Northern Territory Preschool

Science Games
Cristina Guarrella, Lucy Stewart and Caroline Cohrssen
The Northern Territory Government
Department of Education commissioned
The University of Melbourne to undertake this work.

An electronic copy may be downloaded from the website

of the NT Department of Education, [Link]

Guarrella, C. Stewart, L. & Cohrssen, C. (2018).

Northern Territory Preschool Science Games,
Northern Territory Department of Education, Darwin, Australia
Northern Territory Preschool
Science Games
These games have been developed by The University of Melbourne to support The games are structured according to different science contexts. In addition,
the implementation of the Northern Territory Preschool Curriculum. The games different science process skills are indicated for each game in a coloured box at
build on and extend the Northern Territory Learning Games® and in so doing, the start of the game. These include Observing (four games), Classifying (three
acknowledge that families are children’s first teachers. The games are designed to games), Comparing (two games), Communicating and Recording (three games) and
prioritise children developing transferable, scientific thinking skills. Open-ended Predicting and Checking (three games). However, note that each game could also
activities are also suggested, as this provides opportunities for children to explore be used to rehearse other science process skills as well, and a be platform for
the concepts in line with their particular interests. This provides a platform for further investigation and inquiry.
teachers to facilitate inquiry-based learning.
The games strengthen opportunities for preschool teachers to respond to the
The games are designed to assist preschool teachers enacting differentiated diverse scientific knowledge, reasoning and language that children demonstrate
teaching and learning while maintaining important learning objectives for as they transition into preschool, planning for current and future learning,
individual children that are informed by observation-based evidence. and enacting the planning cycle. The games also provide opportunities to use
mathematical thinking and to support communication and language skills. Some
The games are designed to be fun for children and easy to use for teachers. examples of connections with the The Northern Territory Preschool Maths Games
They focus on encouraging active participation, scientific thinking and have been pointed out.
reasoning, and back-and-forth conversations. Games are designed for use
with small and large groups, acknowledging that high-level thinking skills are
Department of Education. (2013). Northern Territory LearningGames®.
encouraged during interactions with peers and adults. Some of the games will be
Darwin, NT, Department of Education.
familiar to preschool teachers. It is hoped that the explicit learning objectives and
suggested words to model in facilitating children’s learning during these learning
experiences will support formative assessment and reveal ways in which learning
can be consolidated or extended. Some of the games are best played during
the dry season or the wet season – use them in the way that follows children’s
interests and is relevant to your context.

Step-by-step instructions guide the educator through each game. Responding to

educators’ concerns about ‘how to do science talk’, important words to model are
provided. You may wish to print each word (and meaning) on a card and laminate it.
Then, the new words can be placed near the games.

Northern Territory Preschool Science Games 3

Contents
 Games grouped by science process skills 5 Chemical Science
 New words 38 In this collection of games, the focus is on natural and constructed
environments; solid, liquid and gas states, and change of state.
 Paint with water 20
 Making slime 22

Biological Science Earth and Space Science

In this collection of games, the focus is on animals and In this collection of games, the focus is on weather,
their habitats, plant growth and the human body. soil and rocks, and the solar system.

 Growing alfalfa sprouts 6  Nature hunt 24

 Using our senses 8  Rain gauge 26
 Insects and spiders 10  Cloud diary 28
 Paper bag lungs 12
Physical Science
In this collection of games, the focus is on forces, simple
Environmental Science
machines, magnetism, light and sound, and electricity.
In this collection of games, the focus is on sustainability.
 Magnifying glasses 30
 What goes in the compost? 14  Magnetic and non-magnetic objects 32
 How can we reuse this? 16  Sink and float 34
 Watering plants 18  Cars and ramps 36

4 Northern Territory Preschool Science Games

Science Games
Grouped
by science Communicating Predicting

process Observing
Use the five senses
Classifying
Explore the properties
Comparing
Describe (verbally or
and Recording
Create and use simple
and Checking
Use skills of prediction,

skills
to explore objects of ordinary objects in nonverbally) what they representation to organise, hypothesising, testing,
and materials, order to group them see, hear, touch, feel record and communicate experimenting and
indoors and outdoors and taste to describe, (verbally or nonverbally) evaluating in play and
compare, order and sort scientific ideas and concepts construction experiences

 Growing alfalfa sprouts 6  Insects and spiders 10   

Biological
 Using our senses 8    
Science
 Paper bag lungs 12    

 Watering Plants 18  What goes in   How can we reuse this? 16 

Environmental
 the compost? 14   
Science
    

 Paint with water 20    Making slime 22 

Chemical
    
Science
    

  Nature hunt 24  Rain gauge 26   Cloud diary 28

Earth and
    
Space Science
    

   Magnifying glasses 30  Magnetic and  Sink and float 34

Physical
   non-magnetic 32  Cars and ramps 36
Science
    

Northern Territory Preschool Science Games 5

 Observation Biological Science
Growing alfalfa sprouts
You will need
• Alfalfa seeds (or a different,
fast growing seed)
• Cottonwool
• Water in a spray bottle
• Small glass jar
• Camera/iPad to take photos
• Pen and paper

Learning Objectives
For the children to:
• Use the sense of vision
in observing change
• Observe how seeds grow
into plants
• Record changes in the
Invite a small group of children to plant alfalfa seeds in a jar with you. Look carefully at the seeds with the children before seeds over time
the children plant them. Ask the children to tell you what they observe about the seeds when they look closely at them. • Describe the changes they
While you plant the seeds together, have a conversation with the children. Ask, ‘What do you think will happen notice as the seeds grow
to the seeds?’ Ask the children to explain their thinking. Place the jar in a sunny spot. Water the seeds each day with
the children. Together you will notice the changes as the seeds begin to sprout.
Important words to use
• Observe
• Seed
Why this is important • Germinate
The children will observe changes in the growing seeds. Observing • Sprout
Over time, the children will see roots and stems sprout Using the five senses to explore objects and materials, indoors and outdoors. • Root
from the alfalfa seeds. They will learn that seeds
Why this scientific skill is important • Stem
germinate and grow into plants. • Grow
Children use their senses to learn about the world around them. Observing all the
parts of the natural environment encourages children to care for their country. • Plant

Biological Science | Northern Territory Preschool Science Games 6

 What the educator does
1. Lay some of the alfalfa seeds out on the table. Ask the children, (You will use these later to remind the children about what they
‘What do you notice about these seeds?’ As they describe the thought would happen to the seeds.)
seeds, write down what the children observe. 6. Once the seeds have sprouted, show the children the first
2. Take a photograph of the alfalfa seeds on the table. (You will photograph of the alfalfa seeds and remind them of the
Observation use this photograph later when you help the children remember
what the seeds looked like before they were planted.)
words they used to describe the seeds. Compare the alfalfa
sprouts with the photograph and ask, ‘How did watering the

Growing
3. The children line the bottom of the jar with cottonwool. Next, seeds change the seeds?’ and ‘What makes you think that?’
the children use the spray bottle to wet the cottonwool. Pour 7. If you can see the roots through the side of the jar, ask the
out any water that has not been absorbed by the cottonwool. children what differences they observe between the roots

alfalfa 4. The children sprinkle alfalfa seeds over the cottonwool. Take
care that the seeds are spread out over the surface of the
beneath the cottonwool and the part of the plant that is above
the cottonwool. Ask, ‘Why are these plant parts different?
What jobs do the plant parts do?’

sprouts
cottonwool.
5. Encourage the children to water the seeds each day using the 8. Invite the children to share their ideas with the group or draw
spray bottle. Ask questions about the changes children observe. them on a piece of paper.
Ask, ‘What has happened since you last looked at the seeds?’, 9. You could plant the alfalfa sprouts out into the garden with the
‘Tell me about the changes you see?’, and ‘What do you think the children and continue to observe them growing.
seeds might look like next week?’ Write down the predictions.

Drop back ideas Extension ideas

1. Go online with the children and watch a time-lapse video of 1. Plant seeds in three different jars. Place one jar in full sun,
a seed sprouting. Describe what is happening to the seed as one jar in the shade and one jar in total darkness (like in a
you watch the video with the children. cupboard or a closed box). Water the seeds each day and
New words
ask the children what they notice is different about how
2. Play some music and ask the children to be a tiny seed
• Observe – To notice, watch or the seeds in the sun, shade and darkness are growing.
sprouting into a plant. Afterwards, ask the children to tell
discover something, using the
you about what happened to them when they were seeds. 2. Plant different types of seeds using the steps described
five senses.
Ask them to explain how they changed. above. Ask the children to describe the differences they
• Germinate – When a seed observe between the different types of sprouts. Some will
3. Have the children take photographs or draw pictures of the
begins to sprout. sprout one leaf while others may sprout two. Some seeds
seeds each day when they water them. Line up their pictures in
• Sprout – A small growth on a order and ask the children if they notice anything changing. will take longer to sprout than others. Ask the children
seed or plant. what this tells us about different types of plants.

• Root – The part of a plant that is

Open-ended activity
usually underground and supplies
Fill a tray with seeds. Encourage the children to look at, touch and smell the seeds. Ask the children questions to describe what they observe.
stems and leaves with water.
Follow the children’s lead as they explore what they can do with the seeds. They may try to open the seeds to look inside them. They may
• Stem – The main stalk of a plant. enjoy the feeling of running their hands through the seeds. They may begin to notice similarities and differences between the seeds.

7 Biological Science | Northern Territory Preschool Science Games

 Observation Biological Science
Using our senses
You will need
• Fruit snack/lunch

Learning Objectives
For the children to:
• Use the senses of sight, smell,
touch and taste to explore
their food
• Describe what they observed
when using these senses
• Use appropriate vocabulary to
describe what they see, smell,
touch and taste
• Make connections to other
sensory experiences

Important words to use

• Smooth/bumpy
During a fruit snack or lunchtime, focus children’s attention on their senses of sight, smell, touch and taste. • Sweet/sour
Asking children to use these senses during an everyday activity allows for the development of observational skills • Juicy/dry
and vocabulary to describe objects. • Crunchy
• Soft/hard
• Tastes like, smells like,
feels like, looks like
Why this is important

Children use their senses to observe the world around them. Observing
An everyday activity, such as eating fruit, provides opportunities Using the five senses to explore objects and materials, indoors and outdoors.
for children to observe using their sense of sight, touch, smell
and taste. With your support, their vocabulary is extended by Why this scientific skill is important
adding new words to describe their observations. Children use their senses to learn about the world around them.

Biological Science | Northern Territory Preschool Science Games 8

 What the educator does
1. Sit with the children during snack break or lunch and eat your own food.

2. Talk to the children about the food people are eating. Ask the children to describe their food. For example, ‘Does it taste
sweet or sour?’

Observation 3. Encourage the children to smell their food and to describe what it smells like. For example, ‘Does it smell fruity or spicy?’

Using our
4. Bring children’s attention to what it feels like in their mouths. Ask the children, ‘Is your food crunchy? Is it juicy? Is it smooth
or bumpy? What else do we eat that is crunchy (sour, juicy, sweet, sour, smooth or bumpy)?’

senses
Drop back ideas Extension ideas
1. Focus on modelling language to the children. 1. Expand children’s thinking to other types of food. Ask the children,
For example, ‘Your apple looks juicy. Your banana ‘What other foods are crunchy (smooth, juicy or sour)?’
looks soft and squishy.’
2. Encourage children to contribute objects to sensory boxes. You
2. Provide children with objects that have different could have a box of rough objects like tan bark and sandpaper,
textures or smells to explore. Draw their attention a box of soft objects like cottonwool and small soft toys, and a
to these, modelling new words like ‘smooth’, ‘rough’, box of fragrant objects like cinnamon sticks, lavender, mint leaves
‘hard’, ‘soft’, ‘rubbery’ and ‘hard’. and blue gum leaves. Model describing words as you explore the
objects with the children. Encourage children to create more
3. Make a ‘feely bag’. Put a range of objects of
sensory boxes.
different sizes and shapes into a drawstring bag (or a
container that children can’t see into). Children take 3. Make a ‘feely bag’. Put a range of objects of different sizes and shapes
turns placing their hand into the bag, choosing an into a drawstring bag (or a container that children can’t see into).
object without looking at it. Then they use describing Children take turns placing their hand into the bag, choosing an
words to give clues to their friends before pulling it object without looking at it. Then they use describing words to give
out to check if their friends guessed correctly. clues to their friends before pulling it out to check if their friends
guessed correctly.

Open-ended activity
When children are using any materials (particularly sensory) indoors or outdoors, ask questions that prompt children to think about
how they are using their senses. Using playdough, slime, finger painting, sand play and water play presents opportunities for this.

9 Biological Science | Northern Territory Preschool Science Games

 Classifying Biological Science
Insects and spiders
You will need
• Tan bark
By looking closely at insects and spiders • Tray
and discussing their body parts such as • Plastic insects and spiders
how many legs they have and whether • Leaves
they have wings, children explore ways to • Magnifying glasses
group them. For example, insects have six
legs and spiders have eight legs.
Learning Objectives
Learning about the characteristics of
For the children to:
different animals may lead to discussions
• Explore the different features
about how they move, their habitats
of spiders and insects
and their life cycles. Their body parts
• Count the number of legs on
are specially adapted to suit their needs. different spiders and insects
For example, spiders create webs for • Use words to describe what
protection; insects that have no wings they see
need to climb up trees or burrow • Classify (group) objects that
underground for protection. share features

Important words to use

• Features
• Legs
Why this is important • Body
Children can explore different ways of classifying objects by looking Classifying • Group
at their body parts. When children know how to classify objects by Exploring the properties of ordinary objects in order to group them. • Wings
their characteristics, they can transfer this skill. Being able to identify
Why this scientific skill is important • Habitat
the features of objects and group them in different ways supports
Classifying requires children to groups objects based on rules.
children’s understanding of classification.
This skill is used in everyday life and builds on observation skills.
When prompting ways to classify objects, you could encourage children to consider Children use the identification of features and characteristics to
size, colour, uses, materials, parts and shapes. classify objects and create order in the world around them.

Biological Science | Northern Territory Preschool Science Games 10

 What the educator does
1. Place the tan bark on the tray. Put the insects and spiders on the tan bark and provide magnifying glasses for the children to use.

2. Invite the children to hold and look at the insects and spiders. When the children use the magnifying glasses, show them how to
hold the magnifying glasses close to the insects and spiders, rather than close to their eyes.

Classifying 3. Ask children, ‘What do you notice about the spiders’ bodies? How many legs do they have?’ Look at the other insects and spiders.
Again, ask the children to count how many legs (and wings) they have.

Insects 4. Support children to classify by the features they have noticed. Say to the children, ‘The creatures with six legs are insects and the
creatures with eight legs are spiders. Let’s sort the insects and spiders into groups.’

and spiders
Drop back ideas Extension ideas
1. Read books about spiders and insects. Look at 1. Ask the children to think of a different way to classify the insects and
the pictures. Count the legs, wings and other spiders. For example, sort by colour, size, or whether they have wings.
body parts. Talk about which have the same
2. Discuss the different habitats that these creatures might need. Ask
number and which are different.
children questions that lead to extended thinking and discussion such
2. Using the resources for this activity, focus on just as, ‘This spider has eight legs. Where might it live? Why do you think
one feature such as size. Ask children to group that?’ or, ‘If this insect has wings, how do you think it moves around?’
objects: which are big and which are small?
3. Provide the children with magnifying glasses, clipboards, paper and
3. Focus on one characteristic only, such as legs. For pencils. Ask them to conduct an investigation. Ask them to find
example, you could ask, ‘How many legs does your insects and spiders in the outdoor environment. The task is to draw
spider have? Let’s count them together.’ Support the animals without touching them. After they have drawn the
the children to sort objects by number of legs. animal, the children count the number of legs and decide whether
if it is a spider or an insect.
4. Consider the Physical Science learning
experience: Magnifying glasses. 4. Consider the Physical Science learning experience: Magnifying glasses.

New word Open-ended activity

• Habitat - Natural home or While children are playing outdoors, draw their attention to living things in the environment. Then, ask the children to identify
environment of an animal, plant features that they notice. Model language such as, ‘I can see a bird with two legs and two wings’. Remember to draw children’s
or other organism. attention to features of non-living things in the environment.

11 Biological Science | Northern Territory Preschool Science Games

 Observation Biological Science
Paper bag lungs
You will need
• Paper cups
The children will make a paper bag lung and use their own breath to inflate it. As the children play with the paper bag lung, they
• Pen
will focus on the experience of their own lungs inflating and deflating and observe this happen to the paper bag. Introducing the
• Paper bags
game with a drop back suggestion (on the following page) may be needed to support children’s understanding.
• Elastic bands
• Straws
• Sticky tape

Learning Objectives
For the children to:
• Observe what happens to
their body as they breathe
• Observe what happens when
the paper bag lung inflates
• Use language to describe
the similarity between the
paper bag lung and their
Using the tip of a pen, poke Secure the bag to the cup Insert a straw in the hole With construction of the
own breathing
a hole at the bottom of the with an elastic band. Use at the base of the cup. Use paper bag lungs complete,
cup. Make sure the opening sticky tape to seal the the paper sticky tape to make a tight seal have a child blow into the straw
allows for a straw to fit tightly. bag tightly. where the straw enters the cup. and watch the bag inflate.
Important words to use
Why this is important • Breathe/respire
• Lungs
The human body is made Observing • Air
up of different organs. Using the five senses to explore objects and materials, indoors and outdoors.
• Oxygen
In this game, the children Why this scientific skill is important
are learning about • Carbon dioxide
Children use their senses to learn about the world around them. In this game, children develop the foundational
respiration: when we • Inflate
scientific skill of observation. As children observe the paper bag lung inflate, they use their sense of sight to
breathe, our lungs take in observe a model of a lung. As they take a breath to inflate the paper bag lung, they feel their own lungs expand • Organs
oxygen and breathe out inside their bodies. As they blow into the straw, they see the paper bag expand the way their own lungs expand • Human body
carbon dioxide. when they are full of air. At the same time, they feel their own lung deflate as the air leaves their lungs.

Biological Science | Northern Territory Preschool Science Games 12

 What the educator does
1. Help the children to make the paper bag lungs. Make a small hole in the side of a cup near the bottom. Next, place the opening
of the paper bag over the mouth of the cup. Use an elastic band and sticky tape to secure the paper bag to the cup. Thread the
straw through the hole in the side of the cup. Use sticky tape to make a tight seal where the straw enters the cup. Look at the
pictures on the previous page to guide you.

Observation 2. Encourage the children to inflate the paper bag lungs by blowing through the straw. As the children play with the paper bag lungs,
ask them to describe what happens when they blow through the straw. What does this feel like in their body? What does the air

Paper bag
do to the paper bag? What happens when the paper bag goes flat? Encourage children to use their words and body movements
to explain what happens to their lungs.

lungs
Drop back ideas Extension ideas
1. At different times of the day, take time with the children to notice their breathing. 1. Encourage the children to observe
When the children are relaxed, describe their slow calm breaths. After they have the similarities and differences in their
been active, describe how they are breathing fast. bodies. Children learn that the human
New words body is made up of the same body parts.
2. After Step 1 (above), have the children run on the spot for 30 seconds. Once they
• Inflate - To fill extendable stop, have the children describe what happens to their bodies as they breathe. 2. Create full-size paper outlines of the
material (like a balloon) with air. Ask the children, ‘Does your body feel the same as it did before you children’s bodies. Provide the children
• Lungs - The main organ of the ran on the spot?’ and, ‘Why do you think breathing might feel different now?’ with paints or pencils to draw in their
respiratory system in humans You could do this when talking about the heart. Ask the children to place their organs. Have books of the human
and most animals. hands on their chests before and after running to feel how fast their heart is body available. Look at the pictures of
beating. Ask the children to describe the difference in how their hearts feel the human body in the books and the
• Organs - Parts of the body like before and after exercise. children’s own drawings and talk about
the heart, lungs and kidneys. the parts of the body.
The skin is also an organ.
• Oxygen - A colourless, odourless Open-ended activity
gas breathed in during respiration.
Set up a play space with a range of resources relating to the human body. You could provide old X-Ray films on a light box, plastic
• Carbon Dioxide - A colourless,
models of organs (e.g. a heart) and a full or part skeleton of the human body. Observe the children’s play and identify their interests.
odourless gas breathed out
Reflect on your observations of the children and use this information to add or take away resources for the children to explore. If the
during respiration.
children were interested in the movement of the skeleton bones, you may remove the plastic models of organs and add a model of a
• Respiration - The act of breathing. joint. Talk to the children as they play. Describe what you see and ask the children questions about what they are observing.

13 Biological Science | Northern Territory Preschool Science Games

 Classifying Environmental Science
What goes in the compost?
You will need
• A selection of compostable
and non-compostable items.
For this game you can use
either real life materials or
What to add to the compost What not to add to the compost representations of these such
‘Compostable’ ‘Non-compostable’ as toy fruits, vegetables, eggs
and plants
Vegetable and food scraps Meat and dairy products
• A compost bin
Tea leaves and tea bags Metals, plastic, glass • A landfill bin
Cold wood ash Cooking fat

Coffee grounds Magazines

Learning Objectives
Dead flowers Large branches For the children to:
Old potting mix Weeds with seeds or roots • Use fixed rules for classifying
items as compostable or
Egg shells Bones non-compostable
Old newspapers (wet) Sawdust from treated timber • Explain why they decided
that an item can or cannot
The children will work together to sort through ordinary Sawdust Animal manure (especially be composted
(not from treated timber) cat and dog droppings)
items that end up in the rubbish bin. They will classify
the rubbish into two groups: materials for landfill and Fallen leaves, weeds and Bread or cake
grass cuttings (in layers) (may attract mice) Important words to use
items that can be put into the compost bin.
• Compostable/
non-compostable
Why this is important • Sort
In this game the children learn how Classifying • Classify
to reduce waste going to landfill. Exploring the properties of ordinary objects in order to group them. • Waste
• Landfill
By recognising the properties of Why this scientific skill is important
items that can be put in a compost Classifying requires children to groups objects based on rules. This skill is used in everyday life
bin, the children are practicing the and builds on observation skills. Classifying objects as compostable and non-compostable allows
scientific skill of classifying. children to order objects using fixed rules, based on what they have observed and compared.

Environmental Science | Northern Territory Preschool Science Games 14

 What the educator does
1. Sit on the floor in a circle with the children. Place the landfill and compost bins in front of you and the compostable and
non-compostable items to be sorted in the middle of the circle.

2. Explain the classification rule to the children. The rule is fixed – the children must not change it. Items that can go in the
compost include vegetables, food scraps, leaves, tea bags and egg shells. All other items of rubbish have to go in the landfill.
Classifying 3. Give each child a turn to choose an item from the middle of the circle. Ask each child to choose an item and decide which bin

What goes
it belongs in. Ask each child, ‘Is that something that can go in the compost?’, ‘Have you chosen something that is compostable?’
or, ‘Can you explain why you have chosen to put it in that bin?’ Encourage the children to place the items in the correct bins
and repeat the correct reasons when given by the children, to reinforce them.

in the 4. As the children become more confident with classifying the items, allow them to put them into the bins independently.

compost?
Drop back ideas Extension ideas
1. Encourage the children to collect their food scraps 1. Add an additional bin for recycling and another for reusable materials.
in a bucket during the daily preschool routine, Discuss the classification rules for these bins and sort rubbish into
separating out meat and dairy products as these are four bins. Ask the children to explain their choices.
not compostable. Add the scraps to the compost bin.
2. Create compost, landfill, recycling and reusing posters with the
2. Create compost and landfill posters with the children. Draw or find pictures of examples for each. Hang the
children. Include pictures of items that can go in posters near the bins where children can see them as reminders.
New words the compost and items that go into landfill. Hang
3. Create a worm farm with the children. Go online and use books to
the posters near the compost and landfill bins
• Compostable - Items that investigate how to set up the worm farm and what worms eat. Are there
where children can see them as reminders.
rot easily and can be used in differences between what goes in the compost and the worm farm?
compost (this does not include 3. Create a second set of compost and landfill posters.
4. Collect the class rubbish for one day. Sort this into compost, recycle, reuse
meat and dairy because they Print out pictures of compostable and non-
and landfill. Take a photograph and count how many items you have in
attract dogs and rats); non- compostable items. Support the children to match
each category. Repeat this one day each week for a term. Compare your
compostable items must not the compostable items with the compost poster and
results from week to week. Does the amount of waste stay the same or
be placed in the compost bin. the non-compostable items with the landfill poster.
change? What can you do to reduce the amount of landfill?
• Landfill - Rubbish that will
be disposed of by burying it Open-ended activity
underground.
Place an empty fish tank on a bench at the children’s eye level. Help the children to place compostable and non-compostable items into
• Non-compostable - Items that do the fish tank. Cover everything in the fish tank with soil. Plant two or three small plants into the soil. Water it as needed. Leave the fish
not rot easily and that cannot be tank visible in the preschool environment to allow the children to observe changes. Pay attention to what the children observe in the
used in compost. fish tank and follow their interest, discussing what they see.

15 Environmental Science | Northern Territory Preschool Science Games

 Communicating and recording Environmental Science
How can we reuse this?
You will need
• Large piece of paper
• Textas
• Some reusable materials like
bottle tops, cardboard boxes
and jars (enough for each child
to have materials to use)

Learning Objectives
For the children to:
• Talk about what can and
cannot be reused and the
reasons for this
• Use words to share their
ideas about how objects
can be reused
• Record their ideas with
Children and families help to collect objects that could be recycled like empty boxes, bottle caps, milk cartons and jars.
the educator’s support
During small group discussions, ask children to communicate what they know already about the materials from which
objects are made (such as glass, plastic and cardboard). Encourage children to share creative ideas about how each object
could be reused.
Important words to use
• Reuse
• Plastic
Why this is important
• Cardboard
Thinking of ways in which objects that human beings have made can be Communicating and recording • Paper
used more than once is a way to help children understand how people Creating and using simple representation to organise, record and • Glass
affect the environment. Finding new ways to use an object makes it communicate (verbally or nonverbally) scientific ideas and concepts.
more useful. It prevents the object from adding to rubbish in landfill.
Why this scientific skill is important
This also helps children to recognise the materials from which objects Children use communication skills to learn more about different
are made. They learn that different materials are used for different materials and how they can be reused. They also practise explaining
purposes. and discussing their ideas.

Environmental Science | Northern Territory Preschool Science Games 16

 What the educator does
1. Place materials in the middle of a small group of children sitting in a circle.

2. Invite the children to select an item from the middle. Ask children questions like, ‘What object do you have? What is it made
of? What is it used for?’. Make sure that each child has a turn to share an idea.

Communicating 3. Choose one object and explain to the children that it could be reused to make something new. Demonstrate some examples.
For example, a glass jam jar could be used to hold pencils or it could be filled with water to hold flowers. A cardboard
and recording cereal box could be used to make a robot.

How can
4. Ask children, ‘What else could you use your object for?’ Encourage each child to suggest a new use for the object they
selected. Encourage the group to discuss their ideas together.

5. Encourage the children to record their ideas by writing or drawing them on the large piece of paper.

we reuse
this?
Drop back ideas Extension ideas
1. Set up reusable materials for children 1. Talk about what happens to some materials when they are put in the rubbish.
to explore. Talk to children about the Experiment by burying different materials (paper, glass, plastic) in a designated
original purpose for the material (e.g. area in the yard and checking on them over time. Talk about the differences
a box for cereal, a bottle top from a between the materials as time passes. You could make a chart to record the
water bottle). changes once each week.
2. Invite them to make new things with 2. Ask children, ‘What materials do we reuse every day?’ The list may include reusing
the materials and to explain what lunch boxes by washing them and using them for lunch the next day. Ask the children
they are making. to make a list of reusable materials and add to it each time someone has a new idea.
They could write or draw the items on the list.

Open-ended activity
Set up a ‘making area’ in the classroom. Encourage children to make something new by reusing materials. Talk to children about what
the materials were used for before. Invite them to make new things with the materials and to explain what they are making.
Rather than throwing their creations away, encourage children to take them apart carefully. If they return the material to the making
area, they can reuse them again.

17 Environmental Science | Northern Territory Preschool Science Games

 Observation Environmental Science
Watering plants
You will need
• Plants/seedlings/garden –
indoor or outdoor
• Water
• Spray bottles
• Watering cans with nozzles
and without nozzles
• Jugs

Learning Objectives
For the children to:
• Use their eyes (sense of vision)
to observe the water as it
leaves the container
• Use their hands (sense of
touch) to feel the water
Children will observe what happens to the soil and the leaves of plants after they have been watered. leaving the container
• Talk about what happens after
By using different equipment to water plants, children have opportunities to observe the different ways in which water the water has been poured/
can be dispersed. They observe how different types of water dispersal affects how quickly the plants receive water. sprayed on the plants
They also observe what happens when a plant does not get enough water.

Important words to use

• Pouring
Why this is important • Spraying
• Droplets
Water is essential for life. Animals, Observing • Absorb
humans and plants need water to Using the five senses to explore objects and materials, indoors and outdoors.
• Soil
grow. Water can move and flow. Why this scientific skill is important • Leaves
We need to be careful about how Children use their senses to learn about the world around them. Observing naturally occurring
much water we use. phenomena encourages children to care for their country.

Environmental Science | Northern Territory Preschool Science Games 18

 What the educator does
1. Provide different containers for the children to water plants 4. Do this again using a watering can. Ask children what
with, such as spray bottles, watering cans and jugs. they observe now. (The children may observe that more
water is going onto the plant than previously and the
2. Look for plants that are drooping – see if the soil around leaves move more when more water hits them.) Ask the
them is dry. Show the children the dry soil and ask them
Observation what has happened to the plants.
children what they observe about the soil. What happens
to the water? Where does it go? Does the soil absorb the
water?

Watering
3. Invite two children to water a drooping plant using the spray
bottle. Talk about how much water the children observe 5. Do this again with a jug of water. Ask the children ‘What
coming out of the spray bottle. Ask the children what happens when you pour a lot of water onto the plant?’

plants
happens when the water reaches the plant. Ask, ‘Do the
leaves get wet? Do the leaves move when the water hits
them? Why? Does the soil get wet?’

Drop back ideas Extension ideas

1. Focus on one kind of watering 1. Ask the children what they think may happen if plants do not get enough water.
equipment (for example, a spray bottle). Write down their ideas and encourage the children to draw pictures to predict (say)
Ask children to explain where the what will happen.
water goes after it has been sprayed Agree that you will not give the plant any water so that the class can explore what
on the plant. Use the words you want happens when plants do not get enough water to grow. Encourage children to
the children to learn: ‘Do you see the observe plants drooping. Look at the plant each day for a few days.
droplets? What are they doing? They are After a few days, give the plant enough water to soak the soil. Observe what
rolling off the leaves and into the soil!’ happens to the plant. Invite the children to draw pictures of the plant a few
hours after it has received water.
2. Set up two play areas with soil – one
Compare their first pictures with their second pictures. Discuss what may have
that is wet and muddy, and another
led to this change in the plant.
that is dry. Provide buckets and digging
equipment. Encourage children to make 2. At group time, discuss what happens to plants when there is no water (or rain)
observations about the two different for a long time.
environments and the effects that water Outside, identify areas of the garden that are dry and have few plants. Then,
has on the soil. encourage the children to find areas of the garden that have good water supply.
What do the plants look like in this area?
New words: Open-ended activity
• Absorb - To take in or hold water.
Provide children with a tub of water and a range of equipment so that children can explore and observe the movement and
• Dispersed - Spread or scattered absorption of water. For absorption, equipment could include materials such as face washers, scraps of different fabric and sea
around. sponges. For movement, water wheels, jugs, plastic syringes and squeezable toys that fill with water are suitable.

19 Environmental Science | Northern Territory Preschool Science Games

 Observation Chemical Science
Paint with water
You will need
• Buckets of water
• Paintbrushes

Learning Objectives
For the children to:
• Use the sense of vision to
observe and comment on the
evaporation of water
• Use scientific language
accurately

Important words to use

• Evaporate/evaporation
• Liquid
• Gas
• Observe

Provide a small group of children with buckets of water and paintbrushes. Encourage them to ‘paint’ hard surfaces.
You will use language to support the children to learn about evaporation by observing what happens to the water.

Why this is important

While the children observe the Observing

changes in their water paintings, they Using the five senses to explore objects and materials, indoors and outdoors.
are learning about evaporation. As the
water heats up on the hard surface it Why this scientific skill is important
evaporates. Evaporation is when water Children use observation to understand and monitor change in the environment around them. Observing
turns from a liquid into a gas. and monitoring change in the natural environment encourages children to care for their country.

Chemical Science | Northern Territory Preschool Science Games 20

 What the educator does
1. Provide the children with paintbrushes and a bucket of water. Encourage them to paint on hard surfaces in the sun.

2. As the children paint, draw their attention to sections of their work where the water has ‘disappeared’. The water has
evaporated. Ask the children, ‘What do you think has happened to the water here?’ Listen to their responses. Explain to
the children that the water has evaporated - this means it has turned from a liquid into a gas.
Observation 3. Paint a line of water and watch it evaporate. Describe what you observe and ask the children what they can see

Paint with
happening as the water evaporates.

water

Drop back ideas Extension ideas

1. Use water to make hand- 1. Place a jar or a cup of water in the room where it will not be bumped over. Draw a line
and footprints on different on the jar to show the water level. Each day look at the water level with the children.
surfaces. Draw the children’s Discuss how much water has evaporated. Continue to observe the water until the jar is
attention to the marks they empty. Ask the children, ‘What has happened to the water?’ and ‘Why would more water
are making. Ask them, ‘What evaporate on some days than on others?’
do you notice happening to
2. Paint lines of water in different areas of the yard e.g. full sun, full shade and partial sun.
your footprints?’
New words Note the time at which you paint the lines. How long it takes for the water to evaporate?
2. Provide the children with Which line evaporates the fastest and which line takes the longest to evaporate? Ask the
• Evaporation - When liquid spray bottles to spray water on children to suggest reasons for the differences.
changes into a gas. Liquid water outdoor surfaces. Use words
evaporates to become a gas 3. Place an ice block outside. Observe and record the changes with the children. Use
to describe the water turning
called ‘water vapour’. language to describe the changes as the ice melts to water and evaporates to gas.
from a liquid to a gas.
• Gas - An air-like substance that
fills a space. Open-ended activity
• Liquid - A substance that flows Set up a table with a large container of water, a bowl of ice cubes and some smaller cups, funnels and mixing spoons. Encourage the
freely like water or oil and takes children to engage with the resources. Support their observations by asking what they notice happening to the water and ice. Follow
the shape of its container. the children’s lead as they play.

21 Chemical Science | Northern Territory Preschool Science Games

 Communicating and recording Chemical Science
Making slime
You will need
• Large tub/water trough
Using their eyes and their hands, children • Soap flakes (one cup)
observe and experience the changes that • Warm water (three cups)
take place when they mix a solid and a • Whisks or egg beaters
liquid. Once the slime has been made, it • Food dye
can be explored using the senses over a
period of time. Once the chemical change
has happened, it will not change back – Learning Objectives
make sure the children are watching out For the children to:
for the change from the beginning so that • Explore the change that
they share in the excitement! happens when liquid and
solid are mixed
Children can make this slime themselves, • Use vocabulary to describe
either on their own or in small groups. what they see and feel

You may prefer to make slime outdoors – it can be messy fun!

Important words to use

• Solid
• Liquid
• Describe
• Change
• Texture
Why this is important

A chemical reaction happens when we mix the liquid (water) and Communicating and recording
the solid (soap flakes) together. A new substance is made. This Creating and using simple representation to organise, record and
chemical reaction cannot be reversed: we can’t separate the soap communicate (verbally or nonverbally) scientific ideas and concepts.
flakes from the water afterwards. This provides opportunities for Why this scientific skill is important
children to experience and talk about a chemical change. Children build on their observation skills when they communicate what
By talking about what they notice and feel, children communicate they experience through using their senses. They also communicate their
their observations of change and describe states of matter. understanding of how the materials change when they combine.

Chemical Science | Northern Territory Preschool Science Games 22

 What the educator does
1. Invite the children to make slime.

2. Guide the children to add soap flakes to the warm water.

3. Show the children how to whisk the mixture or to use an egg beater to mix the soap flakes and water together.
Communicating (Add more soap flakes if you need to make it thicker.) Remind the children to watch out for the change!

and recording 4. Ask, ‘What does the mixture look like now? Is it fluffy or gooey?’

5. As the mixture thickens into slime, ask the children to explain the change they see happening. Encourage them

Making to use their hands to feel the texture of the mixture. Ask the children, ‘What does the mixture feel like?’

slime

Drop back ideas Extension ideas

New words
1. Make the slime and then encourage children to explore the 1. Add one colour to the slime. Ask children, ‘What changes to
• Liquid - A substance that flows slime with their hands. Ask the children, ‘What does it feel do you notice?’ Ask the children to explain why the mixture
freely like water or oil and takes like? Does it feel like water?’ Model words like ‘slippery’, is changing.
the shape of its container. ‘slimy’ and ‘stretchy’ to describe the slime.
2. Add a second food dye colour (such as blue to yellow).
• Matter - Everything that has a 2. Add drops of colour to the slime. Ask the children questions Ask children, ‘What change can you see happening when
mass and takes up space is made that encourage them to describe the changes they see as the different colour is added?’
of matter; that is, everything you mix the colour into the slime. Adding more than one colour will show children what
around us is made of matter. happens when colours are mixed.
• Solid - Things that hold their shape
and can’t be poured like a liquid; Open-ended activity
they can be hard or soft, smooth
Provide a tub of warm water. Invite children to place their hands in the water and to describe what the water feels like. Add soap flakes
or rough, big or little.
and allow children to feel the changes occurring. And ask them questions about what they can feel changing. Once the slime has been
• Texture - How something looks or created, encourage children to add materials/equipment to the slime and to discuss any changes that occur. For example, adding colour
feels: rough or smooth, flat or raised. will change the colour of the slime, but adding plastic animals will not change the slime or the animals.

23 Chemical Science | Northern Territory Preschool Science Games

 Classifying Earth and Space Science
Nature hunt
You will need
• A basket
• Natural objects collected
from the environment

Learning Objectives
For the children to:
• Identify similar properties
shared by different objects
• Create rules to classify objects
• Apply their classification
rules to a group of objects
(sort objects into groups)

Important words to use

In this game, the children collect materials from the natural environment and sort them into groups. Play this with small
• Classify
or large groups of children. The children search for leaves, shells, seeds, rocks or feathers. As the children collect their
• Sort
objects, they notice the similarities and differences between objects in nature. In this game, the children decide on the
• Group
rules for sorting their objects into groups.
• Same
When prompting ways to classify objects, you could focus on size, colour, uses, materials, parts or shapes. • Different

Why this is important

As the children collect objects from the natural environment, they Classifying
look at the properties of natural materials. Then, they compare Exploring the properties of ordinary objects in order to group them.
the properties of natural materials. When the children group the
objects according to rules, they are classifying the objects they Why this scientific skill is important
have collected. The children may also group the objects according Classifying requires children to groups objects based on rules. This skill is
to how they are used. The children are using scientific thinking as used in everyday life and builds on observation skills. In this game, children
they make sense of the natural environment. decide on rules to group objects they find in the natural environment.

Earth and Space Science | Northern Territory Preschool Science Games 24

 What the educator does
1. Invite the children to join you on a nature hunt. First, decide with the children what type of objects they are going to
collect. For example, you may decide to collect rocks, leaves or seeds.

2. As you collect objects with the children, talk about the objects. You could say, ‘That rock is round’, or ‘That rock is smooth,’
or ‘That rock is round and smooth.’
Classifying 3. After the nature hunt, sit in a circle with the children. Lay out the collection of natural items in the centre of the circle.

Nature
Ask the children, ‘What do you notice looks the same about these items?’ and ‘How are these objects different? Why do
you think that?’

hunt
4. When the children describe similarities and differences between the objects, put the objects in groups. For example,
make groups of small rocks, large rocks, smooth rocks and rough rocks. The children are classifying the objects.

5. Ask the children to think of a new way to classify (group) these objects. Ask the children open-ended questions like,
‘Why you have included this object in the group?’ or, ‘How did you know this object belonged in this group?’

Drop back ideas Extension ideas

1. Describe the properties of natural objects during 1. Use two hula hoops on the ground to group the natural objects.
everyday interactions with children. For example, You could sort long objects (like leaves) into one hoop and smooth
‘Look! This seed is in a seed pod’ or, ‘This seed is objects (like rocks) into the other. Ask the children where to put a long
light so it can drift in the wind.’ and smooth leaf. Guide the children to work out that it would belong
to both groups. Show the children that the groups could overlap.
2. While you are on the nature hunt, sort the natural
Where the hula hoops overlap, the children have created a third group
items into groups with the children as you collect
with two rules (long AND smooth).
them. Collect oval leaves in one basket and long,
Encourage the children to find more objects that fit in both groups.
skinny leaves in a second basket.
2. Go online with the children and find out why leaves have different shapes.

Open-ended activity
Lay out a collection of stones, sticks and leaves on a layer of sand or dirt in a shallow tray. Give the children time to play with the
natural materials in their own way. Observe the children’s play and describe what they have done with the natural materials.
For example, say, ‘I can see you have grouped all the large stones together.’ You could encourage the children to explain what they
are doing with the natural materials.

25 Earth and Space Science | Northern Territory Preschool Science Games

 Comparing Earth and Space Science
Rain gauge
You will need
• Plastic container
(about 600 ml); tall and deep is
better than wide and shallow
• Permanent marker
• Funnel
• Small connecting blocks
(all the same size)

Learning Objectives
For the children to:
• Measure the amount of
rainfall each day
• Record the amount of rainfall
received
• Compare the amount of water
Children can make their own rain gauges or they can help the educator make one for the group. By using a fixed in rain gauge from day to day
measurement system, children are able to compare the amount of rain that falls on different days. • Use vocabulary to describe
differences in rainfall from day
to day
Why this is important

Understanding the weather is important: this information helps people to survive in harsh climates. Comparing
In many cultures, the year is divided into seasons according to the months of the year. Aboriginal Describing verbally or nonverbally
Important words to use
Elders in your local community may be able to visit your preschool to talk about the signs that the what children see, hear, touch, feel • Gauge
seasons are changing in the area you live in. and taste to describe, compare, order • Measure
Children are able to build comparison skills by observing and comparing weather events. They and sort. • More/most
are prompted to discuss concepts such as ‘more’, ‘same as’ and ‘less’, and ‘most’ and ‘least’ when Why this scientific skill is important • Less/least
comparing the amount of water in the rain gauge. Children use comparison skills to • Rain
Measuring rainfall provides opportunities for children to collect, record, analyse and interpret observe changes, this supports children
• Weather
information. Comparing and describing the amount of rainfall encourages children’s ability to in developing concepts of ‘more’, ‘less’
observe, describe and compare other weather events. and ‘same as’.

Earth and Space Science | Northern Territory Preschool Science Games 26

 What the educator does
Choose a week in which it is likely to rain! 4. Ask children to observe how far up the water reaches
on the side of the gauge. Support the children as they
1. Invite the children to help make the rain gauge(s). determine how much rain has fallen. Write down how
much rain has fallen or encourage the children to record
2. Using a tower of interconnecting blocks, demonstrate
Comparing
this by drawing a picture to show how much water is
marking each block on the side of the container. Remind
in the container.
the children of the important things to remember when

Rain
measuring volume1. Place the funnel in the top of the 5. Empty the rain gauge each day.
container and put the rain gauge outside in a place
where it will catch rain. Be sure that it will not fall over 6. At the end of the week, ask children, ‘Which day had the

gauge
in windy weather. most rain?’ and, ‘How do you know this?’ Ask, ‘Which day
had the least rain?’ and, ‘Were there days were there was
3. At the same time each day for one week, ask the children no rain?’
to check the rain gauge. Ask children, ‘What do you notice
about the level of water in the container today?’ 1.
Northern Territory Preschool Maths Games, pages 32-33.

Drop back ideas Extension ideas

1. Focus on children’s 1. Support the children to make a graph of the rainfall over one week. This may be done using
comparison between connecting blocks to represent each day’s rainfall. Compare the daily rainfall by asking children,
a day with a little rain ‘Which day had the most rain? Which day had the least rain? How do we know?’2
and a day with more
2. Introduce a thermometer to the children. Attach it to an outside wall, low enough for the children to
rain. Having clear
see it easily.
differences simplifies
Show children that the red liquid (alcohol) rises and falls when it is warmer or cooler outside. At
the comparison. Ask
different points in the day (or on different days), ask children to read and record the numbers that the
children, ‘Which day
red liquid reaches. Ask children ‘When was it the hottest? When was it the coolest? How do we know?’
had the most rain?
How do we know this?’ 2
This learning experience aligns with Data Collection, Representation and Analysis in the Northern Territory
Preschool Maths Games, pages 38-39.

Open-ended activity
Put containers of the same size and shape into a tub of water. Encourage children to explore filling the different containers and to
compare which hold more water and which hold less. This can be extended to filling containers with other materials such as sand,
pebbles, leaves, or food substances during a cooking experience.

27 Earth and Space Science | Northern Territory Preschool Science Games

 Predicting and Checking Earth and Space Science
Cloud diary
You will need
Understanding the weather is important: this information • Camera/iPad
helps people to survive in harsh climates. In many cultures,
the year is divided into seasons according to the months of
the year. Aboriginal Elders in your local community may be Learning Objectives
able to visit your preschool to talk about the signs that the
For the children to:
seasons are changing in the area you live in.1
• Look at the pictures of the
sky and talk about the clouds
Introduce the Cloud Diary by talking to the children about
they see
how the weather is changing as it builds towards the wet
• Predict what the clouds will
season. Have discussions about where the rain comes from. look like later in the day
Provide a small group of children with a camera or an • Check later in the day to see
if their predictions were right
iPad to take pictures of the sky. Encourage children to
talk about the clouds and what this may mean for the
weather. Check later in the day to see if their predictions
were right.
Important words to use
• Predict
This can be done over several days or once a week for • Change
several weeks. • Clouds
• Check
1.
Examples of seasons and calendars: [Link]
[Link] • Observe

Why this is important

Observing the sky and noticing changes in the Predicting and Checking
weather encourage children to pay attention Using skills of prediction, hypothesising, testing, experimenting and evaluating in play
to the world around them. Children use their and construction experiences.
existing knowledge about the weather and the Why this scientific skill is important
seasons to make predictions and later, to check Children use what they already know about their environment to make predictions.
their predictions. When children check predictions they extend this knowledge further.

Earth and Space Science | Northern Territory Preschool Science Games 28

 What the educator does
1. Provide the children with opportunities to take photographs And in the afternoon?’ Ask the children to explain why they
of the sky soon after they arrive at preschool in the morning. came up with their predictions.

2. Print the pictures out (or look at the photographs on an iPad) 4. At midday and in the afternoon, explain that it’s time to
and talk about what the children observe in the sky. Ask check if they were right. Provide the children with the
Predicting the children questions like, ‘What words would we use to iPad/camera again to take photographs of the sky.
describe the sky?’ and ‘What do the clouds look like today?’
and Checking 3. Ask the children to share ideas about what the sky will look
5. Remind the children about their morning predictions.
Ask the children questions like, ‘What do you notice about

Cloud
like later in the day (predict), Ask the children questions the sky in the afternoon?’, ‘Has it changed?’, ‘How has it
like, ‘What do you think the sky will look like at lunch time? changed?’ and ‘Were your predictions correct?’

diary
Drop back ideas Extension ideas
1. Find a comfortable space outside to lie on the 1. Take a photograph of the sky in the morning and print it out. Ask
ground with a small group of children and look up children in the group to describe the clouds. Ask children, ‘What do
at the sky. Ask the children, ‘Do you think it will rain you think the clouds will look like tomorrow?’ The following day, take a
today? What makes you think that?’ At the end of picture again to check and talk about if they were correct. Repeat this
the day, ask the children if they were correct about once each month and add the photographs to a visual diary in the form
whether it rained or not today. of a wall chart. Discuss how the sky changes as the seasons change.
2. Provide children with clipboards, paper and pencils. 2. If there are clouds in the sky, find a space to lie outside to look up at
Ask the children to draw a picture of what they think the sky with a small group of children. Pay attention to the clouds and
a cloud looks like. Take the children outside and ask talk about whether the clouds are moving and changing or staying still.
them to look at some clouds in the sky. Ask children, (You could video the sky to watch again later.) Ask the children, ‘What
‘Are all the clouds the same shape? Can you see makes the clouds move?” After the children have offered suggestions,
some different clouds?’ Encourage children to draw guide their thinking to understanding that the wind moves the clouds.
the clouds they see in the sky. As a follow-up question, say, ‘If the clouds are moving fast, what do you
think the wind is doing?’
3. Discuss other signs that the seasons are changing
that are known to the children. For example, have 3. Discuss other signs that the seasons are changing that are known
the turtles laid their eggs? Are the magpie geese eggs to the children. For example, have the turtles laid their eggs? Are the
hatching? What does this tell us about the season? magpie geese eggs hatching? What season will follow? What kind of
weather do we predict that season will bring?
Open-ended activity
New word
Encourage children to observe, draw or photograph the outdoor environment. Ask questions to prompt their thinking such as, ‘Are leaves
• Predict - To say that something from the trees becoming dry or dropping to the ground? Does the ground feel dry or damp? What birds and animals can you see? Are there
will happen in the future. any birds collecting sticks or building nests?’ In a group discussion, predict what these observations might mean and what will come next.

29 Earth and Space Science | Northern Territory Preschool Science Games

 Comparing Physical Science
Magnifying glasses
You will need
• Magnifying glasses —
hand-held and/or on a tripod
• A range of materials to view
under the magnifying glasses
(natural materials and made
materials)

Learning Objectives
For the children to:
• Observe materials under a
magnifying glass
• Use language to make
comparisons and share this
with their peers
• Record their comparisons
through drawing
A small group of children use magnifying glasses to look closely at different objects. They will compare and describe how
things look with and without a magnifying glass. The children will document their findings by drawing.

Remind the children to hold the magnifying glass close to the object they are looking at, rather than holding it up to their eye.
Important words to use
• Magnifying glass
• Lens
• Magnify
Why this is important • Bigger/larger
When children play with magnifying glasses they are Comparing
learning how to use scientific tools. Children observe Describing verbally or nonverbally what children see, hear, touch, feel and taste to
that objects look larger under the lens of the magnifying describe, compare, order and sort.
glass. Using a magnifying glass allows us to see the small
Why this scientific skill is important
details of an object.
When children make comparisons, they extend their observing skills by noticing
In the extension activity, children observe that using a similarities and differences. This game supports children to discover similarities
microscope will provide even more magnification. and differences between natural and made materials.

Physical Science | Northern Territory Preschool Science Games 30

 What the educator does
1. With the children, collect a range of materials. Provide magnifying glasses for the children to use. A piece of fabric or a
newspaper are examples of non-natural materials. Plants and seeds are examples of natural materials. Invite the children
to choose an object and to look at it closely without a magnifying glass. Ask the children to describe what they see.

2. Then encourage the children to look at their object using a magnifying glass. Ask the children questions to support comparisons.
Comparing You could ask, ‘Has anything changed now that you are looking at the object using the magnifying glass? Does it look different
under the magnifying glass?’ and, ‘Why do you think it looks like that?’

Magnifying 3. Ask the children to look at different objects with the magnifying glasses.

glasses
4. Encourage children to choose one object to draw. Fold a piece of paper in half. First, encourage the children to draw the object
they have chosen on one side of the page. Then, have the children look at the object through the magnifying glass and draw
what they see on the other side of the page.

5. Ask the children to share their pictures with each other, describing what is the same and what is different in their pictures.

Drop back ideas Extension ideas

1. Play the Nature Hunt game (on 1. Use a digital microscope to observe the makeup of materials even more closely.
page 24). Encourage children to find Print out copies of the digital microscope pictures and place them next to the actual
different objects, then to look at object. Ask the children, ‘Why does the picture from the digital microscope look so
them through magnifying glasses. different from the real object?’ and, ‘Tell me why you think that?’
2. Use words to describe the features of 2. Go online with the children and collect a range of microscope images of natural and
the objects the children are looking at. non-natural materials. At group time, show these to the children and help them to
group the images based on similarities and differences in the pictures.

Open-ended activity
Depending on what you have available to use, place binoculars, vision glasses, lenses, magnifying glasses and a closed jar half-filled
with water on a table. Encourage the children to look at the environment around them using the different tools. Follow the children’s
lead as they play. Ask the children if everything looks the same or different when they look through the lens.

31 Physical Science | Northern Territory Preschool Science Games

 Communicating and recording Physical Science
Magnetic and non-magnetic
You will need
• Magnets - one for each child
• Everyday magnetic and
non-magnetic objects
(children could bring
objects from home as well)
• Crayons/markers
• Large sheet of paper

Learning Objectives
For the children to:
• Observe magnets being
attracted to magnetic
objects and not attracted to
non-magnetic objects
• Classify objects as magnetic
or non-magnetic
Lay out a range of everyday items for a small group of children. Encourage them to use a magnet to discover which objects
can be pulled by the magnet. Use language to describe the objects as ‘magnetic’ and ‘non-magnetic’. As the children explore • Record their findings using
a chart
the properties of the objects, help them to communicate their findings by recording (drawing) magnetic and non-magnetic
• Communicate their findings
objects on a chart. using the terms, ‘magnetic’
and ‘non-magnetic’

Why this is important

When playing with magnets, children learn Communicating and recording Important words to use
that some objects can be moved without being Creating and using simple representation to organise, record and communicate • Magnetic
touched. They learn about the magnetic force (verbally or nonverbally) scientific ideas and concepts. • Non-magnetic
of attraction. Magnets are attracted to magnetic
objects and not attracted to non-magnetic Why this scientific skill is important • Attract
objects. Most magnetic objects are made of The use of drawings allows children to communicate their developing understanding • Similar or different
metal. Most non-magnetic objects are not made of magnetic and non-magnetic. This provides the children with the opportunity to • Pull
of metal. consolidate their understanding and share their knowledge with others. • Force

Physical Science | Northern Territory Preschool Science Games 32

 What the educator does
1. Lay out a range of everyday objects that are magnetic and non-magnetic. Provide each child with their own magnet to use.

2. Choose one object. Ask the children to say what they think will happen when they put their magnet near the object.
Have the children take turns to put their magnet near the object to test their prediction and describe what happens.
Encourage the children to continue this play with the other objects provided.
Communicating 3. While the children play with the objects and their magnets, describe the force between the magnets and the objects.
and recording Point out that the magnet is not attracted to the wooden block because the wooden block is ‘non-magnetic’, or the
magnet can pull the spoon because the spoon is ‘magnetic’. Encourage children to use these terms as they talk to you and

Magnetic
to each other.

4. Draw a line down the centre of a large piece of paper to make two columns. Label the columns on the chart ‘Magnetic’

and non-
and ‘Non-magnetic’. Ask the children to put all the magnetic objects into one column and the non-magnetic objects into
the other. Ask the children to explain how they decided which group each object belonged with. They are recording what
they have discovered.

magnetic 5. Encourage the children to explore the environment to find more magnetic and non-magnetic objects to include on the chart.
Ask the children to explain how they test whether an object is magnetic.

New words:
• Force - Something that causes a Drop back ideas Extension ideas
change in the movement of an object.
• Magnetic - Something that can be 1. When playing with 1. Encourage the children to use magnets to search for magnetic and non-magnetic objects in the
attracted by a magnet. the children during preschool environment. Have the children take photographs of the objects they find. Print the
the open-ended play photographs and add them to the chart.
• Magnetic field - The space around the activity, ask children to
magnet where the magnetic force acts. 2. Ask the children to name some of the similarities and differences they have noticed between the
show you the objects
• Non-magnetic - Something that magnetic and non-magnetic materials. Introduce new ideas like ‘metal’ and ‘non-metal’.
that are magnetic and
cannot be attracted by a magnet. the objects that are 3. Count how many paperclips a magnet can lift. Ask the children if each magnet lifts the same number of
• North and south poles of a magnet - non-magnetic. Talk paperclips? Test their prediction with different sized magnets. Discuss the reason for the differences.
Magnetism concentrates at two points on about how the objects
4. Go online with the children to explore how magnets are used in engineering and technology.
a magnet, the north pole and south pole. react to the magnets.
Encourage the children to name objects that they use at home or in the preschool environment
The north pole of a magnet is the end of
that are magnetic.
the magnet that points towards the north
when suspended freely. This is also called Open-ended activity
the ‘positive pole’. It is often coloured blue.
The south pole of a magnet is the end of Provide magnetic and non-magnetic objects and some magnets. As the children play, describe the magnet pulling the magnetic objects.
the magnet that points towards the south
when suspended freely. This is also called
the ‘negative pole’. It is often coloured red.
• Repel - To push back or away from a force.
33 Physical Science | Northern Territory Preschool Science Games
 Predicting and Checking Physical Science
Sink and float
You will need
• A plastic container of water
• A range of familiar objects that
sink or float in water (a rock,
a cork, a coin, a plastic ball)

Learning Objectives
For the children to:
• Explore the properties of
familiar objects
• Make predictions about
objects that will sink or float
• Test their predictions
• Suggest reasons why objects
float or sink

Invite the children to predict what will happen to familiar objects when they are placed in water. Will they sink or
float? The children will test their predictions by placing the familiar objects into water and watching what happens. Important words to use
The number of children who play at the same time will be limited by the size of the container of water. • Sink
• Float
• Predict
Why this is important

Historically, people living near water have been very good at Predicting and Checking
building rafts, canoes and other objects that float on water. Using skills of predicting, hypothesising, testing, experimenting and
These were a way of travelling on water and of transporting goods. evaluating in play and construction experiences.
As children play with objects in water they develop an
Why this scientific skill is important
understanding of buoyancy, the force that causes objects to float.
When children predict and check if an object sinks or floats, they learn
When an object is buoyant, it floats on the top of the water.
that the same objects sink or float every time. In this way, children explore
Predicting and checking if an object sinks or floats in water supports the properties of familiar objects. As they observe objects floating or
children to identify materials that sink and materials that float. sinking, the children begin to think of reasons why this happens.

Physical Science | Northern Territory Preschool Science Games 34

 What the educator does
1. To start with, set out a range of objects for children to test. (During free play, they will find more objects to test.)

2. Invite the children to select an object. Before putting it in the water, the child should predict whether it will sink or float.
After predicting whether the object will sink or float, encourage the children check their prediction by experimenting - placing
the object in the container of water. What happens?
Predicting 3. Ask the child whether they were right, or whether something unexpected happened.
and Checking 4. Take the object out of the water. Ask the child if they put the object in the water a second time, will it sink or float?

Sink and
Then, support the child to test their prediction.

5. Continue to predict and check with a wide range of other objects. (Each time, ask the child to predict before testing whether
the objects will sink or float.)

float 6. Ask the children to explain what the floating objects have in common. Ask the children what the sinking objects have in
common. Can the children to develop a ‘rule’ for floating and sinking? Encourage the children to apply this rule to the next
few objects that they test.

Drop back ideas Extension ideas

1. As the children play with objects 1. Roll up a ball of clay and predict if this will sink or float. Test the prediction. Now flatten
in water, model accurate use of the ball like a pancake and predict whether it will sink or float. Test the prediction.
the words ‘sinking’ or ‘floating’.
2. Go online with the children and investigate how heavy boats float on water.

Open-ended activity
Pour enough water into a standing trough for some objects to float and others to sink. Place plastic bowls, cups into the water. Add solid
and hollow balls of the same size and choose other objects from the preschool environment that you know sink or float to place on a
table nearby for the children to use. Encourage the children to explore and play with the objects by placing them in the water. Follow the
children’s interest in this water play and make predictions about what will happen when the objects are placed in the water.

35 Physical Science | Northern Territory Preschool Science Games

 Predicting and Checking Physical Science
Cars and ramps
You will need
• A few thin wooden blocks/ramps
Educators join in with children’s play • Bumpy cardboard
as they roll cars down ramps that have • Carpet or towel
different surfaces. Educators ask children • Rubber grip mats
to predict what they think will happen (like car mats or shower mats)
to the speed of a car if the surface it rolls • Toy cars
down is changed. After children make
predictions, they experiment – the
children roll the cars down the ramps to Learning Objectives
check to see if they predicted correctly. For the children to:
• Predict whether cars will
Predicting allows children to apply their travel faster or slower on
existing knowledge to a new situation ramps of different surfaces
and then to check to see if they were • Test to see if their predictions
were correct
correct. This helps children to gain new
• Communicate what they
knowledge. This game also allows children noticed about the speed of
to explore the effects of friction and the cars on different surfaces
gradients through play. • Explain the reasons for the
differences they observed

Important words to use

Why this is important • Surface
• Speed
By experimenting with different Predicting and Checking
• Faster
changes to the materials and objects Using skills of predicting, hypothesising, testing, experimenting and evaluating in play and construction
experiences. • Slower
children play with in this game, they
have the opportunity to predict the • Predict/prediction
Why this scientific skill is important
effect that the different materials will Children use their past experience and existing knowledge of forces to predict what effect different • Friction
have on an object’s movement. surfaces will have on the movement of objects. Checking predictions develops this knowledge.

Physical Science | Northern Territory Preschool Science Games 36

 What the educator does
1. Set up the ramps with the children. Allow time for the children to play with the cars and the ramps before
adding materials.

2. Start by adding the bumpy cardboard to one of the ramps. Say to the children, ‘Let’s predict what will happen when
we roll the cars on a different surface. What do you think will happen now that the car will be driving on a bumpy
Predicting surface?’ Encourage the children to discuss whether the car will go faster, slower, or stay the same.

and Checking 3. Ask the children to check their predictions by rolling the car down the ramp with bumpy cardboard.

Cars and
4. Ask the children, ‘What happened to the car? Were your predictions correct?’ Guide the children to observe that
the car goes slower on the bumpy cardboard. This is because the bumps in the cardboard cause friction and the
friction slows the car down.

ramps 5. Experiment with other materials. Add different materials to the ramp one at a time and ask children to predict
and check again.

Drop back ideas Extension ideas

1. Provide the ramps, cars and 1. Place a different material on each ramp. Suggest a car race and ask the children to
materials for children to explore predict the car that will roll the fastest and win the race. Ask children, why they think
independently. Join in the play. their chosen car might win. Count together, ‘three, two, one, go!’ so that the cars start
New words Ask questions or narrate the at the same time. After each race, talk to the children about who predicted the fastest
children’s actions. For example, car. What helped that car to go the fastest?
• Friction - The name for the
‘That car is going faster than
resistance of movement; happens 2. Try changing the gradient of the ramps (to do this, raise the top of the ramp higher
this one!’ or, ‘That car is
when one object rubs against than the top of another ramp). Point to the car that will roll down the steepest ramp
slowest!’
another object because each object and ask the children, ‘Do you think the car will go faster or slower now? Why do you
works against the other object to think this?’
slow the movement down.
Open-ended activity
• Gradient - Describes how much a
line or a surface has moved away Draw children’s attention to forces within the playground, e.g. the slippery slide. Do some children slide down faster than others?
from being horizontal. Encourage the children to collect a basket of different objects to roll down the slide such as different sized balls, cars, bark and leaves.

37 Physical Science | Northern Territory Preschool Science Games

New Words
Absorb - To take in or hold water. Liquid - A substance that flows freely like water or oil Organs - Parts of the body like the heart, lungs and
and takes the shape of its container. kidneys. The skin is also an organ.
Carbon Dioxide - A colourless, odourless gas breathed
out during respiration. Lungs - The main organ of the respiratory system in Oxygen - A colourless, odourless gas breathed in
humans and most animals. during respiration.
Compostable - Items that rot easily and can be used in
compost (this does not include meat and dairy because Magnetic - Something that can be attracted by a Predict - To say that something will happen in
they attract dogs and rats); non-compostable items magnet. the future.
cannot be used in compost.
Magnetic field - The space around the magnet where the Repel - To push back or away from a force.
Dispersed - Spread or scattered around. magnetic force acts. Respiration - The act of breathing.
Evaporation - When liquid changes into a gas. Liquid Mass - The amount of matter in an object. Root - The part of a plant that is usually underground
water evaporates to become a gas called ‘water vapour’.
Matter - Everything that has a mass and takes up space and supplies stems and leaves with water.
Force - Something that causes a change in the is made of matter; that is, everything around us is made Solid - Things that hold their shape and can’t be
movement of an object. of matter. poured like a liquid; they can be hard or soft, smooth
Friction - The name for the resistance of movement; Non-compostable - Items that do not rot easily and that or rough, big or little.
happens when one object rubs against another object cannot be used in compost. Sprout - A small growth on a seed or plant.
because each object works against the other object to
slow the movement down. Non-magnetic - Something that cannot be attracted by Stem - The main stalk of a plant.
a magnet.
Gas - An air-like substance that fills a space. Texture - How something looks or feels: rough or
North and south pole of a magnet - Magnetism smooth, flat or raised.
Germinate - When a seed begins to sprout.
concentrates at two points on a magnet, the north
Gradient - Describes how much a line or a surface has pole and south pole. The north pole of a magnet is the
moved away from being horizontal. end of the magnet that points towards the north when
suspended freely. This is also called the ‘positive pole’. It
Habitat - Natural home or environment of an animal,
is often coloured blue. The south pole of a magnet is the
plant or other organism.
end of the magnet that points towards the south when
Inflate - To fill extendable material (like a balloon) suspended freely. This is also called the ‘negative pole’.
with air. It is often coloured red.
Landfill - Rubbish that is disposed of by burying it Observe - To notice, watch or discover something,
underground. using the five senses.

Northern Territory Preschool Science Games 38

[Link]