Time, Growth and Change
The Learning Through Science teachers’ guides and pupils’ assignment cards for the unit Time, Growth and Change give suggestions for activities children could undertake. The cards are divided into groups, denoted by a symbol on the cards, according to their subject: time, growth and change. The teachers’ guides…
Which and What?
The Learning Through Science teachers’ guides and pupils’ assignment cards for the unit Which and What? differs from the other packs in the Learning Through Science series because the cards are intended for identification use only. They do not suggest pupil activities. There are twelve cards, each twice the size of the…
Electricity
The Learning Through Science teachers’ guides and pupils’ assignment cards for the unit Electricity give suggestions for activities children could undertake. This pack is different from other units in that the 24 cards are divided into three sequences of eight cards and within two of these sequences, Basic circuits and…
Earth
The Learning Through Science teachers’ guides and pupils’ assignment cards for the unit Earth give suggestions for activities children could undertake. The cards are divided into groups according to their subject: fieldwork, rock testing, soils, crystals, riches of the Earth, and past environments. On the cards the grouping…
Moving Around
The Learning Through Science teachers’ guides and students’ assignment cards for the unit Moving Around give suggestions for activities children could undertake. The cards are divided into groups according to their subject: cars and lorries, wheels, machines, and magnets. On the cards the grouping is denoted by a symbol.…
On the Move
The Learning Through Science teachers’ guides and pupils’ assignment cards for the unit On the Move give suggestions for activities children could undertake. The cards are divided into groups according to their subject: animals moving, and make it, test it. On the cards the grouping is denoted by a symbol. The teachers’…
Out of Doors
The Learning Through Science teachers’ guides and pupils’ assignment cards for the unit Out of Doors give suggestions for activities children could undertake. The cards are divided into groups according to their subject: looking at the soil, watching the weather, and shapes, measures and counts. On the cards the grouping…
All Around
The Learning Through Science teachers’ guide and pupils’ assignment cards for the unit All Around give suggestions for activities children could undertake. The cards are divided into groups according to their subject: science on the doorstep, looking at plants and looking at animals. On the cards the grouping is denoted…
Sky and Space
The Learning Through Science teachers’ guides and pupils’ assignment cards for the unit on Sky and Space give suggestions for activities children could undertake. The cards are divided into groups according to their subject, such as stars, planets, the weather, space, etc. On the cards the grouping is denoted by a symbol.…
Materials
The Learning Through Science teachers’ guides and pupils’ assignment cards for the unit on Materials give suggestions for activities children could undertake. The cards are divided into groups according to their subject: in the home, in the school, and in shops and supermarket. On the cards the grouping is denoted by…
Colour
The Learning Through Science teachers’ guides and pupils’ assignment Cards for the unit on Colour give suggestions for activities children could undertake. The cards are divided into groups according to their subject: art and colour, looking at colour, colour and ourselves, chemistry and colour, and colour in the environment.…
Ourselves
The Learning Through Science teachers’ guides and pupils’ assignment cards for the unit Ourselves give suggestions for activities that children could undertake. The cards are divided into groups which relate to each other in subject areas, such as sight, hearing, feeling, smelling, etc. These divisions are denoted by…
Learning Through Science: Student Teachers’ Pack
The Learning Through Science Student teachers’ pack serves as an introduction to the project’s materials and also constitutes a reduced pack which could support a number of short topics. It takes four of the 12 packs (see Teachers’ guide and Pupils’ assignment cards) and a selection of cards from each pack…
Learning Through Science: Guide and Index
Learning Through Science Guide and Index combines a discussion of how enquiry skills, basic ideas and attitude development can interlink in children’s learning in science with practical advice in the use of the project's materials. It gives information on organization, the objectives that can be achieved, evaluation of…
Science Resources for Primary and Middle Schools
This is learning Through Science Guide is about the resources needed to carry out science in primary and middle schools. The guide was primarily intended to help a school staff to assemble the resources that are needed for scientific explorations, but also of value to individual teachers. It describes the objects and materials that…
Science for Children with Learning Difficulties
The Learning Through Science guide on Science for Children with Learning Difficulties was written for teachers of children in the age range 8 to 13 who are unable to manage learning tasks which are successfully completed by most of their peers. This followed the recommendation in the Warnock Committee report of 1978 that particular…
With Objectives in Mind
The Science 5/13 book With objectives in mind states the education convictions underpinning the project as being that: • In general, children work best when trying to find answers to problems that they have themselves chosen to investigate. • There problems are best drawn from their own environment and tackled largely…
Using the Environment 3: Tackling Problems Part 2
The activities described in the Science 5/13 units Using the environment 3: tackling problems are designed for children aged 9-13, when they are becoming more capable of thinking logically and begin to speculate about the causes of phenomena and how their ideas could be tested. The work described takes children and teachers beyond…
Using the Environment 3: Tackling Problems Part 1
The activities described in the Science 5/13 unit Using the environment 3: tackling problems are designed for children aged 9-13, when they are becoming more capable of thinking logically and begin to speculate about the causes of phenomena and how their ideas could be tested. The work described takes children and teachers beyond…
Using the Environment 2: Investigations Part 1
The Science 5/13 unit Using the environment 2: investigations part 1 contains many questions and suggestions designed to help children work actively and purposefully in depth. This is most likely to happen when children find something of particular interest. The focus of part one of this unit is to ensure that this interest leads…
Structures and Forces, Stage Three
The Science 5/13 unit Structures and forces stage three continues to study of structures and forces met in children’s daily experience as in Structures and Forces Stages One and Two. However, in stages one and two the forces met were always balanced and the structures in which they acted did not move. The stage three unit deals…
Science, Models and Toys, Stage Three
This Science 5/13 unit for teachers indicates work that can be undertaken in upper years of primary schools, in middle schools or in secondary schools by children who have reached stage three (making greater use of abstract thinking). Some of the toys chosen are dealt with in the unit Science from Toys Stages One and Two, so the…
Change, Stage Three
This Science 5/13 unit for teachers Change stage three deals mainly with energy, and suggests ways of approaching this topic using the group working methods used in primary schools. However, the ideas and thinking required are described as being suitable only for pupils who have reached a certain level of development indicated by…
Like and Unlike, Stages One, Two and Three
This Science 5/13 unit for teachers Like and unlike stages one, two and three has a wider range in the suggested activities than most other units, covering stage three (transition to abstract thinking) as well as the two earlier stages. There are two chapters (Chapters 2 and 4), which are written particularly to suggests topics which…
Learning Through Science: Formulating a School Policy, with an Index to Science 5/13
Formulating a school policy with an index to Science 5/13 was produced by the project Learning Though Science, which followed directly on the Science 5/13 project. It is in two parts, the first dealing with matters of school policy and organisation relating to science and the second comprising the index to the Science 5/13 units…
Using the Environment 4: Ways and Means
The unit Ways and means, from Science 5/13, deals with the provision of facilities, equipment and raw materials children need for all stages of their outdoor investigations and for resulting activities on their return to school. While the suggestions for plants in the school grounds will remain appropriate he information provided…
Using the Environment 2: Investigations Part 2
The Science 5/13 unit Using the environment 2: investigations part 2 follows on from part one focusing on what and how children can investigate in the outside environment. The first three chapters are concerned with helping children to become more aware of the things that change: the weather, living things and the landscape. Two…