Developing imaginative and creative ideas for awe and wonder and scientific challenges within

EYFS, The World – SCIE0851

Dave Whittle - HIAS

david.whittle@hants.gov.uk

Dates

Session Date

1 10th November 2015

2 21st January 2016

3 1st March 2016

Expectations

Delegates will:• become familiar with the important scientific ideas

that young children should experience.• become more confident at framing questions to

encourage higher order thinking and encouraging children to explore their early scientific ideas.

• come prepared to share their ideas, trial ideas and approaches developed in the sessions , evaluate these and share their experiences.

Wondering why

What is science? (1)

What do you think happened?

Markings were found in the snow

• Wondering why

• Gathering and analysing evidence to find out why

What is science? (2)

• What happens when you float your Water lily on water?

• Explore what happens when you place a water lily on water … what questions do you have?

• Choose one to explore

The Water Lily

(10 mins)

• Explain to another group what you’ve discovered.• How did it feel during the activity?

Sharing your evidence …

Reflection

– What made that feel like ‘real’ science?

– What aspects of this approach would you want children to experience?

.

How do these principles fit with those of EYFS?

Whatever we do should … support a smooth transition to KS1 by informing the professional

discussion between EYFS & KS1 teachers. give children access to a rich learning environment which provides

them with the opportunities and conditions in which to flourish. Provide children with opportunities to compare similarities and

differences in relation to places, objects, materials and living things. Encourage them to talk about the features of their own immediate

environment and how environments might vary from one another. Encourage them to make observations of animals and plants and

explain why some things occur, and talk about changes.

Principles of Early Years Science

Understanding of the world involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.

Their learning must be supported by offering opportunities for them to:

• use a range of tools• encounter creatures, people, plants and objects in their

natural environments and in real life situations• undertake practical ‘experiments’ and challenges• work with and explore a range of materials

The scientific aspect of ELG14 - The world …

Children know about similarities and differences in relation to places, objects, materials and living things.

They talk about the features of their own immediate environment and how environments might vary from one another.They make observations of animals and plants and explain why some things occur, and talk about changes.So we need to provide children with opportunities to:

• Investigate objects and materials and their properties• Explore changes and patterns• Explore similarities and differences• Question how and why things work

Ideally then:

• Activities should be based on first-hand experiences that encourage exploration, experimentation, observation, problem solving, prediction, critical thinking, decision making and discussion.

• Practitioners should teach skills and knowledge in the context of practical activities, for example, learning about the characteristics of liquids and solids by melting chocolate.

• Practitioners should encourage children to tell each other what they have found out, to speculate on future findings or to describe their experiences

• Practitioners need to create a stimulating environment that offers a range of activities to encourage children’s interest and curiosity, both indoors and outdoors

• Practitioners should use correct terms and vocabulary, for example children will enjoy naming a chrysalis

• Practitioners should pose carefully framed open ended questions such as “ How can we…?” or “What would happen if…?”

Science core themes …

We have come up with:• Materials• Pushes and pulls• Hot and cold• Light and sound• Plants }• Animals } in their local environment

Planning

Things to be considered:• What learning experiences will children have?• What resources will they interact with?• Where is the challenge?• What vocabulary do we want children to

develop?

Let’s have a go …

The five KS1 Key Ideas for variation are:• Some things are living, some were once living

but now dead and some things have never lived• There is variation between all living things• Different animals and plants live in different

places• Living things are adapted to survive in different

habitats• Environmental change can affect the plants and

animals that live there

Choose one of the Key Ideas for variation:

• What activities do you do that give children experience of this Key Idea?

• What learning experiences will children have?• What resources will they interact with?• Where is the challenge?• What vocabulary do we want children to

develop?

We had a go …

… with three of these.

The sheets summarise what we came up with ...

Is this kind of thing useful?

Any priorities for you?

Are there any areas/issues you would particularly like to focus on in session 2?

For session 2 (21st January)…1. We’ll do some science

2. Share any additions you think we need to make to the three ‘Variation’ sheets we looked at in session 1 … also include ‘Books and songs’

3. Feedback on learning resources, resources, vocabulary, etc for ‘Animals’ and/or ‘Materials’

4. Please think about good starting points … particularly for ‘Materials’

5. Please also bring any photos of effective displays, role play areas or other settings you have used.

6. Be prepared to share your reflections on what you did and what happened

By ‘Where is the challenge?’ we mean …

How can you encourage children to:• Ask questions• Explore• Investigate• Follow their own lines of enquiry• Look for patterns • Look for change

Planning