Developing imaginative and creative ideas for awe and wonder and scientific challenges within EYFS, The World – SCIE0851 Dave Whittle - HIAS

Dates SessionDate 1 10 th November st January st March 2016

Expectations Delegates will: become familiar with the important scientific ideas that young children should experience.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.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.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 whyWondering why Gathering and analysing evidence to find out whyGathering and analysing evidence to find out why What is science? (2)

What happens when you float your Water lily on water?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?Explore what happens when you place a water lily on water … what questions do you have? Choose one to exploreChoose one to explore The Water Lily The Water Lily (10 mins)

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

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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: Their learning must be supported by offering opportunities for them to: use a range of toolsuse a range of tools encounter creatures, people, plants and objects in their natural environments and in real life situationsencounter creatures, people, plants and objects in their natural environments and in real life situations undertake practical ‘experiments’ and challengesundertake practical ‘experiments’ and challenges work with and explore a range of materialswork 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 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 propertiesInvestigate objects and materials and their properties Explore changes and patternsExplore changes and patterns Explore similarities and differencesExplore similarities and differences Question how and why things workQuestion how and why things work

Ideally then: Ideally then: Activities should be based on first-hand experiences that encourage exploration, experimentation, observation, problem solving, prediction, critical thinking, decision making and discussion.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 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 experiencesPractitioners 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 outdoorsPractitioners 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 chrysalisPractitioners 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…?” 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: MaterialsMaterials Pushes and pullsPushes and pulls Hot and coldHot and cold Light and soundLight and sound Plants}Plants} Animals} in their local environmentAnimals} in their local environment

Planning Things to be considered: What learning experiences will children have?What learning experiences will children have? What resources will they interact with?What resources will they interact with? Where is the challenge?Where is the challenge?Where is the challenge?Where is the challenge? What vocabulary do we want children to develop?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 livedSome things are living, some were once living but now dead and some things have never lived There is variation between all living thingsThere is variation between all living things Different animals and plants live in different placesDifferent animals and plants live in different places Living things are adapted to survive in different habitatsLiving things are adapted to survive in different habitats Environmental change can affect the plants and animals that live thereEnvironmental 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 activities do you do that give children experience of this Key Idea? What learning experiences will children have?What learning experiences will children have? What resources will they interact with?What resources will they interact with? Where is the challenge?Where is the challenge? What vocabulary do we want children to develop?What vocabulary do we want children to develop?

We had a go … … with three of these. … 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 (21 st 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’ 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’ 3. Feedback on learning resources, resources, vocabulary, etc for ‘Animals’ and/or ‘Materials’ 4. Please think about good starting points … particularly for ‘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. 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 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 questionsAsk questions ExploreExplore InvestigateInvestigate Follow their own lines of enquiryFollow their own lines of enquiry Look for patternsLook for patterns Look for changeLook for change Planning