Discuss possibilities for implementing activities using
these resources with your peer
A List of resources that target specific scientific skills
and concepts in the school
Resources for
Science teaching classroom:
|
Scientific Skill(s)
/ Concept(s) that can be developed with it.
|
Exploring on
possible activities to develop mathematical skills and concepts using these
materials.
|
Magnets
    |
Magnets are made of
iron or steel and can attract other pieces of iron or steel. They do not
attract any other material.
Magnets can attract
or repel each other (make them move away) depending on which way the poles
are aligned.
Magnets can attract
other pieces of iron or steel though various materials (including glass and
through water) depending on the materials thickness.
We can use magnets
to draw pictures on magnet boards.
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Magnifying glass
    |
Magnifying glasses
make things look bigger.
We can see all the
small details of an object or part of the body using a magnifying glass.
When we look through
a magnifying glass our eye looks bigger.
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|
Water Tray
     
Colour Paddles
       
Sand Tray
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Properties of water;
wet, hot, cold, we can see through clear water; can be poured, falls through
any holes, can make things move (pouring; squirting) – can turn wheels; big
containers full of water are heavy; small ones are light; water cleans
things; can be coloured; makes bubbles when mixed with soap; can dissolve some
things; can freeze; makes a splash; some things float in it; others sink.
etc.
When
two or more colours are mixed, new colours are formed.
Colour
is a property of light. We can’t see colours in the dark.
Properties of dry sand; feels smooth; can be poured, falls
through most holes, can make things move (pouring) – can turn wheels; big
containers full of sand are heavy; small ones are light;
Properties of wet sand; sticks to hands; is
heavier than dry sand; is cold; feels rough; not easy to pour; doesn’t fall
through holes; moulds itself to containers and retains that shape when emptied
out; holes dug are more solid.
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