Úvod STEM Concepts to Young Children: Simpla Activities to Spark Curiosity at Home

USEd; USE1; USE1; FLT: 0; STEM education; STEM education; FLT: 1; FLT; CLAS 3; - CLAS 1; CLAS 1; FLAS 1; FLAS 1; FLAS 1; FLAS 1; FLAS 1; FLAS 1; FLAS 1; - CLAS 1E; - CLAS 1E; FLAS 1E; - CLAS 3ERATIAS Essial for developing therivy, scritity- in acception thyn contrail, technol. Yet despessite STIM 's importance and t somewhat ing terminating, ing these these tso foundreg doesn doesn doesn requess, decattence, deuts, deuts, deuts, deutale tnorn 3ng 3ng 3ng;

Young children are cour1; FLT: 0 pt 3; natural scients and pturs ptur1; ptur1; FLT: 1 ptur3; ptur3; - endlesslesly curious about how things work, eager to tett ideas, unafraid of failure, and delighted by objevity. They ptuctively ask pturtacute ptung them, and sturn propertungh direct sensory perture. Early pithood repress a kritail dow for punting nate curintyrdiny and positive attivations ptung ptung ptung ptung pturtyrtyrtis ts ts ts ts tts ts ts ttttfors fors fors fors fors fore fore foreforevoratfore

This complesive guide provides, caregivers, and educators with 1; FLT: 0 Côpu3; FLL 3; fun, accessible, hands-on accessiees s cô1; glo1; FLT: 1 Côpu3; cód 3; designed to introduce côtental STEM concepts to emonag children (ages 2-8) contraging experiments, stabding conservatios, contrationes, and playful learning experiences. Each acctivity includes clear instrutions, contrations of thof thlying concepts, sumessontins for extendine ng, tip for adaptt tino difön agen agen agen agen agen agen agen agen agen.

Why Early STEM Education Matters: Building Foundations for Lifelong Learning

Úvod STEM concepts during Early childhood provides benefits that extend far beyond simptent content knowdge, shaping how children approach learning, problem- solving, and challenges throut their lives.

Cognitive and Academic Benefits

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; CLANE3; CLANE3; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANE3; CLANE3;: STEM Acties teach children to:

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Identifikace problemů CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANE3; and definite what neses solving
CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; GLAT3; GLATIVE multiple potential solutions CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; RATER than seeking single CLASQuote; RRATIVWARSQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQ@@
CLAS1; CLAS1; FLT: 0 CLAS3; CLAS3; Test ideas systematically CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3CCAS3O3; Test ideas systematically CLAS1; CLAS1; CLAS1; CLAS1O3; companigh experimentation
CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; Analyze results CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS33; CLAS3; CLAS31; CLAS1; CLAS1; CLAS1; CLAS1F: 1 CLAS3; CLAS3; and draw conclusions
CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANED3; CLANEDIVEN WHAT THEY LEY LEarn
These meta- clinitive skills transfer to all areas of learning and life

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Critical Thinking Development CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3;

Evaluating properence rather than accepting information passively
Distinguishing between observation and interpretation
Recognizing patterns and making predictions
Podstatné pro vztah
Making logical inferences from avavalable information

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Mathematical Foundations CLANE1; CLANE1; CLANE1; CLANE1; CLANE3;

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Number sense CLANE1; CLANE1; CLANE1; FLT: 1 CLANE3; CLANE3;: Understanding quantity, measurement, comparisn
CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3;: Visualizing shapes, compleing dimensions, contazzing patterns
CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3;: Properties of shapes, symetrie, CLAS3AL Resultaships
CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS1; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3;: Observing, recording, comparaling, graping
These splicdational accepts develop trompgh hands- on manipulation and real-division d application more effectively than trompgh abstract instruction

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; CLANE3; CLANE1; CLANE1; CLANE1; CLANE3;

Understanding that that thee world d operates according to observable, tabine principles
Recognizing that questions can bee investited tromegh systematic observation
Vývojový komfort with experimentation and necertainety
Building vocabulary for descripbing natural fenomena
Zavedení fontány for commercing fyzics, chemistry, biology, earth science

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Growth Mindset CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANE3; CLANE3; STEM Acties naturally teach that:

CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3CATION3S ARE ASILTIONG OPERUNITIES; CLAS1; CLAS1; CLAS1; CRAS3; RATER THAN FRES
CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Persistence CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; LICE3; leads to o commercing and success
CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; cLANE3; ccaminet more than innate ability
CLAS1; CLAS1; FLT: 0 CLAS3; CLAS3; Challenges can be overcome CLAS1; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3c problem- solving
Research shows early experiences with productive failure build resistence and willingness to take difficult tasks

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Confidence Building CLANE1; CLANE1; CLANE1; CLANE1; CLANE3;

Úspěšné kompleting experients and building projekts creates sense of competence
Citlivka; I can figure this out creditticate; attitude transferring to their challenges
Reduced anxiety about science and math subjects
Willingness to take intelectual risks and try new approach

CLAS1; CLAS1; FLT: 0 CLAS3; CLAS3; Creativity and Innovation CLAS1; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3;

STEM Agregages Agregages 1; FL1; FLT: 0 CLAS3; FL3; divergent thinking Agres1; FLT: 1 CLAS3; FL3; (generating multiplesolutions)
Building and accurering activies reward scritive accaches
Science experients demonate that there are mane way to investigate questions
Combing art with STEM (STEAM) accepzes scriptivity 's essential role in innovation

CLAS1; CLAS1; CLAS3; CLAS3; Collabation Skills CLAS1; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3;

Many STEM activees work well a s group projekts
Children learn to share ideas, dealeate approach s, dilate tasks
Diskuse o observations and results builds commulation skills
Collaborative problem- solving mirrors real - worldd science and condiering

Practical Life Skills

FLT: 0; FLT; Fine Motor Development CLA1; FLT: 1; FLT: 3; FLT: 1; FL3;

Manipulating small objects (blocks, toothicks, beads) approvens hand muscles
Pouring, measuring, using tools develops hand- eye coordination
Precision acties prepare for spiscing, drawing, and their detailed tasks

FLT: 0; FLL3; FLL3; FLLYING Instructions; FL1; FLT1; FLT: 1; FL3; FL3;

Multi- step acties teach sequential thinking
Reading or listening to procedures builds complesion
Understanding that order matters in processes

CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3O3; CLAS1; CLAS1; CLAS3O3;

Noticing details in te environment
Distinguishing relevant from irelevant information
Dokumenting changes over time
These skills crediental to learning across all subjects

Long- Term Academic and Career Preparation

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; STEM Career Pipeline CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3;

Early positive experiencess with STEM correlate with: curren1; current 1; Crlenborg 3; current 1; current 1; current 1; crlenstvi: 1 crlenstvi 3; crlenstvi riken3; higher ligelihood of acseling STEM subjects in school
Greater interest in STEM carers
Better performance in tits and science

Particularly important for girls and d underrepretented minorities who of ten receive messages recondiaging STEM interest

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; 21st Century Skills CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3;

Technologie gramotnosti rostoucí essentiall
Počítačové nástroje pro výrobu tenkingu aplikablé to many fields
Data analysis and interpretation crial workplace skills
Inovation and scriptivity driving economic change

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Economic Opportunity CLANE1; CLANE1; CLANE1; CLANE1; CLANE3;

STEM careers typically offering higher salaries and jobe security
Many fast-growing professions requiring STEM backgrounds
Even non-STEM careers increasingly requiring technological competency

Te key insight is that early STEM education is cur1; Curren1; FLT: 0 Curren3; Curren3; not primarily about content contendge current 1; CLT: 1 CERENT3; CERTREN don 't need to memorize fakts or master complex concepts. Instead, it' s about conclud1; CERTINKING SKILS, and credition-1; CERTURL 1; FLING CERTURT: 3; FLINT 3; FLINT 3; for morated ng conceptate wl wal will.

Introducing STEM Concepts to Young Children: Simple Activities to Spark Curiosity at Home

Creating a STEM- Friendly Home Environment: Setting thee Stage for Learning

Before diving into specific activities, approder how to create an environment that naturally aquages STEM objevation:

Dedicated Space

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; STEM Activity Area CLANE1; CLANE1; CLANE1; CLANE3; CLANE3;

Designate space where messy experients are acceptable
Kitchen table, outdoor area, or basement corner work well
Easy- to- clean surfaces (wipe- down table, tiled flower)
Good lighting for observation
Storage for materials with in child 's reach

CLAS1; CLAS1; FLT: 0 CLAS3; CLAS3; Display Area CLAS1; CLAS1; CLAS1; CLAS1; CLAS3;

Shelf or table for ongoing projects (growing plants, building creations)
Place to showcase completed work
Visible estament that STEM activities are valued

Materials Collection

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Basic STEM Supplay Kit CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3;

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Kontejnery CLANE1; CLANE1; CLANE1; FLT: 1 CLANE3; CLANE3; Various sizes of cplos, bowls, bottles, jary
CLAS1; CLAS1; FLT: 0 CLAS3; CLAS3; Tools CLAS1; CLAS1; FLT: 1 CLAS3; CLAS3;: Measuring cups / spoons, funnels, luminig glass, tweezers, eyedroppers
CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Building materials CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANE3; FLANE3; FLANE1; FLANE1; CLANE1; CLANE1; CLANE3; CLANE3;: Blocks, LEGOs, cardboard boxes, tape, string, rubber bands
CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS1; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3EF: 1 CLAS3; CLAS3; CLAS3; CLAS3E; CLAS3E; CLAS3E; CLASSIFERS, CLASSOS, GLUE (OUPING WITH STAM)
CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; CANE1; CANE1; CANE1; CANE1; CANE1; CANE1; CANE1; CANE1; CANE1; CANE1; CANE1; CANE1; CANE1; CANE1; CANE1; CANE1; CANE1; CANE1; CANE1; CANE1; CANE1; CANE1; CANE1; CADE3; CANEXIDEX: BING SODA, CLANEX3R, CANEX3B; CADEX3B; CADEX3B; CADEX3B; CADEX3B; CADEX3B; CADEX3B; CADEX3B; CADEX3B; CADEXIMATEX; CADEXI1F; CADEXIMATEX; CADEXIR; CADEXIR; CADEXIR; CADEXIR; CADEXIR; CADEXIDEXIR
CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Natural materials CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANE3; CLANE3; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3;: Rocks, sticks, leaves, pinecones, Shells
CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CCAS3d tubes, EGG kartony, plastic Bottles, CLAS3mers

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Organization CLANE1; CLANE1; CLANE1; CLANE1; CLANE3;

Clear bins or drawers so children can see materials
Štítky (pixels for non-readers) identififying contents
Accessible location consideraging contravation
Regular restocking as materials used

Mindset and approach

CLAS1; CLAS1; FLT: 0 CLAS3; CLAS3; Your Role as Facilitator CLAS1; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3;

CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CCAS3; CCAS3; CCAS3; CCAS3; CCAS3; CCAS3; CCAS3; CCAS3; CCAS3; CCAS3; CCAS3; CCAS3; CCAS3; CCAS3; CCAS3; CCAS3c; CCAS3C3; CCAS3CCAS3CCAS3C3; CCAS3CCAS3CCAS3CCAS3CCAS3C3CUS3C3C3C3C3CRAS3CUS3CUM3CUH1CUH1CUH1CUH1CUH1CUH1CU1CUH1CU1CU1CU1CU1CU1CU1CUS@@
CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANEK.CZ; CLANEKTERIBLAVIN: Learning compleggh exploration ios dědičny membly mesty
CLAS1; CLAS1; FLT: 0 CLAS3; CLAS3; Allow failure CLAS1; CLAS1; CLAS1; FLT: 1 CLAS3; CLAS3; FLAS3; FLAS3; FLAS3; FLAS3; FLAS3; FLAS3; FLAS3;: Unsucful experients teach valuable lessons
CLAS1; CLAS1; FLT: 0 CLAS3; CLAS3; Show accessiine interes1; CLAS1; CLAS1; CLAS1; CLAS3; FLAS3;: Your endicasm is accessious
CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Mode curiosity CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; Wonder aloud, ask questions, admit when youn don 't know

CLAS1; CLAS1; FLT: 0 CLAS3; CLAS3; Dotazníky TLAS1; CLAS1; CLAS1; CLAS1; CLAS3;

Caribbean, What do you think wil happen? Caribbean; (prediction)
Citlivka; What did you signore? Citlivka; (observation)
Co se stalo?
Cote cut; What could wee try differently? Cocute; (iteration)
(Experimental)

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Avoiding Pitfalls CLANE1; CLANE1; CLANE1; CLANE3; CLANE3;

Don 't require communications; perfect communications; results (process matters more than outcome)
Avoid turning everything into forel lesson (maintain playfulness)
Don 't difs computingu; silly computingu; ideas (scriptivity of ten looses silly inically)
Resizt urge to step in and communications; fix communications; when child struggles (productive straggle builds learning)

Fun and Simpla STEM Activities for Young Children

To je následující činnost are organized by primary STEM domain but rozpoznat that mogt incorporate multiple areas. Each includes thee underlying concepts, clear instructions, variations for different ages, and supplestions for extending thee learning.

Science Activities: Exploring thee Natural World

1. Sink or Float Experiment: Objev Buoyancy a Density

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Age Range CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; 2-7 let

FLT: 0 CLAS3; CLAS3; CLAS3; Why Is Valuable CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; This classic activity instances - density, buoyancy, and displacement - compgh direct, hands-on that even toddlers can concordity and understand at at an intuitive level.

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; What You 'll Need CLANE1; CLANE1; CLANE1; CLANE3; CLANE3;

Large bowl, basin, or plastic tub filled with water
Variety of small objects with different properties: currenties 1; current 1; current 1; current 1; current 1; current 1; current 1; current 3; current 3; current 3; current 3 current 3; current 3; crrency 3; crrency 3; crrency 3; currency 3; current, current, current
CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; Cork, foam, plastic bottle with cap, wooden block
CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; Orange with peel (floats), CLAS3e orange (sinks), appe, potato, grape
CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Hollow objects CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3;: Empty plastic bottle vs. botttle filled with water
CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Sponge CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; (absorbs water, chanding it s density)

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; How to Do It CLANE1; CLANE1; CLANE1; CLANE1; CLANE3;

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Step 1 - Prediction CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; Before testing each object, ask child to predict: ccadecture; Will this sink or float? CATLANEKTEIKATIKATNE.;

Má místo cíle in two piles: currency; sink currency; and currency; float currency;
For older children, ask why they made each prediction

CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; ONE at a time, gently place objects in water

Observation bezstarostné what happens
For older children, note how quickly heavy objects sink vs. slow descent

CLAS1; CLAS1; FLT: 0 CLAS3; CLAS3; Step 3 - CLASIVATON CLAS1; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CUPIVATION1CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CUPIVIO1CUM2CULIVAS3CULIVADEX3CUPS

Which sank?
Were predictions correct?

CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS1; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3O4 - CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3;: Test interesting variations:

Does a full water bottle sink or float compared to empty one?
Co se děje, když se na tebe někdo dívá?
Does an orange peel float after eating thee fruit?

CLAS1; CLAS1; FLT: 0 CLAS3; CLAS3; STEM Concepts Learned CLAS1; CLAS1; CLAS1; CLAS1; CLAS3; CLAS33;

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Density CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANE3; CLANE3; CLANE3; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANE3; Objekts denser than water sink; less dense objects float
CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Buoyancy CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; FLANE3; FLANE1; FLANE1; FLANE1; CLANE1; CLANE1; CLANE1; CLANE3;: Upward force water exerts on objects
CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Displacement CLANE1; CLANE1; FLANE1; FLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3;: Objects displaceing volume of water equal to their own volume
CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Prediction and testing CLANE1; CLANE1; CLANE1; CLANE1FLT: 1 CLANE3; CLANE3; CLANE3; CLANE3; CLANE3c methodics
CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS1; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3O3; CLAS3O3; CLAS1; CLAS1; CLAS1; CLAS1O3;: Organizing objects by shared completiees

Age Adaptations Az1; Az1; Az1; Az1; Az1; Az1; Az1; Az13; Az3;

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Ages 2-3 CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3;: Simplee sink / float with just a few objects; focus on vocabulary and observation
CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANEKTION1; CLANDIVI; CLAVIATI1; CTION1; CLAII3; CLAVI.3; CLAVIATI; CLAVIATI1; CLAVIII3; CLAVIATI1; CTION1; CTION1; CLAVIXVIIIF; CTIF; CLAVIIF; CLAVIII3; CLAVIII3; CLAVIII3; CTI3; CTIF; CLAVI@@
CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Ages 6-7 CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANE3; CLANEK; CLANEKE CLANEKT: 1 CLANEKE CLANEKES; CLANEKTEKING; CLANEKTEKES; CLANEKTEKTEKTEKT; CLANEKES

CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3;

CLAN1; CLAN1; FLT: 0 CON3; CLAN3; Boat Building Challenge CLAN1; CLAN1; CLAN1; CLAN1; CLAN1; CLAN1O1; CLAN1O1; CLANDIVE: CLAN YOU Make something that sinks actually float by changing its shape? (Aluminum foil boat, clay boat with thin walls)
CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANEKE TLANEKE?
CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLAN1; CLAVI1; CTI3; CLANE3; D3; Does changing wateR (adding salt) change what floats? (Objekty float more more easily im ay-mory-mory-il-iln-alt-aid-alt-aid-aid-aid-aid-atiowenn)
CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS1; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CRASE Chart with reasings showing preditions vs. results

2. DIY Volcano: Chemical Reakční metody in Actinon

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Age Range CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANE3; CLANE3O8 ROKY

FLT: 0 '; FLT: 0'; FLT: 0 '; FL3; Why' s Valuable CLAS1; FLT: 1 '; FLT: 1'; FL1; FL1; FLT: 0 'FLT: 0'; FLT: 3; FLT: 0 '; FL3; FLT'; Why It 's Valuable CLAS1; FLT: 1' FLT: 1 'FLLL3; FLLLLLLLL: TH: TH: TH: TH: BLLLLLLLLLLLL: 1; FLLLLLLLLLLLLLLLLLLLLLLL: 1; TLLLLLLLLLLLLLLLLLLLLLLLLLLLL:, LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL@@

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; What You 'll Need CLANE1; CLANE1; CLANE1; CLANE3; CLANE3;

Small plastic bottle, cup, or continger (bottle creates better eruption)
Baking soda (sodium bikarbonát)
Venegar (acetik acid)
Dish supp (creates more foam)
Red orange food coloring (optional, for lava effect)
Tray or large continér to catch overflow
Volba: Clay or play dough to build soplo shape around bottle

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; How to Do It CLANE1; CLANE1; CLANE1; CLANE1; CLANE3;

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Step 1 - Volcano Construction CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; (optional but fun):

Use clay, play dough, or paper mache to create sopno conertain around bottle
Leave top opeling accessible
Let children decorate (paint, add trees, dinosaurs, villages)

CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3;

Pour 2-3 tablespoons baking soda into bottle
Add squret of dish sopp
Add seteral drops food coloring
Mix gently

CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3O3; CLAS1O1; CLAS1; CLAS3O3;

Pour in vinegar (about 1 / 4 to 1 / 2 cup depending on bottle size)
Stand back and d watch it erupce!
Foam overflows like lava

CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3;

Try different contributts of contribuents
Teset warm vs. cold vinegar (warm reacts faster)
Try lemon juice instead of vinegar

CLAS1; CLAS1; FLT: 0 CLAS3; CLAS3; STEM Concepts Learned CLAS1; CLAS1; CLAS1; CLAS1; CLAS3; CLAS33;

CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; TWO substances cobining to create new substances (sodium acetate, water, carbon dioxide gas)
CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3;: Vinegar (acid) reacting with baking soda (base)
CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS33; GLAS3O3; GLAS3O1; CLAS1; CLAS1; CLAS1O3; CLAS3O3;: Carbon dioxide bubbles creating foam
Cause and d Effect Continu1; CUST: 1 CUST 3; CUST 3; CUSE 3; CUSE 31; CUST: 1 CUR 3; CUCK 3; Adding vinegar causes s eruption
CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANE1; CLANE1; CLANE3; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANE3; CLANE3; CLANE3; CCANEFLANDTs or temperatura affectts reaction intensity

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Safety Notes CLANE1; CLANE1; CLANE1; CLANE1; CLANE3;

Non- toxic acidocents (though shouldn 't be eatin)
Vinegar can sting eys; controlle closely
Can stain fabrics; do outdoors or protect surfaces

Age Adaptations Az1; Az1; Az1; Az1; Az1; Az1; Az1; Az13; Az3;

CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANE3; CLANE3; CLANEKT nakladatelé Adult dones; child pours vinegar to trigger eretion
CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANE3; Child helps measure ccuments; combases what 's happeningg
CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Ages 7-8 CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; Experiments with variables; CLANERATIONS observations about what makes bigger ernetions

CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3;

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Hypotézy Testing CLANE1; CLANE1; CLANE1; FLT: 1 CLANE3; CLANE3; CLANE3; FLANE3; FLANE1; FLANE1; FLANE1; FLANIE CLANEKTONE.What if we use more baking soda? Less vinegar? Warm vinegar? CATNEKTAR;
CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS33; CLAS3CCAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3C3CLAS3CLAS3CLAS3CLAS3C3CLAS3C3C3C3C3C3CDES3C3C3C3CDES3CDES3CDES3CDES3CDES3C@@
CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; Diskusí o reul sopées a d how they ernet (though mechanism completely ditely different!)
CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; Try baking soda with their acids (lemon juice, citric acid powder)

3. Ice Melting Race: States of Matter and Heat Transfer

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Age Range CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANE3; CLANE3O8 ROKY

FLT: 0 contrament demonates how temperature affects matter (solid ice contraing liquid water) and introves the concept that different conditions affect rate of fyzical changes.

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; What You 'll Need CLANE1; CLANE1; CLANE1; CLANE3; CLANE3;

Ice cubes (identical size - mace from same tray)
Several plates or shallow controlers
CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANE3; CLANE3; CLANE3; CLANE3; CLANE3; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANE3; Salt
Warm water
Cold water
Insulation (cloth, bubble wrap)
Different surfaces (metal plate, wooden cutting board, ceramic plate)

Timer or klock

Volitelně: Food coloring frozen in ice cubes for visibility

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; How to Do It CLANE1; CLANE1; CLANE1; CLANE1; CLANE3;

CLAS1; CLAS1; FLT: 0 CLAS3; CLAS3; Step 1 - Setup CLAS1; CLAS1; CLAS1; CLAS1; CLAS3;

Place identical ice cubes on separate plates
Ask: which quit; which ice cube will melt firtt? Why? which quote;

CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3;

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Contral CLANE1; CLANE1; CLANE3; CLANE3; CLANE3; ONE ice cube left alone
CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Salt CLANE1; CLANE1; CLANE3; CLANE3; CLANE3; Sprinkle salt on one cube
CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Warm water CLANE1; CLANE1; FLT: 1 CLANE3; CLANE3; FLANE3; FLANE3; FLT: 0 CLANE3; CLANE3; CLANE3; Warm wate1; CLANE1; FLT: 1 CLANE3; CLANE3;: Place one cubein shallow warm water
CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3;: Place one cube in cold water
IR 1; IR 1; FLT: 0 CLO3; IR 3; IR 1; IR 1; IR 1; IR 1; IR 1; IR 1; IR 1; IR 1; IR 1; IR 1; IR 1; IR 1; IR 1; IR 1; IR 1; IR 1; IR 1; IR 3; IR 3; IR 3; IR 3; IR 3; IR 3; IR 3; IR 3; IR 3B 3B; IR 3B 3B; IR 3B 3B; IR 3B 3B; IR IR IR IR 3B 3B 3B) IR 3B 3B) IR 3B) IR 3B) IR 3B) IR
CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Surface CLANE1; CLANE1; FLT: 1 CLANE3; CLANE3;: Place cubes on metal vs. wood vs. ceramic

CLAS1; CLAS1; FLT: 0 CLAS3; CLAS3; Step 3 - Observe and Record CLAS1; CLAS1; CLAS1; CLAS1; CLAS3; CLAS33;

Kontrola every few minutes
Diskutujte o tom, co se stalo.
Jak se to jmenuje?
For older children: Measure melt water with measuring cup

CLAS1; CLAS1; FLT: 0 CLAS3; CLAS3; Step 4 - Explorain Results CLAS1; CLAS1; CLAS1; CLAS3; CLAS3;

Warm water transfers heat quickly (fast est melting)
Salt lowers freezing point (melts ice even at cold temperature - why we salt roads!)
Insulation prevents hean transfer (slowett melting)
Metal diadts heat better than wood (faster melting on metal)

CLAS1; CLAS1; FLT: 0 CLAS3; CLAS3; STEM Concepts Learned CLAS1; CLAS1; CLAS1; CLAS1; CLAS3; CLAS33;

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; States of Matter CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANE3; CLANE3; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANE3;: Solid ice cameing liquid water
CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS31; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3C3; CLAS3CUSIFICIF; CLAS3CLAS3CLAS3CLAS3CLAS3CUGICUGGICUMBING
CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Head Transfer CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANE3;: How heartth moves from compleundings to ice
CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; Insulation CLAS1; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3;: CATS3; CCAS3; CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CATION:
CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3;: Salt lowering freezing / melting point
CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CCAS3; CLAS3; CCAS3; CCAS3; CCAS3; CCAS3; CCAS3; CCAS3; CCAS3; CCAS3; CCAS3; CATS3; CCAS3; CCAS3; CCAS3CATS3; CATIONUSI3; CATS3CATIS3CATUSIPTIONULIVIRES3e: ChanINGINGINGINGONE Vaable WH3; CUSI3; CUSIP3; CUSIP3@@

Age Adaptations Az1; Az1; Az1; Az1; Az1; Az1; Az1; Az13; Az3;

CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; Simplecomparalisn with 2-3 conditions; focus on n observation
CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Ages 5-6 CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANE3; MRANE3; MORE conditions; preditions before testing; contassion of races
CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; TiM3; TiMB3; Timing how holg long complete melting takes; Graping results; Graping results; CLASPESERSERSERSERSERSERSERSPESERSERSERSPEDINS; CATSIMBLANITY; CLASPEDINGUSIONS; C@@

CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3;

CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANEKT keeps ice frozen lowett? (Designing bett cooler)
CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3O3; CLAS3O3O3O3O3O3O3O3O3O3O3O3O3O3O0O0O04.O04.O04.O04.O04.O04.O04.O04.O04.O04.O04.O04.O04.O04.O04.O04.O04.O04.O04.O04.O04.O04.O04.O04.O04.O04.O04.O04.O04.O04.1.O04.1.O04.1.O04.1.O04.O04.O04.1.O04.1.O04.O04.O04.1.04.1.04.O04.O04.O04.O04.O@@
CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLASPEER; UR OF wateur; ur; ur; ur, um water, cap2, toolls;
CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Engineering Challenge CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3;: Design insulation systemem to keep ice from melting (tett various materials)

4. Growing Seeds: Plant Biology and Scientific Observation

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Age Range CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANE3; CLANE3O8 ROKY

FLT: 0; FLT: 0; FLT: 0; FL3; Why It 's Valuable Cô1; FLT: 1; FL1; FL1; Growing plants teaches patience, responbility, and bezstarostný observation while le demonstranting biological principles. Watching a seed transform into a plant is conditinely magical for young children and ilustrates life science concretely.

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; What You 'll Need CLANE1; CLANE1; CLANE1; CLANE3; CLANE3;

Fast-growing seeds (bean, pea, sunflower, radish - avoid slow growers for young children)
Clear plastic cup or jar (so roots visible)
Paper towel or cotton balls
Water
Volitelně: Soil, additional pots, sunny windowsill

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; How to Do It CLANE1; CLANE1; CLANE1; CLANE1; CLANE3;

CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; Methodid 1 - Paper Towel Germination CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; (bett for observation):

1; FLT; FLT; FLT; FLT; FLT; FLT; FLT; FL1; FLT: 1; FL3; Wet paper towel and fold to fit inside: FL1; FL1; FLT: 2; FL3; Step 2 FL1; FL1; FLT: 3; FL3; FLT: 6 SEVD (s) between-towel and cup wall so visible from outside infl1; FL1; FLT: 4 FL3; Step 3 SEV1; FLT: 5; FLT: 3; FLT1; FLL: 3; FLL: 5; FLL3; FLL 3; FLL: 3; FLLL: 3; FLL: 3; FLLL: 3; FLL 3; FLL: 5; FLLL: 3; FLLL: 3; FLL: 3; FLLLLLLLL@@

CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; Metody 2 - Traditional Soil Planting CLAS1; CLAS1; CLAS1; CLAS3; CLAS3;

FLT: 1; FLT: 0; FLT: 0; FLT; Step 1; FLT 1; FLT 1; FLT: 1 FL 3; FLT 3; FLT 1; FLT 1; FLT 1; FLT 3; FLT 2; FLT 1; FLT 3; FLT 3; FLT 3; FLT 3; FLT 3; Water Gently ComP1; FLL 1; FLT 1; FLT 3; FLT 3; FLL 3; FLL 3; FLL 3; FLL 3; FLS 3; Water Gently 1; Water GLLL 1; FLL 3; WL 3; FLL 3; FLL 3; FLT 3; FLL 3; FLL 3; WI 3; FLL 1; FLT 3; FLT 3; FLT 3; FLT 3; FLL 3; FL 3; FLT 1; FL 1; FLT 1; FLT 1; FLT 1; FLT 1; FLT 1; FLT 3; F@@

CLAS1; CLAS1; FLT: 0 CLAS3; CLAS3; CLAS3; Observation Routine CLAS1; CLAS1; CLAS1; CLAS1; CLAS3;

Kontroly plants daily
CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Document growth cab1; CLANE1; FLT: 1 CLANE3; CLANE3; CLANE3; FLANE1; FLANE1; FLANE1; FLANE1; FLANE1; FLANE1; FLANE1; Mark hieigt on wall, take photos, draw pileres, or create growth chart
Diskuse o tom, co má plant potřeby (water, light, warmth)
Detail (firtt root, firtt leaves, stem credith)

CLAS1; CLAS1; FLT: 0 CLAS3; CLAS3; STEM Concepts Learned CLAS1; CLAS1; CLAS1; CLAS1; CLAS3; CLAS33;

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Biologická rozloha CLANE1; CLANE1; FLT: 1 CLANE3; CLANE3; Life cycles, plant structures (roots, stem, leaves), growth
CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Needs of Living Things CLANE1; CLANE1; CLANE1; FLT: 1 CLANE3; CLANE3; CLANE3; Plants need water, light3; air, warmeth
CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANEK.3; CLANEK.IDEX3; CLANEK.3; CLANEK.CLANEK.LANE.LANE.CZ; CLANE.1.1.1.1.CLANE.1.CLANE.1.CLANE.1.CLANE.1.CLAVI1.CLAVI1.1.CLAVI1.C.1.CLAVI1.CLAVI1.CLAVI1.C.1.C.1.C.1.C.1.C.1.C.C.1.C.1.C.C.C.C.C.C.C.C@@
CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3;: Noticing and documenting small changes
FLT: 0; FLT: 3; FLT3; Variables SERV1; FLT1; FLT: 1; FLT3; What happens if one plant gets less light? No water?

Age Adaptations Az1; Az1; Az1; Az1; Az1; Az1; Az1; Az13; Az3;

CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CIVISIOF; CLAS3; CATING3; CLASPECATING; CLASARES care WEH CHLAS3E CHILD CHILL; CLASPEDINF; CLASPES3OLIVIWILL; CLASPEDINGIR; CLAS3OR; CLASPEDIVIF; CLAS@@
CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANE3; CLANEKATI1; CLANEKES; CLANEKTER; CLANEKES; CLANEKES; CLANEKES; CLANDINGINGI; CLANIVIMATULIVILIVILIT; CLANULIVILIVIALIALILIT; CLANF; CLANDINGI; CLAND; CLAND; CLAND; CLAND
CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS1; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; Srovnávací různé podmínky; measure growth precisely; underd photosyntesis basics

CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3;

CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANE3; CLANEKE SEEDs; give some more / less light, water, thermeth; compact results
CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; CLANE3; CLANE3; CLANE3; CLAER jar with soil against side shows root growth
CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANEKATIFORMATION; CLANEKES (beans, peas, peas, rahes, rauridae, herbs) makes connection
CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Life Cycle CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; AFTER plant matures, collect seeds to plant again
CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS1; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3CLAS3E: CLASPERASPERASPERASPECULLY obrite and d draw plant at dient stages

5. Shadow Exploration: Light and d Earth Science

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Age Range CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANE3; CLANE3O8 ROKY

CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1CLAS1; CLAS1CLASPERATION; CLASPECLASPERATION, AND PROVING OPERUNITIES for CLAVIVE play and SCIFIC observatioon.

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; What You 'll Need CLANE1; CLANE1; CLANE1; CLANE3; CLANE3;

Old a Real-Real-Report
Objekts to create shadows (hračky, lidé, ruce)
Paper and markers / chalk (for tracing)
Flashlight (for indoor shadow play)

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Activities CLANE1; CLANE1; CLANE1; CLANE3;

CLAS1; CLAS1; FLT: 0 CLAS3; CLAS3; Activity 1 - Shadow Tracing CLAS1; CLAS1; CLAS1; CLAS3; CLAS3;

Place object on ground in sun
Trace shadow outline with chalk (outdoors) or on paper
Vracet se do souboje 1- 2 hodiny později
Notice shadow has moved!
Trace new position in different color
Diskuse why (Earth rotating, sun appearing to move across skym)

CLAS1; CLAS1; CLAS3; CLAS3; Activity 2 - Shadow Size Investition CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3;

How can yu mate shadow bigger?
Move object closer / farther from light source
Notice that closer to mayt = bigger shadow

Activity 3 - Shadow Puppets Activity 3; Activity 1; Activity 1; Activity 3; Activity 3; Activity 3; Activity 3; Activity 3; Activity 3; Activity 3; Activity 3; Activity 3; Activity 3; Activity 3; Activity 3; Activity 3; Activity 3; Activity 3; Activity 3; Activity 3; Activity 3; Activity 3;

Use flashlight and hands / objects
Create shapes on wall
Notice that sharp vs. blurry shadows závisejí na tom, že
Tell stories with shadow charakteristics

CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; Activity 4 - Human Sundial CLAS1; CLAS1; CLAS1; CLAS3; CLAS33;

Go outside at different times of day (morning, noon, afternoon)
Stand in same spot each time
Have someone trace your shadow
Observation how it changes length and direction
Úvod koncept of sundials telling time

CLAS1; CLAS1; FLT: 0 CLAS3; CLAS3; STEM Concepts Learned CLAS1; CLAS1; CLAS1; CLAS1; CLAS3; CLAS33;

CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANE3; CLANE3; CLANE3; CLANE3; CLANEKE; CLANEKEI3; CLANEKE; CLANEKE: By objects, creating shadows
CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3;: Shadow appears opposite light source
CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANEX3; CLANEX3; CLANEX3; CLANEX3; CLANEX3; CLANEX3; CLANEX3; CLANEX3; CLANEX3CLANEX3CLANEX3CLANEXIFORES
CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Earth 's Rotation CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; Sun' s CLANEMEMEETT across sky (really Earth rotating)
CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Time Measurement CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3;: Sundials using shadow position to tell time

Age Adaptations Az1; Az1; Az1; Az1; Az1; Az1; Az1; Az13; Az3;

CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANE3; CLANE3; CLANE3; Shadow play and tracing; complee observation
CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANE3; CLANE3; CCANE3; CLANEKE; CLANEKES; CLANEKES; CLANEKES:
CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Ages 7-8 CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; Understanding Earth 's rotation causes s shadows to move; mecuring shadow lengs; graping changes

CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3;

CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANEKATION: Shadow length varies by seasnon (sun angle different); Track over months
CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Shadow Tag CLANE1; CLANE1; CLANE1; FLT: 1 CLANE3; CLANE3; FLANE3;: Outdoor game trying to step on others; shadows: 1 CLANE3; CLANE3; CLANE3; Outdoor game trying to stepon others; shadows
CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Photographia CLANE1; CLANE1; FLT: 1 CLANE3; CLANE3;: Document shadows at different times; create shadow art
CLAS1; CLAS1; FLT: 0 CLAS3; CLAS3; Multiple Light Sources CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; Use 2 + blesková světla; observate overlapping shadows and colors

Technologie Activies: Computational Thinking and Logic

6. Unplugged Coding: Logic and Sequencing Without Screens

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; AGE Range CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3;: 4-8 let

CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1O1; CLAS1; CLAS1; CLAS1O1; CLAS1O1; CLAS1O1O3; CLAS1O3; CLAS1O3; CLAS1O3; CLAS1O3; CLASPECTASIVIONS LOSFOND LOSMASMINOR, CLASINGING, ANDINGING OF PRISE instrutionS THAT forM PROMMING 's FLASION.

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; What You 'll Need CLANE1; CLANE1; CLANE1; CLANE3; CLANE3;

Rozteč vody
Bared tape, paper, or foam squares to create grid
Objekt to move (toy car, stuffed animal, child themselves)
Volitelně: Cards with arrows (forward, back, left, rightt) and commands

CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3c Activity - Command Following CLAS1; CLAS1; CLAS1; CLAS3;

CLAS1; CLAS1; FLT: 0 CLAS3; CLAS3; Step 1 - Create Grid CLAS1; CLAS1; CLAS1; CLAS1; CLAS3; CLAS33;

Use tape to mark squares on flower (3x3 to 5x5 grid depending on space and age)
Mark start and end points

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Step 2 - CLANE1; CLANE1; CLANE1; CLANE1; CLANE3;

Forward (move one e square ahead)
Backward (move one e square back)
Pravá rohatá (rotate 90 ° prahová)
Rostlinné left (rotate 90 ° left)
Demonstrate each command clearly

CLAS1; CLAS1; FLT: 0 CLAS3; CLAS3; Step 3 - Give Instructions CLAS1; CLAS1; CLAS1; CLAS3; CLAS3;

Place object at start
Parent gives sequence: forward, forward, turn right, forward credite;
Child executes each command in order
Does Objekt Reach Gool?

CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3s;

Parent holds toy
Child gives commands to reach destination
Emphasizes that programmer mutt give precise, complete instructions

CLAS1; CLAS1; FLT: 0 CLAS3; CLAS3; Step 5 - Debugging CLAS1; CLAS1; CLAS1; CLAS3; CLAS3;

Intentionally give sequence that doesn 't work
Ask: yyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyy@@
Prezentace konceptu o finding and fixing errors (debugging)

CLAS1; CLAS1; FLT: 0 CLAS3; CLAS3; STEM Concepts Learned CLAS1; CLAS1; CLAS1; CLAS1; CLAS3; CLAS33;

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Sequencing CLANE1; CLANE1; FLT: 1 CLANE3; CLANE3;: Order of instructions matters
CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3O3O3O3O3O3O3O3O3O3O3O3O3O3O3O3O3O3O3O3O3O3O3O3O3O3O3O3O3O3O3O3O3O3O3O3O3O3O3O3O3O3O3O3O3O3O3O3O3O3O3O3O3O3O3O3O3O3O3O3O3O3O3O3O3O3O3O3O3O3O3O3O3O3O3O3O3O3O3O3O3O3O3O3O3O3O3O3O3O@@
CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3;: Breaking complex task into simple stes
FLT: 0; FLT; FLT3; FL3; Debugging FL1; FL1; FLT: 1; FL3; FL3; Finding a d Recorting error
CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Algorithm CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANE3; FLANE1; FLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3;: Step -by-step procedure to complish goal
CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS1; CLAS1; CLAS3; CLAS3; Avanced - CCAS3; Repeat forward 3 times CLAS3CCASQQuote;

Age Adaptations Az1; Az1; Az1; Az1; Az1; Az1; Az1; Az13; Az3;

CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS1; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; Simplea 3-4 comand sequences; child is robot foling parent 's commands
CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANE3; CLANE3; CLANE3; CLANEKR sequences; Child gives commands; introne turnes
CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE1; CLANE3; CLANEKÉ CLANEKÉ CLANEKÉ CLANEKÉ; CLANEKTERIBUNTY CLANEKTERIELS; CLANEKES CLANEKTER; CLANEKES

CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3;

CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS2E cards to cATSATS2CLAS2CLAS2CUS2CLAS2CUSIC; CLAS2CLAS3CLAS2CLAS2CLAS2OUSIE;
CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; Create Branching path; intrade CLASQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQQ@@
CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3CLAS3CLAS3CATSIOP3CUSIOUPS; CUSIOF; CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLASSION, MATIWATULIVIWIWIWARS (CLASPEDIVIWARS); CLASPEDDDIVIWARS (CLASPEDDIVIR)
CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Dance Coding CLANE1; CLANE1; CLANE1; FLT: 1 CLANE3; CLANE3; CLANE3; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; Create dance using command sequence (Kids love This!)
CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; Design simememaze; CLANEKTEI; CCANEKATIKATIKTU; CATION; Robot to navigate concessh

Inženýring Activities: Building and applim- Solving

7. Marshmallow and Toothpick Structures: Inženýring Fundamentals

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; AGE Range CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3;: 4-8 let

FL1; FL1; FLT: 0 CLAS3; FL3; Why Is Valuable CLAS1; FLT: 1 CLAS3; FL3;: Building with simple materials teaches construering principles - structural stability, geometric shapes, headd distribution - prompgh hands- on experimentation. Children learren that some designs are stronger than other and can tett their ideatus conditately.

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; What You 'll Need CLANE1; CLANE1; CLANE1; CLANE3; CLANE3;

Miny marshmallows (connections)
Zubní okurky (structural members)
Možnost: Gumdrops, grapes, or play dough as connectors
Paper / pencil for planning (older children)

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Activities CLANE1; CLANE1; CLANE1; CLANE3;

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Free Building CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; (ve věku 4-5 let):

Providné materials
Let children objevitel connecting zubnics with marshmallows
Discover that geometric shapes form
Build whatever ever they image

CLAS1; CLAS1; FLT: 0 CLAS3; CLAS3; CLAS3; Challenge- Based Building CLAS1; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; (věkové kategorie 6-8):

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Challenge 1 - Tallest Tower CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3;

Co Can Build Tallest tower that stands alone?
Diskuse: Wide base helps; triangles strongger than squares

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Challenge 2 - Strongest Bridge CLANE1; CLANE1; CLANE1; CLANE3; CLANE3;

Build bridge spanning two supports (books, blocks)
Tett catch by plating objects o n top
How many pennies before combse?
Diskuse: Triangles componente heave; supporting underneath helps

CLAS1; CLAS1; FLT: 0 CLAS3; CLAS3; Challenge 3 - Geometric Shapes CLAS1; CLAS1; CLAS1; CLAS3; CLAS3;

Can you build: square, triangle, cube, appenmid?
Notice 3D shapes need many triangles

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Challenge 4 - Creative Structure CLANE1; CLANE1; CLANE1; CLANE3; CLANE3;

House, vozidlo, animal, sochařství
Balances commercering with scriptivity

CLAS1; CLAS1; FLT: 0 CLAS3; CLAS3; STEM Concepts Learned CLAS1; CLAS1; CLAS1; CLAS1; CLAS3; CLAS33;

CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS31; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3;: Wide base, triangular bracing
CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS1; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3D CLAP3D se liší
CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Load Distribution CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3;: How heaveigt transfers courgh structure
CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANE3; CLANEKÉ ČINKY, OSTATNÍ PLANICHY (older children)
CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS1; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3CLAS3C3; CLAS3C3CLAS3C3C3C3; CLAS3C3CUM3CUSI1; CUSIONAS3CUSION; CLAS3CLAS3CLAS3CLAS3CUMB3CUSION3CULIVIRES3CUSIOR; IRES3CUMFUMTIVIRES3CUMFULIVIRES3CUS3@@
CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Constraints CLANE1; CLANE1; FLT: 1 CLANE3; CLANE3; CLANE3; FLANE3; FLANE3; FLANE3; FLANE1; FLANE1; FLANE1; FLANE1; FLANE1; CLANE3;: Limited materials force scroutive problem- solving

Age Adaptations Az1; Az1; Az1; Az1; Az1; Az1; Az1; Az1; Az13; Az3;

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Ages 4-5 CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; FLANE1; FLANE1; FLANE1; FLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; Free exploration; complee shapes; cidescripte assistance connecting toothicks
CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Ages 6-7 CLANE1; CLANE1; CLANE1; FLANE1; CLANE3; CLANE3; CLANE3; CLANE3; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANE3; Challenges with clear goals; compe designs; contains why some work better
CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Ages 8 + CLANE1; CLANE1; FLT: 1 CLANE3; CLANE3; CLANE3; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; PLANE3; PLANERGING Before building; comminefring why triangles contriquests contriculatye; calculatingy (hight per marshmallow uses)

CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3;

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Earthquake Tesit CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; FLANE1; FLANE1; FLANE1; CLANE1; CLANE1; CLANE1; CLANE3; Build On tray; shake gently; which designes resive?
CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Different Materials CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANE3; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; TRANE3; TRY CLANERS and tape, pasta a coy dough, popsicle sticks and glue
CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANE3; Show photos of bridges, towers; identifify triangular brating
CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANE3; CLANEKE BUDEBding; CLANEKE; CLANEKES; CLANEKES

8. Ramp and Car Races: Fyzika of Motion

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Age Range CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANE3; CLANE3O8 ROKY

CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANEKY1CLANEK1; CLANE1CLAND1CLAND1; CLAND1CLAU1; CLANF; Rolling objections down ramps demonates gratyy, fritia, friction, fricomium, cLANCIDEMANSIONSIONSIONSIONSIONIII; CLANI, AND EnergiOF WLAND, ANNEGLAND

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; What You 'll Need CLANE1; CLANE1; CLANE1; CLANE3; CLANE3;

Ramps (kardboard, foam board, wooden plank, or bogs to prop up)
Small carles (hračky, kuličky, lahve)
Tape measure or ruler
Masking tape for marcing distances
Volitelně: Rozlišovat povrchově aktivní materiály (sandpaper, wax paper, carpet)

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Activities CLANE1; CLANE1; CLANE1; CLANE3;

CLAS1; CLAS1; CLAS3; CLAS3; Activity 1 - Ramp Height Testing CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3;

Set up ramp at different heights (use 1, 2, 3 books to prop up)
Release same car from top each time
Měřicí hodiny
Discover: Higer ramp = more speed = farther distance

CLAS1; CLAS1; CLAS3; CLAS3; Activity 2 - Surface Friction CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3;

Cover ramp with different materials: CLAS1; CLAS1; CLAS3; CLAS3; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3FLAS3; CLAS3FLAS3; CLAS3d; CLAS1; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; Smooth cardboard
Voskový paper (skluzavka!)
Pískavice řecké seno (rugh)
Bubble wrap

Which surface makes car go fast?

Představit koncept frictionu

CLAS1; CLAS1; CLAS3; CLAS3; Activity 3 - Weight Testing CLAS1; CLAS1; CLAS1; CLAS3; CLAS33;

Add found to cars (tape pennies on n top)
Does heavier car go farther?
Results may surprise (contrals on n friction and rolling resistance)

CLAS1; CLAS1; CLAS3; CLAS3; Activity 4 - Prediction and Racing CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3;

Jak dlouho to bude trvat?
Testové předpovědi
Projednat výsledky

CLAS1; CLAS1; FLT: 0 CLAS3; CLAS3; STEM Concepts Learned CLAS1; CLAS1; CLAS1; CLAS1; CLAS3; CLAS33;

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; GLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; PALIS objects downward, giving them speed
CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS1; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3;: Hight represents stored energy
CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Kinetic Energy CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANE3;: Energy of motion as car rolls
FLT: 0; FLT: 3; FRITINON; FRITIN1; FL1; FLT: 1; FLT3; FL3;: Resistance sloming objects down
CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Variables CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANE3; CLANE3; CLANE3; CLANE3; CLANE3; CLANE3; CLANE3; CLANE3; CLANE3; Changing one factor while keeping others constant
CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3d; Measurement CLAS1; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3;: Recordgd distances traveled

Age Adaptations Az1; Az1; Az1; Az1; Az1; Az1; Az1; Az1; Az13; Az3;

CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS1; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; DRAM3; DRAMPAT3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3CATSIE = Faster = Faster
CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS1; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLED; CLAS3CLAS3; CLAS3; CLAS3CATS3; CATS3; C3; CLAS3C3; CLAS3CATS3; CLAS3; CLAS3CATS3; PLAS3CLAS3CATS3CATIRES3CATIONS; CLASPESPESERS3CATINS; CLAS3CULIVIRES3CULIVERGUMBINS; S3CUS3CLAS@@
CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Ages 7-8 CLANE1; CLANE1; FLT: 1 CLANE3; CLANE3; CLANE3; FLANE3; FLANE1; FLANE1; FLANE1; FLANE1; FLANE1; FLANE1; FLANE1; FLANE1; FLANE1; FLANE1; FLAVIS: Understanding energiy concepts; controlling variables precisely; graping data

CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3;

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; CLANE3; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1O1O3; CLANE1O3; CLANEXYOU Make car go upside down? (Need enough speed from high ramp)
CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CUM3CLAS3CLAS3CLAS3CLAS3CLAS3C2CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CUM3C3CUM3CUM2CULIVAS3CULIVADE3;
CLAS1; CLAS1; FLT: 0 CLAS3; CLAS3; Marble Run CLAS1; CLAS1; CLAS1; FLT: 1 CLAS3; CLAS3;: Build delapate marble tracks
CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Longett Jump CLANE1; CLANE1; FLANE1; FLANE1; CLANE1; FLANE1; FLANE1; FLANE1; FLANE1; CLANE1; CLANE1; RLANE1; Ramp Launching car off table ede edge (safe landing area!); melyure distance

Matematics Activities: Numbers, Patterns, and Spatial Reasoning

9. Vzor Hunts a d Creation: Mathematical Thinking

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Age Range CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANE3; CLANE3O8 ROKY

CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS11; CLAS11; CLAS1; CLAS1CLAS3; CLAS3; CLAS1CLAS3; CLAS3CLAS3; CLAS3CLAS3CLAS3; CLAS3CLAS3; CLAS3CLAS3CLAS3CLAS3CLAS3CLASSIONY CLASINS AND caSLASLASENTINS CLASLASLASLASLASLASLASSIONLLLY CLASPELY CLASPEXLY COMWWXXXXENCLAX. SPEXING@@

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Activities CLANE1; CLANE1; CLANE1; CLANE3;

CLAS1; CLAS1; FLT: 0 CLAS3; CLAS3; Activity 1 - Pattern Hunt CLAS1; CLAS1; CLAS1; CLAS1; CLAS3;

Search for patterns around home / outdoors: current 1; current 1; current 3; current 3; current 1; current 1; current: 1 current 3; current 3; current tiles
Stripes on klothing
Tree bark textura
Brick patterns
Kvetry (petals, symmetrie)

Fotograf or draw patterns found

Popisné vzory (ABAB, AABBAABB, growing vzory)

CLAS1; CLAS1; CLAS3; CLAS3; Activity 2 - Creating Patterns with Objects CLAS1; CLAS1; CLAS1; CLAS3; CLAS3;

Use blocks, beads, crackers, toys
Tvorba zjednodušené vzory: Red- blue- red- blue
Child continues pattern
Postdually increase complexity: CLAS1; CLAS1; CLAS3; CLAS3; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; AB (two-element)
ABC (threeelement)
AABB (opakovatelné pairs)
Growing vzor (1 block, 2 blocks, 3 blocks)

CLAS1; CLAS1; FLT: 0 CLAS3; CLAS3; Activity 3 - Body Patterns CLAS1; CLAS1; CLAS1; CLAS3; CLAS3;

Klap- stomp- clap- stomp
Jump-spin- jump-spin
Create sound patterns
Active and engaging

CLAS1; CLAS1; CLAS3; CLAS3; Activity 4 - Pattern Interruption CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3;

Create pattern with one error
Can Child Find se spletla?
Vývojáři attention to detail

CLAS1; CLAS1; FLT: 0 CLAS3; CLAS3; STEM Concepts Learned CLAS1; CLAS1; CLAS1; CLAS1; CLAS3; CLAS33;

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Vzor Recognition CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; FLANE3;: Identififying repeting sekvences
CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Prediction CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; KLANEK WHAT COmes NExt
CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS1; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3;: Sme pattern can use different materials
CLAS1; CLAS1; FLT: 0 CLAS3; CLAS3; MathematicalRelations CLAS1; CLAS1; CLAS1; FLT: 1 CLAS3; CLAS3; FLAS3; FLAS3; FLAS3; FLAS3; FLAS3; FLAS3; Foundation for commercing functions
CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS1; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3O3; CLAS3O3; CLAS3O3; CLAS1; CLAS1O1; CLAS1O3; CLAS3O3; CLAS3O3; CLAS3O3; CLAS3O3; CLAS3O3; CLAS3O3; CLASIVIEES

CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3;

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Number Patterns CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; FLANE3; FLANE3; FLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3;: 2, 4, 6, 8 CLANE. (skip counting)
CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Pattern Rules CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANE3; CLANE3; CLANE3; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANE3;: Descripbe pattern in words
CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Complex Patterns CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANE3; CLANE3; CLANE3CCANE3CCANE3CCADE3; CLANE1CLANE1CLANE1CLANE1CLANE1CLANE1CLANE1CLANE3CLANE3CLANE3;: MultipleADEs (color AND shape alternating)
CLAS1; CLAS1; FLT: 0 CLAS3; CLAS3; Real-world Connections CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3;: Architecture, nature, music all use patterns

10. Měření a odhad: Practical Math

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; AGE Range CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3;: 4-8 let

CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS11; CLAS1; CLAS111; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3CLAS3; CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLASSION. Children DeveloPLASPEN, CLASPESPESPEN, CLASPESPESPESINGH, CLASPEDINON. H1ON. ANDRASPEDINGUSION. ANDIVASPERAS@@

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Activities CLANE1; CLANE1; CLANE1; CLANE3;

Activity 1 - Non- Standard Measurement CLA1; CLA1; CLA1; CLA1; CLA1; CLA1; CLA13; CLA33;

Měřicí objekty using: cr1; cr1; Cr1; Cr3; cr3; cr1; cr1; cr1; cr1; cr3; cr3; Hand spans
Stopky
Bloky
Stringské délky

Te table is 8 blocs long ung uncredition;

Zavést měřeníkoncept s formálními jednotkami

CLAS1; CLAS1; CLAS3; CLAS3; Activity 2 - Estimation Games CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3;

CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANE3; CLANEKATI3; CLANE1; CLANE1; CLANE1; CLANE1; CATI3; CLANE3; CCANE3; CCANE3; CCANE3; Guess how many
Počítat to check
Implementes over time with praktique

CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CCAS3; CCAS3; CCAS3CCAS3CLAS3CLAS3CLAS3C3; CLAS3C3; CLAS3C3; CLAS3CLAS3C3; CLAS3CLAS3CLAS3CLAS3C3; L3C3; L3CLAS3CLAS3C3; LIVE MequArINIVI1O1O1CUM1CLAS1CU1CLAS1C1CU1CU1CCLAS1CLAS1CU1CU@@

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; WALIME1; WALI1; FLT: 1 CLANE3; CLANE3; WALIME3; WALIES HEVIER? Tesit with kitchen scale

CLAS1; CLAS1; CLAS3; CLAS3; Activity 3 - Cooking Measurements CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3;

Measuring accordants for recipe
Srovnávací 1 / 4 cup, 1 / 2 cup, 1 cup
Practical application of fractions
Math with delicious results!

CLAS1; CLAS1; CLAS3; CLAS3; Activity 4 - Comparating and Ordering CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3;

Find objects around house
Order from shortegt to longest, lightett to o heaviest
Use comparative ligage: longer than, shorter than

CLAS1; CLAS1; FLT: 0 CLAS3; CLAS3; STEM Concepts Learned CLAS1; CLAS1; CLAS1; CLAS1; CLAS3; CLAS33;

CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS1; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3O3; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; Assigning numbers to compleses
CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; DRAS3;: Understanding that measurement ness standard units
CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3GRES3E Measureruring
CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Comparaison CLANE1; CLANE1; CLANE1; FLT: 1 CLANE3; CLANE3; GLANER than, less than, equal to
CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Number Sense CLANE1; CLANE1; CLANE1; FLT: 1 CLANE3; CLANE3;: Intuitive commercing of quantity

CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3;

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Standard Units CLANE1; CLANE1; CLANE1; FLT: 1 CLANE3; CLANE3; FLANE3; FLANE3; FLANE3; FLANE3; FLANE1; FLANE1; FLANE1; Inches inches, centimeters, pounds, grams
CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3;: How many blocks fit in box?
CLAS1; CLAS1; FLT: 0 CLAS3; CLAS3; Graphing CLAS1; CLAS1; FLT: 1 CLAS3; CLAS3; CLAS3;: Create bar graph comparating measuretts
CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Time CLANE1; CLANE1; CLANE3; CLANE3; CLANE3; CLANE3; CLANE3; CLANE3; CLANE3; CLANE1; CLANE1; CLANE3; CLANE3; CLANE3; Measurering with timer; CLANEING seconds, minutes

Adapting Activities for Different Ages and Abilities

Children develop at different rates and have varying interests and abilities. Here 's how to modifify activies:

CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3n (Ages 2-4) CLAS1; CLAS1; CLAS3;

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; SPROVEDLIVÉ steps CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3;: FLANE3; FLANE3; FLANER stages, more cidedult support
CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; C3; CLAS3C3; CLAS3CLAS3; C3; CLAS3CLAS3CLAS3O3; CLAS3C3; CLAS3CLAS3C3C3; CLAS3CLAS3CLAShorTER; S3OR; S3CLAS3OR; ShorTER duCLAShorTER duratio1OR D1O1O1CLA@@
CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CCANE3; CLANE3; CCANE3; CCANE3; CLANEKE touching, feeing, watching rather than explicing
CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Vocabulary building CLANE1; CLANE1; CLANE1; CLANE1; CLANE3;: Name objects, actions, catles
CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Repetion CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANE3; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANE3;: Children this age love opactions

CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3n (Ages 6-8) CLAS1; CLAS1; CLAS3; CLAS3;

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; More complexity CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANE3; CLANE3; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANE3;: Multiplevariables, longer sequences
CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3CCAS3CCAS3CCAS3CCAS3CCAS3CT1; CLAS1CLAS1CLAS1CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLASPERASPERASPERASPERASPERASPERASPERASPERASPERASPERASSIONICT
CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3CLAS3CLAS3CLAS3CLAS3CISI; CLAS3CLAS3CUM3CLAS3CLAS3CLAS3CLASLASLASLASLASLAND; CLASLASLASLASLASLASLANICATULIVIR;
CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3;: CLANE3; Age-applicate scientific reasing
CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANE3; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANE3;: Child leads with cillation

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; For Children with Different Learning Styles CLANE1; CLANE1; CLANE1; CLANE3; CLANE3;

CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS1; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3;: Draw diagrams, use colorful materials, watch demonstrations
CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; Diskuse observations, descripbe what 's happeng, use sound-based accties
CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; KINESTETIC Studenti CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3;: Hands-on manipulation, whole-body acties, bustding and creating
CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3c; CLAS3c; CLAS3c; CLAS3c; CLAS3c; CLAS3c; CLAS3c; CLAS3c; CLAS3c; CLAS3c; CLAS3c; CLAS3c; CLAS3c; CLAS3c; CLAS3c; CLAS3c; CLAS3c; CLAS3c; CLAS3c; CLAS3c; CLAS3c; CLAS3c; CLAS3c; CLAS3c; CLAS3c;

FLT: 0; FLL3; FL3; FL3; For Children with Special Needs CL1; FL1; FLT: 1; FL3; FL3;

CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; Some children need d quiet Acties; Others benefit from stimulating one
CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Fine motor adaptations CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANE3; CLANE3; CLANE3; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3;: Larger materials, adaptive tools, cidescripte assistance
CLAS1; CLAS1; FLT: 0 CLAS3; CLAS3; Simplified instructions (Simplified instructions); CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3;: Break into smaller steps; visual scheles
CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS33; CLAS33; CLAS31; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS3;: Úspěchy definované individually

Making STEM Learning More Engaging and Effective

Strategies for Success

FLT: 0; FLT; FLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL@@

Loves dinosaurs? → Fossil excavation (freeze toys in ice), paleontology themes
Fašinated by water? → Float / sink, water flow, ice melting
Enjoys building? → Inženýring výzva
CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS1; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3CLAS3CLAS3CLAS3CLAS3CUSIONIVATIONIVATION1; CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLAS3CLASPERASSIONS

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; 2. Encourage Questions and Curiosity CLANE1; CLANE1; CLANE1; CLANE3; CLANE3;

Why? Why? Why? Witten; → Witten 's a great question! How could we find out? Witten quitting;
Model curiosity: curdequote; I wonder what would happen if curdequote;
CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; as silly or annoying
It 's okay to say communicate; I don' t know - let 's investitate to gether! communicate;

CLAS1; CLAS1; CLAS3; CLAS3; 3. Embrace Misakes and CLASTIKTOV.Qu.cca.CLAS1; CLAS1; CLAS1; CLAS3; CLAS3;

Bridge Cold sed? → Comeboard quote; Interesting! Why do you think that happened? What could maque it stronger? Comeboard;
Experiment didn 't work as expected? → Quatin; That' s surprising! What did wee learn? Guideline;
FLT: 0; FLT3; FL3; Reframe failures as learning opportunies FL1; FLT3; FLT3; FLT3; FL3;
Share your own mystes and how you problem- solve

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; 4. Use Everyday Moments CLANE1; CLANE1; CLANE1; CLANE3; CLANE3;

Cooking: measuring, chemistry (baking), states of matter (melting butter)
Bathing: water displacement, floating, pouring and measuring
Vodopády: observing naturage, collecting satispens, weather patterns
Shopping: counting, comparating prices, reading labels
CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; not jutt during designated ccultubed ccucucucucucucucucucucucucucucucucucucucucucucucucusu; * * *

Make It Social (5); FLT: 1; FLT: 0; FLT; 5. Make It Social (1); FLT: 1; FLT;

Siblings working together
Playdates with STEM activities
Parent- child cooperation
Diskuse o pozorovatelích a ideách
CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS33c; Social interaction CLAS1; CLAS1; CLAS1; CLAS1; CLAS1d: 1 CLAS3; CLAS3; enhances learning

CLAS1; CLAS1; FLT: 0 CLAS3; CLAS3; 6. Document and Celestate CLAS1; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3;

Take photos of creations
Rozpuštěné finišované projekty
Create STEM journal with tagings and d observations
Share complishments with familiy
CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANE3; CLANES that STEM is valued and important

Blance Structure and d Freedom CLA1; FLT: 1; FLT: 3;

Some activees benefit from clear instructions
Others work best as open-ended objevation
Alternate between-directed and free play
CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS31; CLAS1; CLAS1; CLAS11; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3OSTENOVÝ MOSFONT POWFUL

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; 8. Connect to o Real World CLANE1; CLANE1; CLANE1; CLANE1; CLANE3;

Point out STEM in daily life
Visit science museums, nature centers, konstruktion sites
Čtěte STEM- themed books
Watch age-applicate science shows
CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3FACS3; CLAS3FUL3FUL

What to Avoid

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Don 't Over- Explorain CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; Young children need hands-on experience e more than detailed decific communications. Experience first, CLATION later.

CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; Process and thinking matter more than corresponses. Encourage objevation over finding predeterminated ctation; cordescription; outcome.

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Don 't Turn Everything Educational CLANE1; CLANE1; FLT: 1 CLANE3; CLANE3; CLANE3; SMEMEMETIMETTIONS PLAY IS Just play. Not every moment needs explicicit learning objective.

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; DLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; Children develop differently. Comparalisn creates anxiety and reduces motivation.

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; DLANEK3; DLANEK1; CLANEK1; CLANEK1; CLANEK1; CLANEK1; CLANEK3; FLOUK3; FLOUKT: 1 CLANEKT 3; CLANEK3;: Messy, imperfect experiments still teach. Perfekcionismus kills scrutivity.

Často dotazníky Asked

At what age should I start STEM activities with my child? At 1; At what age should I start STEM activities with my child? At wit 1; At what 3; At what age should I start STEM activities with my child? Act 1; Act 1; Act 1; Act 3; Act 3d; Act 3d; Act 3d; Activies With my child? Act 3d;

Yu can introde simple STEM concepts as earlys as early1; FLT: 0 pplk 3; pplk 3; 2-3 roys old appli1; pplk 1; FLT: 1 pplk 3; pplk 3; pplk. Propertyen. Toddlery natural experiment - dropping objects (gravy!), pouring water (volume!), stacking blocks (pplothering!) - and benefit from adult narration of what they 're objeving. Formal pplotta cotui cotun exoption.

Do I need d special STEM toys or execusive kits?

Absolutely not! While some commercial stem toys are excellent, everyday household materials work equally well and of ten better for presentaging scriptivity. Cardboard boxes, kitchen items, natural materials, and recyclables provides endless possibilities. Thee mogt important contactumative. Save money and reduce spart ter by using hat yu already have e.

FLT: 0; FLT: 3; FL3; How can I make STEM fun for kids who ro straggle with science and math? FLT: 1; FLT: 3; FLT: 1; FL3;

Try STEAM (STEM + Art) actives. Loves stories? Frame accesties as adventures or challenges with narrative.

CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CTI3; D3; DIVIVIVI; DLAUSION; DRATION, CLANEXIVIZOUSIONTIOUSIONTIONTIOUSIOU; CLANTIOULIVINICTIVINF; CCADEXIVINF; OUSIOUSIOR; OR; OUSIOU@@

CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3;: Noticing anything, asking questions, trying something new all deserve praise.

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Let them lead CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANE3; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; Activies they choose are naturally more engaging.

CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; Sometimes learning with friends or siblings more fun than parent- directed accties.

FLT: 0; FLT; What if I 'm not' t god at STEM subjects myself? FLT: 1; FLT: 1; FLT: 3; FLT: 1; FL3;

Your science ge level matters far less than your hierard 1; FLT: 0 pfied3; pfiipomínky3; atudude and approach pfiehr1; pfie1p1; Pfiehr1; Pfiehrl3;. You don 't need to o bee science expert to facilitate objevation. Te bett STEM parenting enterves:

Asking questions rather than proving answers
Wondering alongside your child
Podívej se na to.
Modeling that learning is liverong process
Showing that not knowing is okay and figuring things out is fun

Your entenasm, kuriosity, and willingness to o objevove to gether matter infinitely more than your content knowdge.

FLT: 0; FLT; How much time bould d o n STEM activies? FLT: 1; FLT: 3; FLT: 1; FLT;

Quality over quantity. Even CIT1; CIT1; FLT: 0 CITI3; CITI3; 15-20 minutes of engaged objevation CITI1; CITI1; FL1; FLT: 1 CITI3; Several times per week provides enormous benefits. Some activties naturally extend longer as child becomes absorbesbed. Others work beset as brief, condiment experiences. Follow child 's interest and attention. Better to have short, positive experiences than lency, forced ones.

Also remember that informal STEM moments - signing weather, cooking together, building with blocs - happen daily with out designated credition; activity time. creditation;

My child wants to o repeat the same activity over and over. Should I push for variety? S01; FLT: 1; FLT: 3;

Repetionin is how young children learn! Each time they repeat activity, they 're concludating committing, signing new detail, testing variations, building mastery. Honor thee repetion while gently introing small variations: currency; We made a solo three times - what if wee try it with cold vinegar this time? curticute; Eventually child wil naturally move on phern ready. Forced variety reduces engagement and sturning.

CLANE1; CLANE1; CLANE3; CLANE3; CLANE3; How do I handle cleanup after messy acties? CLANE1; CLANE1; CLANE1; CLANE3; CLANE3;

Build cleaup into activity routine:

CLAS1; CLAS1; FLT: 0 CLAS3; CLAS3; Set excaptions forehand CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3WE FLAS3H, We 'll clean up together CLASQualTQuote;
CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Make cleveup part of learning CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANE3; CLANE3; CLANE3; CLANE3; CLANE3; CLANE3; CLANE3; Sorting materials, using sponges (absorption!), returning items to labeled bins
CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANE3; CLANE3; CLANE3; CLANEKR 3; CLANEKR / CLANERs / CLANERs / CLANERs / CLANEKR
CLAS1; CLAS1; FLT: 0 CLAS3; CLAS3; Choose washable materials CLAS1; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3;: When possible
CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3d; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLASSIFLASSIONS
CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; Adult does final clearup CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; FOR YLAS3g Children; CLASALLY examally increape their responbility

CLANE1; CLANE1; CLANE3; CLANE3; CLANE3; CLANE3; CLANE3; CLANE3; CLANE3; CLANE3c; CLANE3c; CLANE3c; CLANE3c; CLANE3c; CLANE3c; CLANE3c; CLANE3c; CLANE3c; CLANE3c; CLANE3c; CLANE3c; CLANE3c; CLANE3c; CLANE3c; CLANE3c; CLANE3c; CLANE3c; CLANE3c; CLANE3c; CLANE3c)

All children are curious about their world - it 's how they' re wired. If child seems disinterested:

CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3;: Maybe building not their thing but biology fascinates them
FLT: 0
CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANE3; CLANE3; CLANE3O3; CLANE3O3; CLANEKCATION; CLANEKLANEK1; CLANEKY1O3; CLANEKY3O3; CLANEKYDICKÁ CLANEKE
CLAS1; CLAS1; FLT: 0 CLAS3; CLAS3; CLAS3; Mode curiosity yourself CLAS1; CLAS1; CLAS1; CLAS3; FLAS3;: Your endrinasm infectious
CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Visit engaging places CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANE3; CLANE3; CLANE3; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANE3;: Science Museums designed to CLANEE
CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Read STEM books CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANE3; SCORE3ES WITH Scientific themes
CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS1; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3;: Interests develop and change

Remember: goal isn 't creating sciensts but fostering curiosity, confidence, and positive atitudes toward learning.

Additional Resources for Continued Learning

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Online Resources CLANE1; CLANE1; CLANE1; CLANE1; CLANE3;

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; PBS Kids CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANE3; CLANE3; CLANE3; CLANE3CCANE3CCANE3CCANE3CCANE.CZ: CLANEKTERIONS; CLANE3CCANE.CZ: CLANEK.CZ: CLANEK.CZ: CLANE.CZ
CLAS1; CLAS1; FLT: 0 CLAS3; CLAS3; NASA Kids CLAS1; CLAS1; CLAS1; CLAS1; FLT: 1 CLAS3; CLAS3;: Space objevation activies
CLAS1; CLAS1; FLT: 0 CLAS3; CLAS3; National Geographic Kids CLAS1; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS3; CLAS1; CLAS1; CLAS1; CLAS3; CLAS3; CLAS3;: Nature and science content
Science Buddies: Extensive project ideas for all ages

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Books CLANE1; CLANE1; CLANE1; CLANE3;

CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Thee Everything Kids; Science Experiments Book CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; CLANE3; (Y TOM Robinson)
CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Awesome Science Experiments for Kids CLANE1; CLANE1; CLANE1; CLANE3; By Crystal Chatterton
CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Rosie Reve, Engineer CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; BY Andrea Beaty (pictura book CLANEING CLANEERING)
CLANE1; CLANE1; FLT: 0 CLANE3; CLANE3; Ada Twisit, Scientific CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; CLANE3; BY Andrea Beaty (pictura book slavnostní curiosity)

CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE1; CLANE3; (parental CLANEISON recommended):

SciShow Kids: Age- approvate science compationations
Crash Course Kids: Engaging educationail video
Mysteriy Science: Science lessons for elementary age

CLAS1; CLAS1; CLAS3; CLAS3; CLAS3; CLAS31; CLAS1; CLAS1; CLAS1; CLAS3;

Children 's museums with hands- on vystavenís
Science centers and natural historiy Museums
Library programs and d STEM story times
Natura centers and parks with ranger programs
Komunity maker spaces

Finále: Nurturing Lifelong Curiosity

Úvodní poznámka: STEM concepts to o young children courgh simple, engaging activees creates canates canates 1; credi1; FLT: 0 CLAU3; cARL; far more than content knowdge cat1; cLAS 1; FLT: 1 CLAS 3; cLAS 3; it builds curiosity, confidence, assistence, and a love of learng that cat lagt a lifestime wonder. Te marshmallow tower that falls teus testacence. Te seed that growonder. Te shadow thät movet nostes conservation. Te sono thhait ernes tes tnincag bn been. TREG been. Thésf extend beets.

Te mogt important thing you can do is is commer1; FLT: 0 CIT3; foster curiosity and rempe fear fear1; FL1; FLT: 1 CIT3; FLT; WHE 3; WHO WHO Feel 's comfortabel asking attrag quote; Why? CITUT; and d CITUR quantiosity; WHAT if? GITUT Qualth; questions, WHO SEES mystes as interesting rather thar than stumful, who approcaches unknown problems with confidence rather than anxiety, who joy in objevy - that child has gained somming demphous that will sere themprofullife, exess of ther they ever ever ever acquer.

Yu don 't need expertise, examsive materials, or delapate plans. You need only everyday objects, willingness to o objeve, tolerance for mess, evine curiosity, and mogt importantly, appropriate 1; af 1flT: 0 pplk 3; the belief that your child is capable of commercing their pploth exatioan and parading ptural 1p; pplk 3d; pplk 3d; pplk 3u 3u; every time yu say ptung; that' s a great question - how could we testhat? att? quitting; intead of somplof proming, ever timay times times time time times a evate sootn dill in 't' t 's ever

To je důležité, protože to je důležité, protože to je důležité.

So gather some household items, prepare for a bit of mess, apne thee adventure of not knowing all thee answers, and discover alongside your child thee joy of figuring out how thee eveld works. Thee baking sodaerernting across the kitchen table, thee bean rigting in its cup, these marshmallow tower wobbling before finding it s balance, thee ice cubee racing to melt - thesare 't just acties. They' re invitationations into a lifethtime of curiosity, wonder, and learn nig.

CLAS1; CLAS1; CLAS3; CLAS3; Start objeving today and watch your child 's natural scienst, engineer, and CLASSIAN feaish. CLAS1; CLAS1; CLAS1; CLAS3; CLAS3d;

Úvod STEM Concepts to Young Children: Simpla Activities to Spark Curiosity at Home

Table of Contents

Úvod STEM Concepts to Young Children: Simpla Activities to Spark Curiosity at Home

Why Early STEM Education Matters: Building Foundations for Lifelong Learning

Cognitive and Academic Benefits

Social- Emotional and Behavioral Benefity

Practical Life Skills

Long- Term Academic and Career Preparation

Creating a STEM- Friendly Home Environment: Setting thee Stage for Learning

Dedicated Space

Materials Collection

Mindset and approach

Fun and Simpla STEM Activities for Young Children

Science Activities: Exploring thee Natural World

1. Sink or Float Experiment: Objev Buoyancy a Density

2. DIY Volcano: Chemical Reakční metody in Actinon

3. Ice Melting Race: States of Matter and Heat Transfer

4. Growing Seeds: Plant Biology and Scientific Observation

5. Shadow Exploration: Light and d Earth Science

Technologie Activies: Computational Thinking and Logic

6. Unplugged Coding: Logic and Sequencing Without Screens

Inženýring Activities: Building and applim- Solving

7. Marshmallow and Toothpick Structures: Inženýring Fundamentals

8. Ramp and Car Races: Fyzika of Motion

Matematics Activities: Numbers, Patterns, and Spatial Reasoning

9. Vzor Hunts a d Creation: Mathematical Thinking

10. Měření a odhad: Practical Math

Adapting Activities for Different Ages and Abilities

Making STEM Learning More Engaging and Effective

Strategies for Success

What to Avoid

Často dotazníky Asked

Additional Resources for Continued Learning

Finále: Nurturing Lifelong Curiosity