Required Reading5: Science for Infants and Toddlers (Backshall, 2000)

This reading was interesting and it had many useful ideas for encouraging scientific learning in an early childhood centre. The first point that I got from the reading was “Seeing an early childhood environment through science eyes” (Backshall, 2000, p. 12) It means providing an environment with many opportunities for children to stimulate their physical worlds is important. This creates appreciation of science that can lead to the development of curiosity and ideas and children would gain scientific knowledge through the process of inquiry and experimentation.

The second point was “foster curiosity and develop language and conceptual ideas” (Backshall, 2000, p.3). This may mean that providing children with scientific language related to the experiences they are involved in is important. Infants and toddlers are natural scientist so they are capable of manipulating objects around them. However, some of children’s language skills were not developed so they need someone to guide and explain. Through explaining or talking with children, I am able to find out how much the child already know and what concept does the child interest in. As a teacher, I should foster children’s curiosity and develop language and conceptual ideas for children to gain scientific knowledge.


Floating and Sinking

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This week, we had activities about ‘floating and sinking’. Jasmine and I had a discussion about ‘would a candle float or not’. Jasmine said it would not float as it was heavy, but I said it would float because it is made of oil and oil floats in the water. After discussion, we put the candle in the water and what happen??? It floated! Also our group tried to guess whether float or sink other objects such as play dough, rock, balloon, crayon, etc. We had great time during the discussion of whether the objects float or sink and the some of objects’ result was impressive.

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The second activity was also fun! We floated the little plastic basket on the water and put marbles in one at a time and see how many marbles it would take to sink the basket. Our basket sank at 32th of marbles and when we put the 32th marble, it sank very fast. Additionally, our group was the second group of containing many marbles. Yay!

Reflection for Floating and Sinking

Through the topic of floating and sinking, I had a lot of discussion with our group and we continue to float our curiosity. I happy to learnt many exciting new activities, which would help children to explore idea of mass, density and weight. Also I learnt the difference between density in objects and surface water. I did not know that if the density in objects less then one, it should float and if the density in objects more then one, it should sink. However, for human, we increase our density by putting on a life jacket and we are able to float more easily. To stimulate children’s interest, I could do the boat density by putting more marbles so children can learn why the boat floats and why the boat sinks when it is with more marbles. This topic brought lots of knowledge that I can learn and I am happy to use this knowledge for children in an Early Childhood Centre. I am excited to have the activities with children and they would like these activities to learn the topic.

Original resource for Floating and Sinking


I chose the book ‘Who sank the boat’ by Pamela Allen because it is a short, repetitive, and slightly rhyming story that would help children to learn about sinking and floating. ‘Who Sank the Boat?’ begins with several barnyard animals who decide that they would like to go for a short row in a boat, and follows them as they try to fit all the animals in the boat without it tipping over. This book would be able to teach that something’s ability to float or sink can depend on the removal or addition of even a very small item, such as a mouse, as well as where items are placed inside a boat to keep the weight evenly distributed to help balance the boat.

Required reading 4: Cahil, A & Fleer, M (2001) I want to know: Learning about Science

I have two key points from this reading. The first idea was that “children will focus on the everyday in ways that adults are not likely to consider”. This is because “what is significant to children may well be quite different” and children’s questions are usually based on the limited knowledge so children’s questions are usually complex and cannot easy to be answered. Therefore teachers need to be prepared for these questions and we have to have the knowledge to guide children in the right way.

Another idea was that the teachers must be flexible in our planning to control the children’s interests. This is because children think different way with adults so if the teacher plan based on children’s interest, they would explore their ideas, learn more and the teachers, we can expand children’s ideas using their questions.

Living world – animal


For this topic, I collected snails from my gardens to bring and observe in the classroom. During the lecture, I looked the snail through the magnifying glass and I found the snail has patterns on its skin. Also I could see its foot rippled as it slithered forward. All those learning from the activity with the snail was fun!

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The second artifact was about the reproductive cycle of a human body. We firstly talked about the human body, we drew an outline of inside of body that we knew and we found what functions does our body have through the model. I thought that children would boost their curiosity when they have this model. I was very interesting to find out where all our bits are and what they are good for.


Reflection for living world – animal

I found the topic of living world (animal) is fascinating! Through this topic, I learnt all about the animal kingdom and the different class of the animal such as fish, amphibians, reptiles, birds, mammals and us! To classify animals into these groups, we have to ask ourselves. Does it have backbone? Leg? Hot blood? Cold blood? Does it live in the sea? Land? Etc. I am sure that children would be good at answer these questions and it would be fun to classify the animal with young children. Also we learnt about the human body, how all our organs work and the fact that while we are living our daily life, there are so many process and systems going on our bodies. I am so excited to share this fact with children because I expect the surprising reaction from the children. I am so curious to see children’s reaction when they learn the digestive system and the working systems for some animals. I was happy to be in the class because this topic helped me to understand in simpler forms for children and now I can approach and discuss about this topic with them more easily.

Resource for living world – animal and reason chosen


I chose animal cards for the resource because, with these animal cards, children and I can discuss about classifying the animals in the different groups. These cards have different type of animals so we can have wider discussion. Children would show their interests when they learn about the differences between insects and animals and I expect many unimaginable questions from children. I am very excited with this activity and hearing the many questions about animals from children would be interesting!

living world – plant

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1. Artefact and learning description for living world – plant

Last Tuesday, we had to sort the fruit and vegetable into groups for the activity. For this activity, we had some fruits and vegetables. Firstly, we divided into two groups, which were ‘growing in the soil’ and ‘growing out of the soil’ because we thought this way was the easiest way. In the first group, we had apple, corn, grape, pumpkin, tomato and bean. In the second group, we got potato, carrot and cabbage. From this activity, the interesting thing was that tomato is fruit!!  I thought it was the vegetable because I learnt that in the school but it was the one of fruits! Also, I learnt that the different thing between fruit and vegetable. The fruit has a seed in the body but the vegetables do not contain the seed in the body and this is why the tomato is fruit. Isn’t it interesting?

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2. Artefact and learning description for living world – plant

Secondly, we learnt all about the process a plant and their reproductive system.

We cut the flower into half and saw what was in there. We saw stigma, petal, and ovary. Also, we cut the stem of the flower and we found the way of water

Reflection on living world – plant

Living world (plant) was pretty interesting topic to me. Before the activities, I did not have any interest on the topic of living world because I am not good at studying or growing plants. However, through the activities I found that learning about plants was interesting and there were many things that I could teach young children without it seeming so complex. I loved doing the small activities in class and outside of class. I learnt about sorting different fruit and vegetables in different groups. Although this was simple activity, I was seriously agonised so I am excited about how children would divide the items and what group would they use. Also, When they cut the flower and see what is going on in the flower, children would like the learning about flower reproduction. I think learning this topic is a good for children to learn where their food comes from and why plants are classified as alive even though they cannot walk and talk like people. I look forward to go to centres and work with children through these ideas and I would happy if I am helpful for their learning

Resource for living world – plant, and reason chosen

This activity is about planting pumpkin. I chose this activity because I thought children could become familiar with plant through planting pumpkin. Also this activity is simple so children can easily follow the instruction. After few weeks, children would impressive when the pumpkins appear and they would think ‘where are the pumpkins from?’ and this is evident of learning, therefore I think this activity can be a good way for children to learning the living world – plant.