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                                Chris Creamer
              Teacher Adviser/Primary Science
                               01299 873963
Think of a topic

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

                        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!

                               SCIENTIFIC ENQUIRY IN

                               THE FOUNDATION STAGE

            Observing                                                        Solving a
                                                           Purposeful        problem

            STORIES                                 LINKS WITH
 RAISING                 OUTDOOR                      OTHER       SPEAKING               VISITS /
              AND                       ROLE PLAY                    AND     THINKING
QUESTIONS               ACTIVITIES                  CURRICULUM                           VISITORS
            RHYMES                                     AREAS     LISTENING
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

   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
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
Personal, social and emotional

    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
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
      Would it be nice to play in the snow in your
      I wonder what would happen if I put my ice lolly into
       a hot oven?
    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

   The Arctic – re Ginn “Foundation”
Mathematical development
    Talk about, recognise and recreate simple

   Make ice bowl – washing up bowl as mould

   Measure circumference with strip of coloured

   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 mittens
Hanging on the line
Along came (Gemma)
And said “They’re mine!”

8 woolly mittens…
Mathematical development

 Use language such as “greater”,
 “smaller”, “heavier” or “lighter” to
 compare quantities

 compare size – bigger/smaller

 how many?

 order by size

 match scarves
Physical development
    Move with confidence, imagination and in

   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
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

   Do you know someone who goes
    Could you ask them
    to bring in their
    ski clothing/gear
    and some photos
    and talk to the

   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


   Display – blue cloth, collection, sparkly
    snowflakes, doilies, question/picture
    cards, photographs, children’s
    annotated drawings, collages, key word

   Big book – use annotated
    photographs/drawings to make a class
    book about “Winter”

   Observe children

   Listen to the children

   Talk with the children

   Did the children learn?

   Did the children enjoy learning?

   Is there something I should
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