Early Years Science

Welcome to Early Years Science in 2018!

My name is Eve Sage and I am excited to be teaching Science to our Reception, Years 1 and 2 Students. Science is such a stimulating curriculum area to focus and nurture children’s natural curiosity in the world around them. It is also a subject that lends itself easily to an Inquiry hands on approach, incorporating STEM, allowing children to experiment, question, explore changes within the parameters of their investigations and draw conclusions based on their findings.

Welcome to Term 1 and wonderful Summer in Early Years Science. Our focus this Term in Reception, Years 1 and 2 will be investigating Physics and the concept of Forces, concentrating on aspects of the curriculum according to Year Level. Luckily, some of our investigations involve water and we are fortunate to have a shaded, grassed area outside the classroom, just the thing in hot weather!

For a more detailed overview of content at each Year Level, click on the links below and for photos, keep scrolling!

EY Science Overview Term 1 2018

Reception Physical Sciences Rubric 2018

Year 1 Physical Sciences Rubric 2018

Year 2 Physical Sciences Rubric 2018

Below are some photos from late 2017 when we had some extra time to investigate science concepts outside the curriculum. The first 2 photos involve Reception students and the concept of Surface Tension. Water molecules love each other, but what happens when we add detergent to break the molecules apart?

        

Students exploring the animal life in our Native Garden

    

Year 2 Students constructing a box needed to house a silk worm according to a set criteria and the silk worm!

    

Year 3 Students also investigating Surface Tension creating a meniscus on a 5 cent coin – how many drops?

    

 

 

Reception’s learn about the importance of plants in our environment, how they can create oxygen and absorb carbon dioxide to keep our atmosphere healthy. They also provide food for us to eat. Plants need warmth and water for seed germination and then sunlight when they sprout leaves to make food for the plant to survive. Their task is to make a model of a greenhouse containing seeds to germinate and put in a light, warm spot at home.

      

Receptions – Decorating their greenhouses, then using a pipette to add water to the cotton wool balls.

      

Receptions – Next we add the seeds to the cotton wool balls

Reception – Ready to take home!

 

Year 1’s model how to ‘undo’ pollution in the water using different utensils to remove as much ‘pollution’ as possible. Their task is to create a model of river pollution in a bowl of water by adding a number of familiar materials found in their environment and observe which materials break up easily. Students then add oil to the water and observe the effect it has on feathers. They use a number of utensils to remove the pollution and observe the effect detergent has on removing oil.

     

Year 1 – It all starts off so neatly, students adding materials to pollute the water

      

Year 1 – Then YUK, they have to unpollute, observing what falls apart and what stays the same

      

Year 1 – Ms Sage creating an oil spill, our SiS Theo Almond helping to clean it up – messy but fun!

 

Year 3 – Awareness of the importance of water as a valuable resource in the future and how we might be able to filter it to create cleaner water in an emergency situation. Task – Make a water filter choosing 5 different materials. Pass dirty water through to make it as clear as possible. Firstly students chose the materials and created the filter, then flushed it with tap water to clean the filter before pouring the dirty water through to determine the clearest water in each class.

      

Year 3 – Making the filters – 2 types pebbles, 2 types sand, charcoal, several fine filters

      

Year 3 – Flushing with water to clear impurities from the filter

     

Year 3 – Pouring the dirty water through, its clear!!!

Year 2 – Awareness of how much plastic pollutes our oceans. Students are stranded on an island with plastic pollution all along the beach. Task – Design a boat to get across to the mainland using the plastic pollution. Science Week competition – build a  boat from plastic and/or cork, float it in a bucket of water and compete to get as many people (marbles) as possible on board.

      

Year 2 – Teamwork making the boats – trapping air inside the lids for added buoyancy, clever!

      

Year 2 – Testing the boats

      

Year 2 – Some great designs!!

       

Year 3’s making Thermometers using Rubbing Alcohol – it’s working!

       

Year 2’s designing their boats ready for the Science Week competition

       

Year 1’s classifying materials using a Venn Diagram

       

Year 2’s investigating mixing materials with water

 

       

Receptions testing objects to see if they are waterproof. Does it feel different from before?

        

Year 1 Making spaghetti towers using strong shapes. Cooked spaghetti is hard, stiff, straight.

        

Measuring heat – What is happening to the hot water and the cold water?

        

Year 1 – How does cooking change spaghetti?  Now it is soft, sticky and bendy.

      

Year 2 – What is a reservoir and how do we make one? We store water for everyday use.

Receptions – What is the object inside the box, what does it feel like? It is made of ….

        

Year 3’s begin making Alum crystals – first weigh Alum crystals, then add warm water and measure temperature

Keep stirring until all Alum crystals have dissolved – soon we have some great crystals!

        

Receptions testing wind strength with a measuring tool – does the wind vary at different places around the school?

Is it calm, breezy or windy?

        

Year 2’s conducting an investigation, comparing pea seed growth using 4 different types of water.

        

Receptions learning to use thermometers to measure temperature, what happens when it is put into cold water and then warm water?

What happens when it rains on different surfaces – pool, soak, run off?

    

How will our school landscape change by the end of the Term?

Mixing materials for a specific purpose, experimenting with plaster of paris

 

 

Year 1 – Having fun testing

Year 2 – Predicting what might float

Year 2 – Water pushes up, gravity pulls down – Why do some things float?

Year 2 – Testing and recording