Steps Into Science - Complete - Copy

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Contents Unit 1: All About Us ....................................................................................

Chapter 1: Body and Senses ........................................................

Chapter 2: Our Health .................................................................

Chapter 3: Our Needs .................................................................

Unit Review ....................................................................................

Unit Story .............................................................................................

2 4 20 26 36 40

Unit 2: Living and Non-Living Things ........................................................

Chapter 1: Living and Non-Living Things .....................................

Chapter 2: Plants ..........................................................................

Chapter 3: Animals ..........................................................................

Unit Review ....................................................................................

Unit Story .............................................................................................

42 44 52 66 82 86

Unit 3: Our World ....................................................................................

Chapter 1: Earth, Sun, and Moon ...............................................

Chapter 2: The Weather .................................................................

Chapter 3: The Seasons .................................................................

Unit Review ....................................................................................

Unit Story ........................................................................................

Unit 4: States of Matter ..........................................................................

Chapter 1: Matter ..........................................................................

Chapter 2: Changing States of Matter .....................................

Unit Review ...................................................................................

Unit Story ............................................................................................

88 90 102 110 120 124 126 128 134 140 144

Unit 5: Forces and Motion ..........................................................................

Chapter 1: Push and Pull .................................................................

Chapter 2: Speed ..........................................................................

Chapter 3: Basics of Sound ........................................................

Unit Review ....................................................................................

Unit Story .............................................................................................

146 148 154 164 168 172

Unit

All About Us

Unit Objectives In this unit, the students will • demonstrate appropriate awareness of body parts.

• identify the five senses: sight, hearing, smell, taste, and touch.

• demonstrate understanding of each sense and its functions.

• demonstrate awareness of the relationship between the five senses and their matching body parts.

• communicate effectively to discuss sights, smells, sounds, tastes, and textures.

• demonstrate appropriate awareness of our needs as humans.

• foster creativity by expressing themselves through art.

• develop critical thinking and problemsolving skills by conducting investigatory projects.

• demonstrate awareness of physical health, hygienes, and well-being practices.

2

Framework Covered • • • • • • • • • • • • • • • •

Actively engages in play as a means of exploration and learning Actively engages in problem solving Approaches tasks and problems with creativity, imagination, and/or willingness to try new experiences Exhibits curiosity, interest, and willingness to learn new things and have new experiences Demonstrates persistence.

Uses senses to assist and guide learning.

Demonstrates eye-hand coordination and fine motor skills.

Demonstrates personal care and hygiene skills.

Demonstrates awareness and understanding of healthy habits.

Describes what humans need to survive.

Demonstrates motivation to communicate Demonstrates they are building background knowledge Demonstrates understanding of what is observed Demonstrates a growing receptive and expressive vocabulary Demonstrates their ability to represent ideas using a variety of methods Develops a logical argument

Skills Covered Draw Identify Label Name Match Tell Recall Memorize Recite Recognize

Classify Revise Predict Connect Infer Create Categorize Compare Relate Show Apply Concepts Draw Conclusions

3

Chapter

Body and Senses Section

1

Our Bodies and Senses Body parts.

Read and point to the body parts.

ear

eye

nose

mouth

hand foot

4

Finish the drawing, then match each word to the correct body part.

eye

mouth

ear

foot

hand

Find a partner and take turns. Point to one of their body parts, and have them say its name.

5

Our senses.

We have five senses.

touch

smell

hearing

taste

sight

Match the sense to the relevant body part.

touch

6

smell

taste

hearing

sight

Read each sentence out loud, then act it out.

I hear with my ears.

I see with my eyes.

I smell with my nose.

I taste with my tongue.

I touch with my fingers.

7

Circle the sense used in each picture, then say it out loud.

Play the guessing game: Act out an action like the ones above, and have your classmates guess which sense is being used.

8

Draw something you can safely touch at home.

9

Circle the picture in each row that matches the sense being used.

10

Instructions 1. Sit in a group: Form a group of five students.

2. Draw the senses: Each student will draw one sense (sight, hearing, smell, taste, or touch) on a card, as shown in the pictures of the five children above.

3. Talk about your sense: Each student will share what they drew. For example:

I can see with my eyes.

I can smell with my nose.

4. Start the hunt: When everyone is done, stand up and begin the hunting game as explained in (5) below.

5. Find your group: Students holding the same sense will go to the same corner as set by the teacher.

For example, all the students who drew eyes will go to the eye corner, and so on.

The first group to form is the winner.

11

Section

2

What We Can Do With Our Senses The sense of sight.

We use the sense of sight to see things around us.

Draw something you can see in the classroom.

Play the (I Spy) game: One student secretly chooses a thing in the classroom and says, I spy with my eyes something blue.

The other students should try and guess what it is.

12

The sense of hearing.

We use the sense of hearing to listen to the sounds around us.

Some sounds are soft.

Some sounds are loud.

Take turns making a soft sound, followed by a loud sound.

13

The sense of smell.

We use the sense of smell to tell how things smell.

Some things smell good.

Some things smell bad.

Tell your classmate about things that smell good and things that smell bad.

14

Draw something that smells good, then tell a classmate about it.

15

The sense of taste.

We use the sense of taste to tell how things taste.

Some things taste sweet.

Some things taste salty.

Tell your classmate about a sweet food and a salty food you like.

16

Some things taste bitter.

Some things taste sour.

Take turns asking and answering this question: Which taste do you like the most? Give examples.

17

The sense of touch.

We use the sense of touch to tell the texture of things.

Some things feel soft.

Some things feel hard.

Tell your classmate three things that feel soft and three things that feel hard.

18

chips

coffee beans

chocolate

lemon slice

Instructions 1. Find a partner: Complete the investigation with a classmate.

2. Bring some food items: Chips, coffee beans, a chocolate bar, and a lemon slice.

You may also bring jellybeans of different flavors.

3. Take turns: One student will put a blindfold on their eyes. The other student will give them one of the above-mentioned food items to taste.

4. Guess the taste: The student with the blindfold on should a-taste the food b-guess how it tastes c-guess what the food is 5. Check the guess: After guessing, the other student can tell if the guess is right or wrong.

6. Switch: Now, it is time to switch and start all over again. The student who scores more correct guesses wins.

19

Chapter

Our Health Section

1

Healthy Habits Good habits keep us healthy.

Take a shower every day.

Brush your teeth every night and morning.

20

Wash your hands before and after eating, and after using the toilet.

Wash the fruits and vegetables before eating them.

Discuss with a classmate: what happens if you: 1. don t wash your hands after using the toilet?

2. don t wash the vegetables and fruits before eating them?

21

Drink plenty of water.

Eat healthy food.

22

Do plenty of exercise.

Take turns asking and answering: What types of exercise do you do?

23

Get enough sleep.

Make sure to sleep at least 10 hours a day.

Take turns asking and answering these questions: 1. What time do you go to bed?

2. What time do you get up?

24

Instructions 1. Find a Partner: Complete the investigation with a classmate.

2. Complete the Report: Ask your partner if they follow healthy habits. Mark ( ) for healthy habits or ( ) if they do not.

3. Report Your Findings: Share your findings with your classmates.

25

Chapter

Our Needs Section

1

We Need a Family We live with our families.

A father, a mother, sisters, or brothers make a family.

mother

father

baby brother sister

brother

Tell your classmate about your family members. e.g. I have a father, a mother, one sister and two brothers.

26

Describe your family.

Sara Tom

My brother Tom is short.

He has black hair.

My sister Sara is tall.

She has red hair.

Take turns describing your family.

27

Families need jobs.

People have different jobs.

nurse

doctor

fire fighter

air hostess

police officer

farmer

Take turns asking and answering this question: What do you want to be in the future?

police officer 28

fire fighter

doctor

painter

teacher

Draw a line from the pictures to what the children say.

My father is a doctor.

My mother is a teacher.

My father is a painter.

My mother is a nurse.

Ask and answer: What does your father and mother do?

29

Section

2

We Need a Home A family lives in a home.

Look at the picture. Do all homes look the same?

There are different types of homes.

apartments villa

townhouse

Tell your classmate about the type of home you live in.

30

Homes protect us from ...

snow

rain

sun

animals

Draw your home, then tell your classmates about it.

31

Lesson

3

We Need Clothes The different types of clothes.

Heavy clothes.

sweater

scarf

coat

hat

gloves

short

cap

Light clothes.

shirt

Discuss with a classmate why we wear different types of clothes.

32

Design a T-shirt, then describe it to your classmates.

33

Section

4

We Need Healthy Food Where does food come from?

Some food comes from animals.

Some food comes from plants.

34

Discuss with a classmate what other things we get from animals and plants.

Healthy and unhealthy food.

Some food is healthy.

Some food is unhealthy.

35

Draw a line from the word to the body part.

foot

36

mouth

hand

ear

eye

Match the sentences to the pictures.

I hear with my ears.

I see with my eyes.

I smell with my nose.

I taste with my tongue.

I touch with my fingers.

37

Color the picture that represents a soft sound.

Color the picture that represents a good smell.

Color the food that represents a sweet taste.

38

Look at each picture, then circle either healthy or unhealthy.

Apple

healthy

unhealthy

healthy

unhealthy

healthy

unhealthy

healthy

unhealthy

healthy

unhealthy

healthy

unhealthy 39

it y n U or St

40

Lily

Lily is a little girl. Every day, she uses her five senses.

Her eyes see the colors in the sky. Her ears hear the birds.

Her nose smells the flowers. Her tongue tastes the sweet apples. Her hands feel her soft teddy bear.

Lily takes care of her body. She eats healthy food, drinks clean water, and sleeps well. Playing keeps her strong.

A big hug makes her happy.

Questions How many senses does lily have?

2 3 5

Circle either

or

.

a. She uses her eyes to see the sky. b. She uses her ears to feel the teddy bear.

What makes her body strong?

What makes her happy?

How do you take care of your body?

41

Steps into a world of wonder where young minds observe, explore, and create.

This engaging science book is designed to nurture a child’s natural curiosity while supporting key areas of early development.

Through exciting investigations, hands-on explorations, and creative expressions, children will develop essential Depth of Knowledge skills that prepare them for lifelong learning.

Aligned with the highiest international standards that fully prepare the children for academic success, this book introduces young learners to the wonders of science.

All within STEAM, investigations, experiments, critical thinking skills, projects, and craetivity tasks that allow children express themselves through art.

Teacher s Guide

Assessment & Worksheets

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Presentation PLUS

Steps Into Science

This book is carefully crafted to support the child, incorporating the early years learning domains: Approaches to Learning: Encourages curiosity, persistence, and problem-solving.

Physical Development & Health: Strengthens fine and gross motor skills throug hands-on activities.

Social & Emotional Learning: Builds confidence, teamwork, and self- expression.

Communication, Language & Literacy: Expands vocabulary and encourages scientific discussions.

Cognition & Knowledge of the World: Fosters critical thinking and real-world connections.