Metals, Stages One and Two
The Science 5/13 unit Metals, stages one and two, describes practical situations and enquiries in which children’s attention is focused on the use and properties of metals. In this unit, activities for stage one and stage two are in separate sections and written in contrasting styles. The stage one activities are set out to…
Minibeasts, Stages One and Two
The Science 5/13 unit Minibeasts stages one and two is about the ‘creepy crawlies’ of the animal world, meaning mainly invertebrates. This focus was selected because of the wide variety of these creatures normally available in any environment and accessible for first-hand observation by children. These enquiries can lead…
Science from Toys, Stages One and Two and Background
This Science 5/13 unit for teachers Science from toys stages one and two and background comprises a number of sections focused on particular toy. In each section, sufficient background material is given so that teachers can see where suggested lines of development can lead, and immediate information is provided regarding the science…
Change, Stages One and Two and Background
This Science 5/13 unit for teachers on Change stages one and two describes a range of activities that build children’s ideas about change and how it occurs. Rather than being a topic to pursue as a whole, it contains ideas that can be woven into other topics. However, one theme 'Changes in the kitchen' has been given…
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…
Trees, Stages One and Two
The Science 5/13 unit for teachers on Trees, stages one and two contains suggestions for things children could do when working with trees and ideas about why they might do them. It uses trees as a ready source of material for observation and investigation which is likely to further the development of children's scientific understanding.…
Holes, Gaps and Cavities, Stages One and Two
This Science 5/13 unit for teachers Holes, gaps and cavities stages one and two is concerned with The unit is concerned with a number of facets of 'holes, gaps and cavities', all of which lead to gathering experience. The first chapter suggests children make their own collection .of 'holes', make lists of holes,…
Time, Stages One and Two and Background
The Science 5/13 unit Time, stages one and two suggests classroom activities concerned with the scientific aspects of time. It was also hoped that the study of time would lead into other subjects and to creative writing. Through these activities children gather an increasing awareness of the duration of events through enquiry into…
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…
Ourselves, Stages One and Two
The Science 5/13 unit for teachers Ourselves was written to enable children to learn about themselves by finding things out at first hand. This involves children questioning one another, taking measurements, performing tasks, carrying out tests and recording and reporting the information they find. Through these experiences they…
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 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…
Working with Wood, Stages One and Two
The Science 5/13 unit for teachers Working with wood stages one and two contains suggestions for practical activity relating to wood. It includes comment on ways of starting work, suggestions for children's activities and guidance about the materials they might use. It aims to show how working with a familiar material can contribute…
Coloured Things, Stages One and Two
This Science 5/13 unit for teachers Coloured things stages one and two provides suggestions for children's activities some of which relate directly to colour itself whilst others use an interest in coloured things as a springboard to other areas of investigation. Each chapter has an environmental theme rich in starting points…
Structures and Forces, Stage One and Two
The Science 5/13 unit Structures and forces stages one and two proposes classroom activities stemming from the observation of structures in the world around: building, bridges and some natural structures. Only static forces are included. A number of questions are raised which can lead to model making and active enquiry into the strength…
Children and Plastics, Stages One and Two and Background
This Science 5/13 unit for teachers Plastics for stages one and two is concerned with children’s exploration of the man-made plastics in the world around. It is not concerned with the chemistry or the production of plastics but with the variety and uses of plastics. The unit falls into two main sections. The first section suggests…