How the World Works 2019-20

Central idea: The things we use come from somewhere else.

Concepts: form, causation, connection

Related Concepts: changes of state, production

Lines of Inquiry: 

  • The process of how and why things change (causation, change)
  • The form of materials changes according to the intended use (form)
  • How we get resources (connection)

This unit provides children with the opportunity to explore properties of materials of every-day objects around them and helps them to develop foundational scientific research skills. 

Story#1

Focus: Research Skills, Thinking Skills, Communication Skills

Here is a collection of objects. How are these objects the same? How are they different?

What objects can you find around your environment that are made of different materials?

This invitation encourages children to:

  • develop an inquiring mind
  • ask questions about things in their environment
  • collect, observe and categorise objects by attributes (Similarities & Differences)
  • use inquiry to acquire information
  • make statements that reflect their understandings
  • explain criteria for sorting

 

Story#2

Focus: research Skills, Thinking Skills, Communication Skills

We have inquired into materials and sound in Performing Arts, noticing how we can create sound and music with objects we have around us.

Let’s go on a walk in the Early Years playground to explore materials and their properties.

 

Here is a collection of items I gathered from around my home.

  • I wonder how I might sort these objects… 
  • I wonder what materials have been used to make them…

You might want to go on a hunt to explore objects and their properties in your environment.

Approaches to Learning (ATL’s)

  • seek information
  • observe carefully
  • test generalizations, strategies or ideas
  • sort and categorize information and materials; arrange into forms or order
  • draw conclusions and generalizations

 

Story#3

Change (The process of how and why things change)

Focus: Research Skills, Thinking Skills, Communication Skills, Self-management Skills

The food we eat may vary in colour, texture, flavour and nutrition. Where does our food come from and how might our food change over time? Here is a story to help us think about the different food we eat.

Click HERE to read the story.

Inquiry Invitation #1:

How are the foods you eat the same, or different?

You can choose to explore one or more options:

  • Take a picture of your meal, what do you notice about the food you eat? Share your observations.
  • Have a look in your refrigerator, what do you notice about the foods you eat? Document and share your observations.
  • On your next family visit to the supermarket, observe the different food you choose to buy. Document what you observe using paper and markers or take a photograph(s) to share what you notice.

Inquiry Invitation #2:

What happens to food over time?

How might we observe and document what we notice?

  • Choose a variety of food to observe over time. A few choices may be oranges, lemons, bananas, apples, green vegetables, pumpkin, kiwi.

Inquiry Invitation #3

Ms. Pam, Ms. Victoria, Ms. Hannah and Mrs. Karen decided to make a ‘Rainbow 🌈 Breakfast’!

What do you notice about the foods they chose to use?
How did they sort the different food?

  • 🌈How might we make a rainbow meal? What foods would we use and how might we prepare it?
  • 🌈Share the process of creating your rainbow meal using paper and markers, photographs or video. 

Click HERE to read this book.

What are some questions you might have about the food we eat?

Share your thoughts and observations…

Approaches to Learning (ATL’s) 

  • observe carefully
  • seek information, ask or express through play questions that can be researched
  • gather information from a variety of sources (people, places, materials, literature)
  • record observations, use mark-marking to convey meaning (drawing)
  • express oneself using words and sentences, participate in conversations
  • choose and complete tasks independently

 

Story#4

Exploring the properties of materials.

Online Learning

Focus: Research Skills, Communication Skills

Does it sink or float?

Use a collection of familiar objects to determine whether each will sink or float in water.

  1. Gather a collection of objects
  2. Drop the objects into the water one at a time and note if they sink or float.
  3. Document your observations using drawings or photographs.

What did you observe about the items that sink versus those that float?

  • Are they bigger?
  • Do they feel heavier?
  • Do they have a certain shape to them?

Bruce is testing his theories about the different objects that sink and float in water. He noticed that some of the objects just sink as soon as they are put into the water. He found out that his LEGO fleet was able to float! Finally, he created his own water park😄!

Leming the Scientist:

Leming is planning a science experiment.

He has 2 groups of materials.

He would like to find out which group of materials will sink and float.

Here is group 1 and group 2.

Can you guess which group of items will sink and which group of items will float?

Leming has been testing the materials in his 2 groups to see if his theories were correct.

What do you think he learned from his experiment into sinking and floating?

Were your predictions/guesses correct?    

Approaches to Learning (ATL’s)

  • observe carefully
  • organize information
  • test developing theories through experimentation
  • seek information
  • record observations—drawing and photographs
  • analyse and interpret information
  • express oneself using words and sentences
  • use mark-marking to convey meaning
  • document information and observations in a variety of ways

 

Story#5

How do we prepare different products to meet our needs?

Focus: Self-management Skills, Communication Skills

Children enjoy and have fun when cooking. Cooking also develops many mathematical concepts such as measurement and volume, while instilling healthy eating habits.

Other benefits include:

  • strengthening their fine motor skills through cutting, pouring and scooping
  • learning the concept of sequencing through reading recipes and discussing what comes first, second, and third in the cooking process
  • expanding their vocabulary as they are exposed to new words and terms
  • developing a greater sense of discovery with new foods
  • developing independence and self-management skills
  • learning about and developing an appreciation for the different resources and produce that are used when cooking

Do you like pancakes? This book is about all the steps needed to make them. Let’s listen to Ms. Anna Mila read ‘Pancake, Pancake!‘ by Eric Carle. Then, let’s make our own pancakes. 

Don’t forget to wash your hands!!

‘Wash Your Hands’ Click HERE to read it.

Let’s make PANCAKES with Ms. Anna Mila!!! 

Ms. Heidi and her son decide to show their creativity in different ways through Performing Arts.

You can make up your own call and response song linked to cooking. It could be making scrambled eggs, making egg fried rice, baking cookies…. Choose objects to act out and perform your song with. Post a video on Seesaw of yourself singing your own call and response song’ with your chosen objects based on the ‘Pancakes call and response song’. 

Curious George loves to cook. This is when he made pancakes! 

You can follow along to make your own pancakes. Here is George showing us how to do it! 

If you make your own pancakes or other delicious foods, don’t forget to let us know about your experience!  

We have had a lot of excitement in the kitchen. We have had opportunities to watch others help out in the kitchen as they cook, clean and prepare healthy meals. Ms. Anna Mila and her daughter worked together to make pancakes. Ms. Heidi and her son were also busy in the kitchen! Here is yet another family preparing a meal together.

‘Stir, Sift, Slice’ Click HERE to read!

  • I wonder how you help your family prepare for meal time.
  • Maybe you would like to share your experiences with us!