Wow! Science

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Use in any topic, but especially space or microorganisms to offer a sense of scale for these things. The story stands alone: it is a good story. However, on this journey she travels by zeppelin, by boat, by sledge, by hot air balloon, by polar bear and on foot through snow and ice and treacherous conditions. All of those modes of transport involve forces. Each leg of the journey encounters difficulties, which can be better understood if the science is investigated – if the forces are felt.

File not writeable: /var/www/html/wowscience.co.uk/wp-content/plugins/special-recent-posts/cache/srpthumb-p2684-105x77-no.jpg The children learn the story as they would learn a Greek myth. It is only when we make a model water cycle and start talking about evaporation and condensation that the children recognise Eva’s game from the story and realise it is the same as the processes in the water cycle. Again, the story stands alone: it is a good story. The science is the helper but it is not the star. Conclusion. Susanna Ramsey has created a huge collection of physical specimens and photographs of British wildlife. She has been working with Fellows from the Primary Science Teaching Trust to create some wonderful new resources to support science in the Early Years. In this blog, Susanna shares the story of how the collection began, her passion for wildlife and photography, and how teachers can access her collection. Ask children to find out objects the same comparative size, smaller or larger than an area you are working on….. e.g. “What is smaller than an ant?” File not writeable: /var/www/html/wowscience.co.uk/wp-content/plugins/special-recent-posts/cache/srpthumb-p2697-105x77-no.jpgWhen you learn more about something, you begin to care more and want to protect it. I hope that my Nature Collection and the resources I have created with TTS and the PSTT will inspire children and adults to look more closely at the local animals that share our world. You could use the story of the scientist (if it is a good story) or you could choose a great novel or picture book that has something within it that you can investigate.

One way to use stories is to tell the story of the scientist. If the scientist faced a particularly difficult set of circumstances then the story of the scientist can be engaging.If you want to really get the children to retain the story, teach them to tell the story themselves. Remember, if the story doesn’t grip you, it won’t grip the children so choose the books that you love. Resources. Another approach is to story tell the whole story in one go and then revisit aspects of the story as you progress through the science topic. I have written and collected some stories for science teaching which are designed to be told by the teacher and then the children (Science Through Stories, Smith and Pottle, Hawthorn, 2015). They are short stories which the children can learn themselves, using the Storytelling Schools method.

Mary Anning is the classic example. A poor girl, who survived a lightning strike as a child, has to scrape a living selling curiosities found on the beach in Lyme Regis. One day she comes across an enormous fossilised ichthyosaur and she manages to excavate it and sells it for a large sum of money. She becomes a recognised name in palaeontology, although she is never given credit in her lifetime, as she is a woman. It was amazing how many different facts my class remembered, afterwards. We have lots of children for whom English is a second language. This worked really well for them, as it is all so visual. (Teacher)File not writeable: /var/www/html/wowscience.co.uk/wp-content/plugins/special-recent-posts/cache/srpthumb-p2661-105x77-no.jpg That is the centre of a good story and it must be at the centre of a good science story. If it doesn’t move you –it is not a good story. Stories for science. These are just some of the comments I loved to hear, when a class came in to explore The Nature Collection set up for a workshop.

Problem detected on file:/var/www/html/wowscience.co.uk/wp-content/uploads/2022/05/child-and-leaves-unsplash-source.jpg Universe, Galaxies, Stars, Planets, Animals, Humans, plants, microorganisms, bacteria, virus, cells, DNA, molecules, microscope, measurements

Wow Science

All to often, stories for science can be simplified into ‘One day some people needed to solve a problem so they did some science and it worked. The end’. I have been given many books about characters who see a problem that can be solved by science and they do some science and they solve the problem. Sometimes the science words are even highlighted in the book. History is an obvious candidate for teaching through stories as the content is largely cause and effect and there is often an emotional content to a historical story too, which engages the reader/listener. But what about science? How can we engage that story-processing brain when learning about science?