell the children that the bolts can be wound into the nuts and allow them to try again. Ask them where the washers might fit.

Technology

• Investigating the components of machines

• Investigating a common joining techniques

Mathematics: Categorising: putting in groups

A range of nuts, bolts and washers of different sizes, but with matching sets included.

10. Common household tools Provide the children with a range of household tools and allow them to play with them to become familiar with handling them. Ask them what the item is used for at home. Take each tool in turn; ask the children how the shape helps the item do its job. Ask them how the mechanism (for the can opener) works. Discuss how many things are designed for a purpose and ask for things they might use everyday eg toothbrush, various

Technology: technological tool: Investigating how a tool works – design for purpose.

• Egg slide

• Spoon

• Fork

• Whisk

11. Being a robot Children act out being a robot in response to a series of commands to complete a square. Forward 2 steps, turn to the right, forward 2steps, turn to the right, forward 2 steps, turn to the right, forward 2steps, turn to the right. They then devise a pattern of movement for the educator to follow. They can mark their commands on a grid.

Technology: mimicking a technological device Mathematics: working with patterns Designing maps or plans for a robot to follow. Familiarisation with computational thinking.

• Grid paper

• Pencil

12. Design a pet rock for story telling Discuss children’s favorite stories with them. Who is their favorite character? What is important about their character? Discuss with children that they need to make a rock into their favorite story character. Provide them with a rock, paints, googly ideas,

Technology – design and make a product to fulfill a specific purpose

• Smooth clean rocks

• Googly ideas

• Paints

• Paint brushes

• Wool or cotton wool for hair or fur

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Mathematics – focused STEM Learning in mathematics is related to learning concepts but also processes. More than any other discipline area, mathematics learning relies on a steady construction of knowledge over time. Mathematical understanding relies on knowing simpler concepts and enhancing these through building on existing knowledge.

13. Shape hunt Children are going on a shape hunt Initially discuss basic shapes with them – circle, square, triangular, rectangular, and irregular. Children collect 4-6 different shapes and classify them.

Mathematics: shapes Set of shapes: circle, square, triangular, rectangular, and irregular. Or a shape chart.

14. Measuring time Mark a one-metre distance on the floor. Ask children how many fairy steps (heel to toe) they would need to take to walk one metre. Ask them to count their steps (or do it for them if they cannot count). Let them practice until they can do it consistently. Time how long it takes. Have children try to decrease the time it takes them to walk the one metre.

Mathematics: measurement

• Time

• Distance

• Metre tape

• Timer or second hand on watch.

15. The hand-print Children place their hand onto a piece of paper and trace around it using a pencil or crayon. They cut their hand print out and all children place their hand print together and compare. They place them in order. Biggest hand, longest hand, widest hand. Ask them what they notice. Can they explain the differences? Can they compare sizes of other body parts – length of arms, size of feet?

Mathematics: measurement of area, time and comparison. Key idea - Comparison of area - Size of area

• Paper

• Scissors

• Pencil

16. Categorising Children collect a range of items from around their room and sort them into their own chosen categories. These might include, size, colour, type of item.

Mathematics: sorting, categorising. Science – awareness of properties of materials

• Items from within the room

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Discuss with children the reason for their choices

Key idea - Categorising is

recognition of pattern - Chemical science -

Properties of materials

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References

Katz, L. (2010, May). STEM in the early years. Paper presented at the SEED 2010: STEM in early education and development conference. Retrieved from http://ecrp.uiuc.edu/beyond/seed/. Milford, T. & Tippett, C. (2015) The design and validation of an early childhood STEM Classroom Observational Protocol. International Research in Early Childhood Education, 6(1), 24-37.


http://ecrp.uiuc.edu/beyond/seed/


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Big Idea Things can go really fast down a ramp and can be affected by slope and surface

Initial Questions Which car will go the biggest distance? Why do you think so? Which car will go the fastest? Why do you think this is?

Method 1. Start by showing the students the

materials then ask students the initial questions and write down their responses.

2. Set up ramp about 10cms height from floor.

3. Place both cars at the top of the ramp.

4. Release cars and see how far they go.

5. Measure the distance. 6. Compare initial predictions to what

actually happened.

Concepts Science – Forces • Forces can make things move • Gravity is a force that makes things

fall. Technology/Engineering When you change the height of the slope, it effects the roll of objects and distance. There are different ways you can change the height of a slope. Mathematics: Measurement (longest, shortest), comparison.

Materials Wooden board (30cm X 15cm) or stiff cardboard to use as a ramp Two different small toy cars. Measuring tape

Skills 1. Predicting 2. Observing 3. Questioning 4. Exploring 5. Communicating

Integrated Learning Experience 1

Rolling down a slope – fast or slow

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Big Idea Initial Questions What do you think will happen when we put corrugated cardboard on the ramp? Which surface will allow the car to travel the longest distance? Why do you think this is? What is happening to change the distance?

Concepts

Big Idea Things go really fast down a ramp but can be slowed down by friction.



2. Set up the ramp about 10cms height from floor.

3. Place both cars at the top of the ramp.

4. Release cars and see how far they go.

5. Measure the distance. 6. Take a different surface on the

wooden board and retest 7. Try other surfaces. 8. Compare the initial predictions to

what actually happened.

Concepts Science – Forces • Forces can make things move • Friction is a common force that

stops things moving or slows things down.


Technology/Engineering When you change the surface of the slope, it effects the roll of objects and distance. There are different ways you can change the surface of slope. Mathematics: Measurement, comparison (longest, shortest).

Materials • Wooden board • 1 small toy car • Selection of material e.g. Hessian, felt, corrugated cardboard, rubberized matting • Masking tape • Measuring tape

Skills 1. Predicting 2. Observing 3. Questioning 4. Exploring 5. Communicating


Rolling down a slope – measuring friction

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Big Idea Towers can be constructed to be tall and strong using the right materials.

Initial Questions • How tall can you make a

tower? • How strong can you build a

tower that holds a weight? • What do you do to make

your tower tall? • What did you do to make it

strong? • Can you make it

taller/stronger – what would you need to do?

Method

1. Start by showing the students

the materials then ask students

the initial questions and write

down their responses.

2. Using the blocks / Lego

provided, build a tall tower.

3. Place bunny/soft toy on top.

4. Compare initial predictions to

what actually happened.

Concepts Science (Physics) – Forces • Forces can hold things up. • Gravity is a force that makes things

fall. Technology/Engineering – building a structure to a challenge. Mathematics: Measurement (tallest, shortest). Shapes. Weight – heavy light.

Materials • Lego or blocks • Soft toy (e.g. bunny)

Skills 1. Predicting 2. Constructing 3. Observing 4. Questioning 5. Exploring 6. Communicating


Structures – building a tower

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Big Idea You can integrate literacy and science by using small blocks to produce the three little pigs house of sticks and final house of bricks.

Initial Questions How strong can you build a tower that resists wind?

Method 1. Read the three Little Pigs. 2. Show the students the materials

then ask students the initial questions and write/draw their responses.

3. House of sticks – children can use spaghetti and plasticine (or masking tape) to build a small house.

4. Using the materials provided, build a house of bricks.

5. Compare initial predictions to what actually happened.

Concepts Science – Forces – push or pull. The wind pushes against the houses. Technology/Engineering – building a structure to a challenge. Strength of materials. Materials fit for a purpose. Mathematics: Shapes

Materials • 20 spaghetti strands / icy pole sticks per child, masking tape or playdough • Small bricks or Centre blocks • Story – Three Little Pigs.

Skills 1. Predicting 2. Observing 3. Questioning 4. Exploring


Literacy Link with STEM structures

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Big Idea Initial Questions Big Idea

Things can float and sink

Initial Questions • Which rock do you think will

sink? • Which rock will float? • What is the difference

between the floating and sinking rocks?



2. Place different rocks into the water, one at a time.

3. For each rock, as the children “what did you see happen”?

Concepts Science – the compactness (density) of material influences whether it floats or sinks. Technology/Engineering – balance scale – technological devices. Mathematics: relative weights of the rocks when compared to their volume (e.g. heavy for their size, or light for their size)

Materials • Samples of different rocks, different sizes. Try to locate pumice and granite. • Transparent container of water • Set of scales for measurement • Notebook and Pencil • Paper towel


Science - Learning Experience 1

Floating rocks

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Big Idea Initial Questions Big Idea

Things float and sink depending on what they are made of.

Initial Questions • What do you think will

happen when we put these things into water?

• Which things do you think will sink?

• Which things will float? • Which things will be

somewhere in the middle?

Method

1. Start by showing the students the materials then ask students the initial questions and write down their responses.

2. Ask children to predict what each item will do when placed in the water.

3. Children place on thing at a time in and observe closely.

4. Children offer explanation. 5. Try to draw their attention to the

material or shape of an object. Do not refer to weight as an aspect.

Concepts Science - Objects float or sink depending on the materials they are made of. Technology / Engineering – N/A Mathematics - Measurement (bigger, smaller)

Materials • 5-6 different materials, plastic lid, paper clip, piece of foil, cloth, marble, rock, match-

stick (or Cork) • Notebook and Pencil • Paper Towel



Floating and sinking investigation using predict/observe

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Big Idea

Shadows are caused by objects blocking a light path.

Initial Questions 1. When have you seen a

shadow? 2. Where have you seen a

shadow?

Method 1. Start with the initial questions. 2. Turn the torch on so the light hits

the wall (or white sheet). Ask the children where the light is coming from.

3. Have one child continue to hold the torch while another child places an object in the light path.

4. Discuss what is happening – that the object is blocking the path of the light. The light cannot get past.

Concepts Science – • Light travels in a straight line • Shadows require a light source and

an object. • Shadows are formed when light

cannot pass through the object. Technology / Engineering – using a tool for a purpose. Mathematics - Measurement (bigger, smaller)

Materials • Torch • Small objects or cut out shapes • White wall or A3 paper



Shadows

predict/observe

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Big Idea

Drums can make different sounds

Initial Questions • Do the drums make different

sounds? (high, low pitch) • What could cause the

difference? You are hoping they will mention the material on the top, but some may also mention the volume of air trapped inside, which will affect the vibration.

Method 1. Provide each child with a plastic or

cardboard cup. 2. Using plastic bags, greaseproof

paper or other material, they will need to cut out a rough circle, bigger than the top of the cup.

3. With help, they use an elastic band or masking tape to hold the top of the drum down.

4. Using a small pencil, they can beat their drums.

Concepts Science – We hear sound with our ears

- Sound is caused by objects vibrating.

- Sound bounces off surfaces. Technology / Engineering – using materials fit for a purpose. Mathematics – Counting the beat. Experiencing aspects of size, shape, volume.

Materials • Small containers – plastic cups, polystyrene or waxed cups (re-usable) • Different materials for drum coverings – plastic bags, greaseproof paper or fabric • Masking tape or elastic bands • Small pencils or disposable chopsticks which can be used as drumsticks



Making drums

predict/observe

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Big Idea

Screws, nuts and washers fit together to help join things.

Initial Questions 1. Who has seen these things

before? 2. Where have you seen them? 3. What do you think they are

used for? 4. Where do washers fit? 5. Why do we use a washer?

Method 1. Provide the children with a

collection of different sized nuts, bolts and washers.

2. Allow them to play with them to see what they will do.

3. When they are ready, ask them to group them. They may try size & shape.

4. Tell the children that the bolts can be wound into the nuts and allow them to try again.

5. Ask them where the washers might fit.

Concepts Science –force- screwing things requires a force. A screw is a ‘science lever’. Technology / Engineering – components of machines

- Investigating a common joining technique.

Mathematics – Categorizing – analyzing shape and making comparisons.

Materials • A range of nuts, bolts and washers of different sizes, but with matching sets included.


Technology - Learning Experience 1

Investigating how things work

predict/observe

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Big Idea

Different kitchen tools work in different ways.

Initial Questions • What do you use each of these

for? • How does each work? • How does its shape help it to

work? • Can it be used for anything

else?

Method 1. Provide the children with a range

of household tools and allow them to play with them to become familiar with handling them.

2. Ask them what the item is used for at home?

3. Take each tool in turn; ask the children how the shape helps the item do its job.

4. Ask them how the mechanism (for the can opener) works.

5. Discuss how many things are designed for a purpose and ask for things they might use.

Concepts Science – Most household tools are levers and use force to help them. Technology / Engineering – Technological tool – investigating how a tool works – design for purpose. Mathematics – N/A

Materials • Egg slide • Spoon • Fork • Can opener • Whisk • Knife (plastic or blunt)



Common household tools

predict/observe

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Big Idea

Robots need maps or plans to follow

Initial Questions

How do robots and computers think?

Method 1. Children act out being a robot in

response to a series of commands to complete a square.

2. Forward 2 steps, turn to the right, forward 2 steps, turn to the right, forward 2 steps, turn to the right, forward 2 steps, turn to the right.

3. They then devise a pattern of movement for the educator to follow.

4. They can mark their commands on a grid.

Concepts Science – N/A Technology / Engineering – Mimicking a technological device – a robot Mathematics – working with patterns

Materials • Pencil • Grid paper



Being a robot

predict/observe

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Big Idea

The best-shaped rock can be chosen to suit a particular character in a story.

Initial Questions • What is your favorite story? • Who is your favorite

character? • What is important about

their character? • What character can you

make with a rock? • Why did you choose that

rock? • Why did you choose that

color (or material for eyes, hair etc.)

Method 1. Discuss children’s favorite stories

with them. 2. Discuss with children that they

need to make a rock into their favorite story character to help tell the story.

3. Provide them with a rock, paints, googly eyes

4. When finished, children can act out their rocks character or part of the story.

Concepts Science – N/A Technology / Engineering – design and make a product to fulfill a specific purpose. Mathematics – N/A

Materials • Smooth clean rocks • Googly eyes • Paints • Paint brushes • Wool or cotton wool for hair or fur slide



Design a pet rock to use for story telling

predict/observe

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Big Idea

Shapes are everywhere

Initial Questions • Do you know the names of

some shapes? • What do different shapes look

like? • How do different shapes

appear in nature or in the centre?

Method 1. Children are going on a shape hunt

in the garden or the centre. 2. Initially discuss basic shapes with

them – circle, square, triangular, rectangular, and irregular.

3. Children collect 4-6 different shaped items and classify them.

Concepts Science – N/A Technology – N/A Engineering – N/A Mathematics – Shapes

Materials • Set of shapes – circle, square, triangular, rectangular, irregular made from

cardboard or a shape chart.


Mathematics -Learning Experience 1

Shape hunt

predict/observe

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Big Idea

We measure many things in our lives.

Initial Questions • Can you guess how many fairy

steps you will take to reach the other side of the mark?

• How many did it take? • Can you try it again and see if

you get the same answer? • How long will it take to get

across? • Can you make it faster?

Method 1. Mark a one-meter distance on the

floor. 2. Ask children how many fairy steps

(heel to toe) they would need to take to walk one meter.

3. Ask them to count their steps (or do it for them if they can’t count)

4. Let them practice until they can do it consistently. Time how long it takes (or have children count rhythmically)

5. Have children try to decrease the time it takes them to walk the one meter.

Concepts Science – experimenting. Adjusting components of a test to see what happens. Technology / Engineering – N/A Mathematics – Measurement

- Time - distance

Materials • A meter tape • Timer or second hand on watch



Measuring time

predict/observe

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Big Idea

Comparison of area, size of area

Initial Questions • What they notice about your

handprint compared to someone else’s? Is it bigger or smaller?

• Can they explain the differences?

• Can they compare sizes of other body parts – length of arms, size of feet?

Method 1. Children place their hand onto a

piece of paper and trace around it using a pencil or crayon.

2. They cut their hand printout and all children place their handprint together and compare.

3. They place them in order. Biggest hand, longest hand, widest hand.

Concepts Science – N/A Technology – N/A Engineering – N/A Mathematics – Measurement of area, and comparison.

Materials • Paper • Scissors • pencil



The hand print

predict/observe

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Big Idea

Categorizing is recognition of pattern.

Initial Questions • How do you put something

into a category? • What are you looking for?

(Consider similarities, attributes, etc.)

Method 1. Children collect a range of items

from around their room and sort them into their own chosen categories. These might include size, color, and type of item.

2. Discuss with children the reason for their choices.

Concepts Science – Chemical science - Different materials have different properties, such as color, strength, texture, smell, hardness, and flexibility which determine their applications and likely use. Technology / Engineering – Awareness of the properties of materials for a purpose. Mathematics – Sorting, categorizing, recognition of pattern (a repeating sequence or an ordered set of items arranged according to a rule).

Materials

• Any items from within the room.



Categorising

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Requirements for Activities

Activity number/

title/materials Resources

Integrated 1 Rolling down a slope

• Toy cars

• Measuring tape

• Cardboard/wooden ramp

Integrated 2 Rolling down a slope – measuring friction

• Stiff cardboard

• 1 small toy car

• Selection of material (30x 15) eg. Hessian, felt, corrugated cardboard, rubberized matting

• Masking tape

• Measuring tape

Integrated 3

Structures – building a tower

• Lego or blocks

• Soft toy (e.g. bunny)

Integrated 4 Literacy Link with STEM

structures

• 20 spaghetti strands/icy pole

sticks per child,

• Masking tape or plasticine

• Small bricks or Centre blocks

• Story – three little pigs

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Science 1

Floating rocks

• Samples of different rocks, different sizes. Try to locate pumice and granite.

• Transparent container of water

• Set of scales for measurement


• Small towel

Science 2

Floating and sinking investigation using Predict/Observe

• 5-6 different materials: plastic lid, paper clip, piece of foil, cloth, marble, rock, match-stick (or cork)


• Paper towel

Science 3

Shadows

• Torch

• Small objects

• White wall or A3 paper

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Science 4

Making drums

• Small containers – plastic cups, polystyrene or waxed cups (re-usable)

• Different materials for drum coverings – plastic bags, greaseproof paper or fabric

• Masking tape or elastic bands

• Small pencils or disposable chopsticks which can be used as drumsticks.

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Technology 1 Investigating how things work

• A range of nuts, bolts and washers of different sizes, but with matching sets included.

Technology 2 Common household tools

• Egg slide,

• Spoon

• Fork

• Can opener

• Whisk

• Knife (plastic or blunt)

Technology 3

Being a robot

• Pencil

• Grid paper

Technology 3 Design a pet rock to use for story telling

• Smooth clean rocks

• Googly eyes

• Paints

• Paint brushes

• Wool or cotton wool for

hair or fur slide

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Maths 1

Shape hunt

• Set of shapes - circle, square, triangular, rectangular, irregular made from cardboard. Or a shape chart.

Maths 2

Measuring time

• A metre tape

• Timer or second hand on

watch.

Maths 3

The hand-print

• Paper

• Scissors

• Pencil

Maths 4

Categorising

• Any items from within the

room

10-12 Items from within the room

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Bee-Bot is a unique and versatile classroom resource which will delight and engage children in a wide variety of cross curricular learning activities. With a simple child-friendly layout it’s a perfect starting point for teaching control, sequencing, directional language and algorithms. Bee-Bot works on 3 AA batteries Ages 3+ years.

Bee-Bot is a great resource to support the development of computing skills:

• Introduction to sequencing and control

• Develops positional and directional language

• Program sequences and repetitions

• Understand algorithms

• Design, write and debug programs

• Detect and correct errors in programs

• Supports development of fine motor skills

• Bee-Bot can be used across the curriculum for engaging learning.

Benefits:

• Child-friendly design makes it

suitable for foundation stage

children and upwards.

• Gives children immediate audio and

visual feedback. Use any

combination of forward, back, left,

right, pause and clear.

Instructions:

• Decide with children on a route you wish the Bee Bot to take – you can map

it with blocks on the floor.

• Program Bee-Bot to move forward or backward 15 cm steps and turn left or

right 90 degrees. It will remember up to 40 instructions at a time.

Bee Bots

Predict/Observe

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