ECCDD203A: SCIENCE,

TECHNOLOGY,
ENGINEERING AND
MATHEMATICS EDUCATION
WEEK 4: S2-2024
TOPIC: SCIENCE – PHYSICAL AND CHEMICAL

The content in this document is copyright © 2023 TAFE NSW -

Higher Education and should not be reproduced without the
permission of the TAFE NSW.

HE20610 Bachelor of Early Childhood Education and Care (Birth-5yrs)

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Traditional custodian acknowledgement:

Today we recognise the original custodians of the land throughout Australia, in particular the land on which we
are meeting on today.

We are grateful for ongoing connection to land and to our nation’s first story tellers, so that we may tell our
stories.
TAFE NSW ECCDD203A: SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS EDUCATION
 3 OVERVIEW
Topic Week 4: Science – Physical and Chemical

Developing understandings of physical science

• Understanding cause and effect, movement and force, gravity and magnetism

• Physical science and the Australian Curriculum content

Developing understandings of chemical science

• Understanding matter - solids, liquids, and gases, constancy and change and chemical reactions

• Chemical science and the Australian Curriculum content

TAFE NSW ECCDD203A: SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS EDUCATION

4
Physical Science

What is Physics?
[Link]

TAFE NSW
5
Key Concepts
Physical science is the term used for early childhood physics. According to
MacDonald and Rafferty (2015, p. 224), the key concepts regarding physical science
are understanding:
• cause and effect
• movement and force
• gravity
• magnetism
• energy

TAFE NSW ECCDD203A: SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS EDUCATION

6
Understandings of Physical Science
Physical science is about explaining the physical world, and why things behave the way they
do. For example, many parents use a magnet to ‘stick’ their child’s painting to the fridge.

To gain an understanding of physical science children

need to explore using concrete experiences and
investigations (MacDonald & Rafferty, 2015).

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7
Understandings of physical science cont.
When planning physical science experiences educators should consider the following:
Can the child;
• produce the movement or effect by their own actions?
• vary their actions to affect the outcome?
• observe the action of the object?
• immediately experience the effect (MacDonald & Rafferty, 2015).

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8

Cause and Effect

When you ask why something happened, you are asking what
the cause is. When you ask what happened, you are asking
what the effect was.

Therefore, “the basic premise of cause-and-effect relationships

is that one action results in another action” (Stelzer, 2005, as
cited in MacDonald & Rafferty, 2015, p. 226).

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9
Cause and Effect cont.
Cause and effect is the same as action and consequence. Even in infancy children
become aware of cause and effect, or action and consequence. For example, when
they wake up and cry, a carer comes to them. Later they may experiment with cause
and effect by dropping an object from their highchair (cause) and waiting for a carer to
pick it up and hand it back (the effect). Another effect of this may simply be to hear
the sound the object makes when it hits the ground. There are also many toys
available for infants and toddlers that allow them to experience cause and effect.
Can you think of some examples?

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10
Cause and Effect cont.
Toys that are available for children to explore cause and effect, generally require the
child to push, pull, twist or swipe something to create a sound or movement. However,
cause and effect can just as easily be demonstrated and experimented with using
everyday toys and resources. For example, when building with blocks, the incorrect
placement of a block could cause the effect of the whole building toppling over.

An important aspect of supporting cause and effect learning is remembering that

experiences must be hands-on.

TAFE NSW ECCDD203A: SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS EDUCATION

11
Movement and Force

Movement is the result of a force acting

upon an object (MacDonald & Rafferty,
2015).

Force is the effect that one object has on

another (Kenny & Colvill, 2013).

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12
Movement and Force
For children to understand movement and force they must understand

that:

• items remain where they are (they do not move) unless a force is applied to them

• a force could include the wind, a person touching something, or gravity.

Even as infants, children are experimenting with movement and force, without understanding
the concepts. For example, if they tap a mobile or hanging object gently, it will gently sway,
but if they hit out harder or faster, the object will sway more (MacDonald & Rafferty, 2015).

TAFE NSW ECCDD203A: SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS EDUCATION

13 Movement and Force
Children generally begin to experiment with movement and force through simple
actions such as pushing or pulling. In this way they develop the understanding that
they can influence the position of something.

Another concept related to movement and force is friction. Friction is the force that
tries to stop one surface moving against another. For example, a child will discover
that it is easier to push or pull an object (e.g. a large cardboard box) over soft grass
than it is to pull over a rough or hard surface such as gravel or concrete (MacDonald
& Rafferty, 2015).

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14
BRAINSTORM:
Take a moment to explore the following
website link below related to physical science.
Choose one experience related to force or
motion and share your findings.

[Link]
cience/physical-science/forces-and-motion/

TAFE NSW ECCDD203A: SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS EDUCATION

15 Gravity
The key concepts associated with gravity include:

• Gravity pulls on everything,

• Gravity makes things fall,

• Gravity pulls both large and small objects to the ground,

• Air can slow the speed at which objects fall to the ground, and

• The angle of incline affects the speed at which something comes down (Stelzer, 2005,
cited in MacDonald & Rafferty, 2015, p. 234).

TAFE NSW ECCDD203A: SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS EDUCATION

16 Gravity Cont.
Key vocabulary to use when talking about gravity includes drop, fall, force, surface,
collide, impact, and bounce (MacDonald & Rafferty, 2015, p. 235). Gravity can be a
difficult concept for children (or adults) to understand, since the force making objects fall
to the ground is completely invisible. Gravity is the force that pulls together all physical
objects. On earth, gravity gives weight to everything, and pulls them towards the centre
of the earth. Therefore, the earth’s gravity is what causes things to fall, and what ‘holds’
people and objects on the ground. The speed at which things fall to the ground when
dropped depends on their mass, or weight. Heavier things are generally ‘pulled’ faster to
the ground than lighter things.
TAFE NSW ECCDD203A: SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS EDUCATION
17
Gravity Cont.
Frequently educators like to do anti-gravity
experiments with children, which adults generally
feel are quite amazing. However, keep in mind that
until a child understands that all things will fall to the
ground when dropped, they won’t appreciate that
your experiment is defying gravity.

TAFE NSW ECCDD203A: SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS EDUCATION

18
Danger! Falling Objects: Crash Course Kids #32.1
However, there is another aspect that determines how fast something is pulled to earth –
look for the answer in the following video!

[Link]

TAFE NSW
19

Magnetism
Key concepts for understanding magnetism include:
• Magnets attract some things, but not others,
• Magnets vary in strength,
• Magnets pull through some materials,
• One magnet can be used to make another magnet,
• Magnets are strongest at the ends, and
• Each end of a magnet acts differently (Harlin & Rivkin, 2012).

TAFE NSW ECCDD203A: SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS EDUCATION

20 Magnetism

Key vocabulary to use when talking about magnetism includes magnetic, magnetic
field, north pole, south pole, attract, repel, bar magnet, horseshoe magnet, and disc
magnet (MacDonald & Rafferty, 2015, p. 235).

Like gravity, magnetism can be quite difficult to explain to young children, so first
let’s look at some definitions from MacDonald and Rafferty (2015, p. 234).

TAFE NSW ECCDD203A: SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS EDUCATION

21 Magnetism

Magnets are a particular piece of metal (e.g. Iron) that can attract other iron-
containing metals or objects to itself. A magnetic field is the invisible force field
surrounding a magnet. Magnetism is the term given to the invisible force that
attracts the metals iron, steel, cobalt, and nickel. Magnetic poles are the points at
which the magnetic field is strongest.

TAFE NSW ECCDD203A: SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS EDUCATION

22
Science Max Magnetics
Watch the following video to gain an understanding about magnets.

[Link]

TAFE NSW
23 Magnets for Kids
Watch the following video to gain a greater understanding about magnets.

[Link]

TAFE NSW ECCDD203A: STEM EDUCATION_VO3

24

BRAINSTORM:

Think of as many ideas as you can for

children to participate in experiences
with magnets.

Make sure you include naturalistic

experiences!

TAFE NSW
25 What is energy?
“Energy makes things happen; it is used every day to heat and
light our houses, to run our cars, and to make our electronic
gadgets work” (Loxley et al., 2010, cited in MacDonald & Rafferty,
2015, p. 237).

Energy is basically the capacity to do work, and energy can be

transferred into different forms such as heat, light, sound or
motion (Kenny & Colvill, 2013).

TAFE NSW ECCDD203A: SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS EDUCATION

26 Kinetic and Potential Energy
There are two types of energy:

Kinetic energy moves objects. If an object is light, it has very little kinetic energy, but if it
is heavy, it has a lot of kinetic energy. In other words, if something is heavier, it produces
more force, or energy.

Potential energy means energy that is stored and can be transferred to provide energy
under the correct conditions. Energy stored in batteries is an example of potential
energy, that is used when the battery completes an electrical circuit.

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27
KINETIC ENERGY POTENTIAL ENERGY
Heat energy is the internal energy Elastic or spring energy is energy
associated with the movement of stored because of tension or strain
atoms and molecules in matter. forces acting on an object.
Electrical energy is associated with the Chemical energy is energy stored in the
movement of charged particles in an spring-like bonds between atoms and
electrical circuit. molecules, which hold the particles
together.
Light energy is an example of Gravitational energy is associated with
electromagnetic energy that travels in the position of an object; the higher
waves. above the ground it has been raised,
the more energy is stored.
Sound energy is associated with the
movement of vibrating objects.
(Adapted from Loxley et al., 2010, p. 127, cited in MacDonald & Rafferty, 2015, p. 237 )

TAFE NSW ECCDD203A: SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS EDUCATION

28 Kinetic and Potential Energy

Children can explore energy

concepts in relation to Light
(shadow and reflection), Sound and
simple electrical circuits
(MacDonald & Rafferty, 2015).

TAFE NSW ECCDD203A: SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS EDUCATION

29 STEMonstrations: Kinetic and Potential Energy

An astronaut from the NASA space station briefly explains potential and kinetic energy in
the video below:

[Link]

TAFE NSW
 Kinetic Energy
30

Light is a radiant energy that we can sense with our eyes, making things visible (MacDonald &
Rafferty, 2015, p. 240). The key concepts associated with children’s understandings of light include:
• Nothing can be seen without light
• Light appears to travel in a straight line
• Shadows are made when light beams are blocked
• Nighttime is the earth’s shadow
• Everything we see reflects some light
• Light contains many colours, and
• Bending light beams makes things look different (MacDonald & Rafferty, 2015, p. 240).
Can you think of some ideas on how children could explore light?

TAFE NSW ECCDD203A: SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS EDUCATION

31 Sound
Sound is a form of energy that makes molecules move (MacDonald & Rafferty, 2015, p.
243). Sounds can travel through any medium; solids, liquids, or gases, and are made when
air is disturbed by the sound vibrations.

The key concepts associated with children’s understandings of sound include:

• Sounds are made when something vibrates
• Sound travels through many things, and
• Vibrating objects of different sizes make different sounds (MacDonald & Rafferty, 2015,
p. 243).
TAFE NSW ECCDD203A: SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS EDUCATION
32 Sound

Educators can support children’s understanding of sound by making them aware of

sounds around them. For example, what sounds can we hear outside? Perhaps birds or
insect sounds, traffic noise, wind in the leaves of trees? Sound can also be supported in
music experiences, even by differentiating loud sounds from quiet, or soft sounds
(MacDonald & Rafferty, 2015).

Can you think of ideas for exploring sound with children:

TAFE NSW ECCDD203A: SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS EDUCATION

33

DISCUSS
What other ways can you think of that
will allow children to develop an
understanding of energy?

Suggest toys and resources as well as

experience ideas.

TAFE NSW ECCDD203A: SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS EDUCATION

34
Physical Science and the Australian Curriculum
The main concepts explored in the Australian Curriculum Science domain are;
• Forces affect the behaviour of objects
• Energy can be transferred and transformed from one form to another.

The curriculum promotes exploration of phenomena such as motion, heat, sound,

light and electricity. Even though these concepts are being explored at ‘big school’,
young children can still participate in observation and experimentation as many of
the concepts appear in every-day life (MacDonald & Rafferty, 2015).

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35
Australian Curriculum: Science Physical Sciences - Foundation
Year - Science Understanding

Science (Version 8.4) | The Australian Curriculum (Version 8.4)

([Link], n.d.)
TAFE NSW ECCDD203A: SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS EDUCATION
36

DISCUSS
Explore the Australian Curriculum Physical Sciences
website to view;

Foundation Year Work Sample Portfolio:

[Link]
undation_Year_Science_Portfolio_Satisfactory.pdf

What have you discovered about the assessment

methods used for science inquiry and learning?

TAFE NSW ECCDD203A: SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS EDUCATION

37
Chemical Science

What is Chemistry?
[Link]

TAFE NSW
38
Chemical Science

The key concepts associated with chemical science in early childhood include:

Developing an understandings of
• Matter - solids, liquids, and gases,
• Constancy and change, and
• Chemical reactions (MacDonald & Rafferty, 2015, p. 247).

TAFE NSW ECCDD203A: SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS EDUCATION

39
DISCUSS

Chemical science is used daily in our

lives for a multitude of purposes.
How many things can you think of that
you have done or seen today, that
require chemical science?

TAFE NSW ECCDD203A: SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS EDUCATION

40 Chemistry
Did you think of things such as:
• Making coffee
• Making breakfast
• Filling your car with petrol
• Using shampoo and conditioner to wash your hair
• Putting on makeup
These are just some of the things we may do regularly without thinking about it. Chemical
science also occurs in items such as, personal hygiene products, or activities such as
cooking, baking, or running your car.

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41

Chemical science is better known as

chemistry in later years of schooling,
and describes the science of matter,
including the study of composition,
size, structure and change
(MacDonald & Rafferty, 2015, p. 248).

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42

Another important aspect of ‘teaching’ chemical science

is having a basic understanding of why things react as
they do. This can easily be achieved by using a search
engine to develop an understanding prior to introducing
something to children.

TAFE NSW ECCDD203A: SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS EDUCATION

43 How to Make Butter Experiment
One of the fun things about chemical science is that children can learn and develop
an understanding about chemical science concepts through food experiences or
food science experiments. Food science is the study of food, and a large part of
food science is studying the makeup of the food we eat. What's inside that we can't
see with our eyes? Food chemistry examines what fats, proteins, vitamins, minerals,
and so forth are present in our food. Food scientists use various methods to study
all about the food we eat. This includes examining the makeup of food and how to
make it and conducting experiments ([Link], n.d.).

TAFE NSW ECCDD203A: SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS EDUCATION

44 How to Make Butter Experiment

A fun food science experiment to introduce to

children is to make butter in a jar!

The next two slides include an example of an

Experience Plan called “making butter”. Take a
moment to look at the components of the plan to
assist you when you will create your own plans.

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45

TAFE NSW ECCDD203A: SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS EDUCATION

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50

BRAINSTORM:
Reflecting on the previous slides,
take a moment to think about:
• What other critical thinking questions
you would add to the list.
• Are there other science skills that you
would include? Why?

TAFE NSW ECCDD203A: SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS EDUCATION

51
Understanding Matter: Solids, Liquids, and Gases
Matter includes all materials and substances and is all around us. Matter can be
divided into three categories depending upon their properties:

• Solids

• Liquids

• Gas

This diagram explains the properties.

TAFE NSW ECCDD203A: SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS EDUCATION

52
States of Matter
Watch the following video for a simple explanation of matter. It may be a good idea
to take some notes!

[Link]

TAFE NSW
53
BRAINSTORM:

In pairs or small groups, find as many

ideas as you can for experiences and/or
experiments that focus on liquids,
solids, and gas.

Share your ideas with the class.

TAFE NSW ECCDD203A: SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS EDUCATION

54
Understanding Constancy and Change

Constancy and change is about recognising that things can stay the same in some ways
or they can change in other ways (MacDonald & Rafferty, 2015, p. 255).

Before children begin to explore constancy and change, they must understand the
three types of matter (solids, liquids, and gas).

One of the easiest places to start when talking about constancy and change is with
water.

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55

Water is a liquid, but can become a solid by freezing it, or become a gas by boiling it
(the steam). As you can see, constancy and change is still just talking about the
three categories of matter!
However, when experimenting with constancy and change, children will generally
get the opportunity to:
• Mix,
• Dissolve, and
• Freeze and melt

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56

Mixing - When children mix two or more substances together, they may change, or
they may remain as they were (constant). For example, if you mix oil and vinegar
they will ‘change’ by combining. However, if you mix oil and water, they will remain
a ‘constant’ as they do not mix.

Dissolving is when we mix a liquid with a solid. This is called a solution. While many
solids will not dissolve (rocks, plastic toys or containers), many will (salt, sugar,
coffee powder, instant flavoured drinks). When a solid substance will dissolve, it is
known as a soluble substance.

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57

Freezing and melting is possibly one of the more popular experiments. Depending
upon the concepts you want to explore, there are many activities that investigate
freezing and melting.

For example, if the focus is purely on freezing and melting, water is the best liquid
to use. However, once children are familiar with the basics, you can freeze different
coloured ice cubes and then place them together to melt, creating colour changing
activities.

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58
BRAINSTORM:

With this example in mind:

• What ‘mixing’ experiments can you think of.
• Write down some ideas for experimenting
with dissolving.
• Locate some interesting experiences for
freezing and melting.

TAFE NSW ECCDD203A: SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS EDUCATION

 Physical and Chemical Changes
59
Watch the following video that explains the difference between a chemical change and a
physical change. Take a moment to write down the five indicators of a chemical change!

[Link]

TAFE NSW
60
Understanding Chemical Reactions
A chemical reaction is a reaction that changes the structure of matter, creating a new
substance or product. Generally chemical reactions cannot be reversed (MacDonald &
Rafferty, 2015).

Chemical reactions can be fast or slow. For example, if milk has gone sour, this process
cannot be reversed. Likewise, cooking an egg cannot be reversed to change the egg
back into a raw egg.

Chemical changes are NOT the same as physical changes, and can sometimes be
confusing
TAFE NSW ECCDD203A: SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS EDUCATION
61
Understanding Chemical Reactions Cont.
A physical change does NOT change the molecular structure of an item, and can
generally be reversed. For example, cutting up a piece of paper is a physical reaction
that can be reversed – even if it would be time consuming to put it back together
again.

Some physical changes appear to be chemical changes but are not. For example,
dissolving sugar in water changes the substances, but they can be changed back by
allowing the water to evaporate. The sugar will remain in the glass.

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62
Physical and Chemical Changes
Watch this short video on chemical changes in the kitchen.

[Link]

TAFE NSW
63
BRAINSTORM:

In pairs or small groups think of as

many chemical changes or reactions as
you can that you could safely use with
children. Use the internet to help find
ideas.

Share your ideas with the class.

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64
Australian Curriculum Content

In the Australian Curriculum: Science - children look at the physical properties

of matter, then move on to look at physical changes such as melting, freezing,
and evaporation.

The following slide gives an overview of the elements of science understanding

related to chemical science for the Foundation years.

TAFE NSW ECCDD203A: SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS EDUCATION

65 Science Understanding: Foundation Chemical Science:

Science (Version 8.4) | The Australian Curriculum (Version 8.4)

([Link], n.d.)
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66
BRAINSTORM:
Go to the following link:
[Link]
nfo?id=56570

• Research how Aboriginal and Torres Strait Islander people

apply physical changes to natural materials to become
useful for a particular purpose.

• Find or design one chemical science experience based on

this elaboration.

Share with the class.

TAFE NSW ECCDD203A: SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS EDUCATION

 67 REFERENCES
[Link].(n.d.). Science (Version 8.4). Retrieved December 4, 2021, from [Link]
curriculum/science/

Crash Course Kids. (2015, October 22). Danger! Falling Objects: Crash Course Kids #32.1. [Video]. YouTube.
[Link]

Harlin, J. D., & Rivkin, M. S. (2012). Science experiences for the early childhood years: An integrated affective approach (10th ed.). Pearson
Education.

Kenny, J. & Colvill, M. (2013). Physical world: Learning and teaching physics. In A. Fitzgerald (Ed.), Learning and teaching primary science (pp.
226-246). Cambridge University Press.

MacDonald, A. & Rafferty, J. (2015). Investigating mathematics, science and technology in early childhood. Oxford University Press.

NASA Johnson. (2018, April 4). STEMonstrations: Kinetic and Potential Energy. [Video]. YouTube.
[Link]

ScienceMax. (2017, February 8). Science Max | MAGNETS - PART 1 | Science Max Season1 Full Episode | Kids Science. [Video]. YouTube.
[Link]

Lukey B The Physics G. (2016, January 25). What is Physics. [Video]. You Tube. [Link]

TAFE NSW ECCDD203A: SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS EDUCATION

68 REFERENCES
[Link]. (n.d.). Science (Version 8.4). Retrieved December 4, 2021, from
[Link]

Crash Course Kids. (2015, July 17). Chemical Changes: Crash Course Kids #19.2. [Video]. YouTube.
[Link]

Howitt, C. & Blake, E. (2010). Planting the seeds of science: A flexible, integrated and engaging resource for teachers of 3 to 8-year-
olds. Australian Learning & Teaching Council.

MacDonald, A. & Rafferty, J. (2015). Investigating mathematics, science and technology in early childhood. Melbourne: Oxford
University Press.

McCordic, P. (2021, March 26). States of matter. [Video]. YouTube. [Link]

MooMooMath and Science. (2016, October 14). Physical and Chemical Changes.[ Video]. YouTube.
[Link] e

[Link]. (n.d.). Food Science: Lesson for Kids. Retrieved December 4, 2021, from [Link]
[Link]

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69

The end
 70

TUTORIAL
In small groups

• Design a mind map that explores possible learning experiences for

babies, toddlers, pre-schoolers, foundation, relating to physical science
- cause and effect, movement, and force, gravity and magnetism.

In small groups

• Design a mind map that explores possible learning experiences for

babies, toddlers, pre-schoolers, and foundation, relating to
chemical science - understanding liquids, matter, chemical reactions
and constancy and change.

TAFE NSW ECCDD203A: SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS EDUCATION