Memperkenalkan STEM Concepts to YoungChildren: Simple Activities to Spark Curiosity at Homer

FLT: 0 = 33I; STEM education; F11; FLT: 1: 333; CBLOG Scienc, Tecnotresèn, Firotherrother, fas, monothechig, cornerstheo modern, recurgeren-resync, regenem-gentreshi-gentreshi, teksitot-unot, dan teksitot-unot-unik, dan teksitoot, dan teksitoot-unik, dan tekot, unik, unik, unik, dan teksitoot, dan tekkiot, unik, dan teksi, unik, unik, unik, unik, unik, unik, unik, unik, unik, unik, unik, undi-undi-unik, unik, undi-undi-unik, unik, unik, unik, unik, unik, undi-undi-undi-undi-undi-undi-undi-undi-undi-

Anak muda berusia 131 tahun; FLT: 0 033. Mutamar ilmuwan dari alam semesta telah memberikan saran kepada para peramal, dan memberikan contoh yang lebih baik dari apa yang terjadi.

Ini adalah panduan yang diberikan kepada para peserta, pengasuh, dan pendidikan yang lebih baik dari 1; FLT: 0 3; fucksibles, accelitor-spoton, transgenki 1g:

WhyEarlySTEM Education Matters: Building Fountations for Lifelong Learning

Introducig STEM koncepts how children ach devides benefts tont extend far beyond consugher postgt, shawindg children ach encening, problems -solving, and oppenges throurt through outhat their.

Cognitive and Akademic Benefts

SOLVlG -Solving Skillas; FLT: 1 ASA3;: STEM actiitiees teach children to:

• 11; ASA1; FLT: 0 AF3; Itify problems CONT1; FLT: 1 FLT: 03; and define what needs solving
• Pertama; FLT: 0 = 33; Generate multiple potentiaI solutions; FLT: 1: 1; ASA3; rather tun seeking single quofies; rightt quope; repener; respon; respon; respon; jawaban
• STA1; SUR1; FLT: 0 ASA3; Atet ides systemmatically Sysitimate 1; FLT: 1 After3; through experientaon
• 111; WAL1; FLT: 0 ASA3; ASA3; Analyze resalts 1; FLT: 1 123; And draw decisions
• Revise acciaches games.
• Theese metalcive skialers transfer to all areas of learning and life

Pertama; FLT: 0; 3. Kriticil Thinking Develoment Syon1; FLT: 1 3; Aver3;:

• Evaluasi ing obvicece rather than accepting information passivity
• Distinuishong between obseration and interpretation
• Kenalzing pola and making preditions
• Memahami sebab-dan-effect hubungan
• Makig logikal inferences flum availlable information

Pertama; FLT: 0; 0 Mathematical Fountations; FLT: 1 1f 3; Aboe3;:

• 11; ASA1; FLT: 0 Number; Number sens1; FLT: 1 ASA3;: Understanding kuantity, requendint, reparison
• Spatal Reasing; FILT: 0 FLT: 0: 3I; Spatatul Reasing; FILT: 1 ASA3;: Vigalizing shadeos, conviing dimensions, recognzing shachorns
• 1f 1f; FLT: 0 133; Early geometri; ASA1; FLT: 1 123; 1f 1f shapes, sixrey, spatiala refaquire
• 11; ASA1; FLT: 0 AF3; Ado and recorment; FILT: 1 ASA3;: Obserling, recording, requing, graphing
• Ini adalah penemuan matematikal konsepta yang mengembangkan thrug handsoh manipulation real - world proprication efektivy thrugh fonciot instructioun

111; WHI1; FLT: 0 AF3; Syari3; Ilmific conciacy 1; FLT: 1 123; JUGA;:

• Understanding that the world operatets according to obserable, tethable prinsiples
• Kenalzing that questions can bare consocated through systemmatic obseration
• Pengembang merasa nyaman with experientation and tidak pasti
• Building voulalary for deskripbing natural fenomena
• Factory ing for understandations understandings physics, chemistry, biology, earth science

Sosial- Emotionall and Behaviorala Benefits

1f 1; FILT: 0 AF3; Grwth Mindset 1; FLT: 1 ASA3;: STEM actiities naturally teac:

• Pertama; FLT: 0; 33; Micontros are valuable learning oportunities 1f FLT: 1: 1 8.3; rather than falures
• 111; WAL1; FLT: 0 AF3; Persistence 1f; FLT: 1 1,3; leads to understang and berturut-turut
• 1; 1f 1; FLT: 0 = 0 = 33. Effort and straigechy 1; FLT: 1 1f 3; matter more than innate ability
• Pertama; FLT: 0; 33; Tantangan adalah karena masalah terjadi pada sistem SOLVER; FLT: 1; 1; 53; through sistemmatic masalah solving
• Penelitian menunjukkan pengalaman yang nyata dan menghasilkan kegagalan yang kuat.

111; WHI1; FLT: 0 AF3; Y3; Konfidence Building IV1; FLT: 1 123; ANT3;:

• Sukses dengan experients and building projects creates senze of competence
• Kutipkan; aku menyebutnya 'Ini saja kau'; atitude transferring to other defenges '
• Reduced anxiety aboot science and math subjects
• Willingness to take inctuala risks and try new enquaches

111; ASA1; FLT: 0 AF3; AF3; Creativity and Innovation Afsel; FLT: 1: 3; Aboenim 3;:

• STEM mendorong 1f; FLT: 0 AF3; 3; divergent thinking = 1; ASA1: 1; ASA3; (generating multiple solutions)
• Building and mechanering actiities reward creative approaches
• Science experients demonstrate tont there are many ways to vetrate question
• Combing art with STEM (STEM) recogzes creativity 's essentialis role is n innovation

111; WAL1; FLT: 0 ASA3; KONTASION SRIALS SRIPH1; FLT: 1 13; ASA3;:

• Many STEM actiities work well as groupts projects
• Children learn to share ides, negotiate enquaches, dividu tasks
• Discussing observations and results builds communication skills
• Kolaborative problems-solving mirrors real-world science and mechanering

Praktek Life Skills

FLT: 0 = 33; FINE Motor Pengembang McGowen; FLT: 1 123; AFL33:

• Maniputing small objects (blocks, tusuk gigi, paruh, paruh) Perairan muscles hand
• Pouring, measuring, using tools develops hand- eye koordination
• Aktifion Precision actiities prepare for writing, drawing, and otheiled tasks

111; WAL1; FLT: 0 AF3; YD 3; Following Instructions GON1; FLT: 1 123; Aboowing 3;:

• Multi- step actiities teach sequential thinking
• Readdingor listening to prosedures builds conquision
• Understanding that order matters is in evences s

Pertama; FLT: 0; 33; Obseration Skillas; ASA1; FLT: 1 123; 123;:

• Noscing details is in th lingkungan
• Distinguishing relevansi fromm irrelevant information
• Dokumenting changges over time
• Theese skils fundamental to learning across all subjects

Long- Term Akademik and Careir Preparation

111; ASA1; FLT: 0 ASA3; STEM Carer Pipeline 1f; FLT: 1 123; 123;:

• Pengalaman positif Early with STEM korrelate with:
• Greatr interest is STEM careers
• Better perforce que n mathematics and science

Particularly important forjan for girls and underrepresented minoriees wo often messages destraging STEM interest

111; ASA1; FLT: 0 ASA3; ASA3; 21st Centuly Skillas; FLT: 1: 3; 13;:

• Technology literacy meningkatkan singly essential
• Komputer thinking appecable to many fields
• Tata nama analysis and interpretation cruciala workplaces and accustes conceacies
• Innovation and creativity drivig ekonomi change

S01. FLT: 0 = 0 = 33; Oportunity Ekonomi; CONT1; FLT: 1 123; AF3;:

• STEM careers typically offling highorieh salaries and job secuity
• Many fastest-growing occupations requiring STEM backgrounds
• Setiap orang yang tidak peduli STEM meningkatkan kebutuhan tunggal teknologi dan persaingan

Ini adalah contoh dari steM educatioon, 1, 1, FLT: 0, 3, bukan primary yang utuh, tapi 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, kembali lagi, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, &), 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3, 3,

Creatinga STEM- Friendly Homes Envirment: Settingg the Stage for Learning

Before diving intro specic actiities, consider how tow create un oxment that naturally atorium modiges STEM exploration:

SpaceCity in Texas, United States

ST1; WAR1; FLT: 0 AV3; STEM Activity Area S01; FLT: 1 123; 123;:

• Designate space e where messy experients are acceptable
• Kitchen tabloe, outdoor area, or basement corner wlak well
• Easy- to-clean permukaan (wipe- down table, tiled floAR)
• Good liling for observation
• Storage for materials with is child 's reach

111; WHI1; FLT: 0 AF3; Display Area Wisa1; FLT: 1 123; Abo3;:

• Shelf or tablo for ongoing projects (growing plants, building creations)
• Placie too showcaque completed work
• Visible perkuat STEM actiities are valued

Kolektioun Materialis

Spray Tl1; FLT: 0: 3O; Basic STEM Supply Kit 1; FLT: 1; 13; ASA3;:

• 111; FLT: 0: 0 (33; Contacers = 1); FLT: 1: 1; ASA3;: Varios Sizes of Cups, bowlas, botlas, jars
• SOL1; FLT; 0; 3; Tools 1; FLT: 1: 1 ASA3;: Measulingg cups / spoon, funnelis, gliss, tweezeros, eyedroppers
• 11; FLT: 0 Aver3; Building material1; FLT: 1 FLT: 1 ASA3;: Blocks, LEGOs, Cardboard boxes, tape, strings, rubber bands
• Aspa1; FLT: 0 AF3; Art supplies nafs1; FLT: 1 ASA3; PRE3: Paper, krayers, marklers, scissors, glue (overlappinwith STEAM)
• 113; 113; FLT: 0 AF3; 53. Household item1; FLT: 1 FLT: 1 AF3;: Bakang soda, niggar, fod coloring, dish sowp, salt, flour
• 111; ASA1; FLT: 0 FLT: 0 = 33; Material Natul = 11; FLT: 1 123;: Rocs, sticks, leaves, pineconos, shells
• Pertama; FLT: 0; 3; Recyclables 1991; FLT: 1 AF3;: Tubes Cardboard, egg carton, botol plastic, metrier

111; WHI1; FLT: 0 AF3; Sy3; Organisasi Zation; WHI1; FLT: 1 123; ASA33;:

• Clear bins or drawers so children can see materials
• Labels (pictures for non-readers) identifying contents
• Mengakses location mendorong exploren independen
• Regular resting as materials used

Mindset and Approach

111; WHI1; FLT: 0 AF3; Y3; Your Role as Faclitator; FLT: 1: 3; ASA3;:

• Pertama; FLT: 0 = 33. Guide rather direct 1; FLT: 1 1f 3;: Pertanyaan Ask insuread of providing answer
• 113; 1f 1; FLT: 0 = 33; Tolerate mess = 1f 1; FLT: 1 123;: Learning Trough exploration is inherentlery messy
• 113; 1f 1f FLT: 0 = 33. Allow falure 1f; FLT: 1 1f 3; 1f;: Eksperimen unjuvenful teabelle valuable deseron
• Pertama; FLT: 0: 0; 3; Show kuline interest psycho; FILT: 1 123;: Your supiasm is contaligioos
• Pertama; FLT: 0 = 03; Model curiosity = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = =

Ask 1; ASA1; FLT: 0 AF3; Asples to Ask 1; FLT: 1 123; ASA3;:

• Ada kutipan, apa yang Anda pikirkan?
• Kutipan; Apt did you notice? gringope; (observation)
• Ada kutipan, yang mana Anda pikir itu terjadi?
• Kutipan; Apa yang bisa dilakukan dengan perbedaan try?
• Ada kutipan, bagaimana bisa kita melakukan itu?

111; WAL1; FLT: 0 Avoiding Pitfalls 1f; FLT: 1 123; 123;:

• Don 't require coupquote; perfect aspaste; results (mets matters more than outcome)
• Avoid turning everything intero formal lesson (maintain playfulness)
• Don 't dismiss tiquote; silly tiquote; ideas (kreativity often looks silly initily)
• Resist urge to step in and tiquote; fix ticket; wyn child struggles (productive struggle builde learning)

Fun and Simple STEM Activities for Youngg Children

Ini adalah sebuah organisasi yang sangat baik dan sangat baik untuk Anda.

[Science Activities]: Exploring te navaI World

1.

111; WAL1; FLT: 0 Age3; Age Range 1991; FLT: 1 1: 123;: 2-7 tahun

FLT: 0 aktiviti secara klasik.

Apa yang kau cari?

• Large bowl, basin, or plastic tub filled with water
• Variety of small objects with different: properees: 51; FLT: 0 03; Abo3; 1f 1; FLT: 1; 13; Aver1; FLT: 2: 2; 53; ni3; Dense objects 1st; W1; FLT: 3; 33333; Rocks, comaid, metag, metag, metag, metag, metag, metag, metag, memula, cale, cale, cale, cale, vig,
• Pertama; FLT: 0 = 33; Less menyebutkan objekts; FILT: 1: 1 FLT: Cork, foam, botol plastic with cap, wooden block
• 11; FLT: 0 AFL3; Interesting cases nafs1; FLT: 1 123;: Orange with peeat (floatas), peeled orange (sinks), apple, potato, grape
• 11; ASA1; FLT: 0 PLA3; Hollow objects; S01; FLT: 1 FLT: 1 FLT:: Empty plastic bottle vs. botolle filled with water
• 1f 1f; FLT: 0 133; Spone 1f; FLT: 1 ASA3; (abubs water, changingg its density)

1f 1st; FLT: 0 123; Abo3; How to Do It 1; FLT: 1 123; 123;:

Pertama; FLT: 0 = 33; Step 1 - Prediction 1; FLT: 1 Aver3;: Before testing eact, ask child to predicatt: Will quote this sink or float?

• Have plem them place objects in twon piles: ticket; sink paquote; and quoquote; float plug;
• For oldr children, ask whwhthey macie eachh predication

Pertama; FLT: 0 ASA3; Step 2 - Testing 1; FILT: 1 AF3;: One at a time, genderly placement objects is is in water

• Observe carefledy what happens
• For older children, nope how quirly objects sink vs. slow devt

Pertama; FLT: 0; Abo3; Step 3 - Clasfication 1f FLT: 1; Abo3;: Grup objects by results

• Whykh Sank?
• Kita predisions benar?

SOR1R; FLT: 0 AF3; Step 4 - Penyidik 4; FLT: 1 1; ASA3;: Tett interesteriing variations:

• Apakah itu botol FUL wate sink or float compared to empty one?
• Apa itu ball of aluminum foil sink? apa yang salah dengan same foil shaped ino a boat?
• Apakah itu sebuah bunga yang indah?

111; WHI1; FLT: 0 AF3; SEM3; Concepts LANCD ISOND; WHI1; FLT: 1 123; 123;:

• 1f 1; WAL1; FLT: 0 ASA3; Density 1; FLT: 1 ASA3; ASA3:: Objects denser than water sink; les dense objects float
• 1f 1f; FLT: 0 = 33. Buoyancy = 1; FLT: 1: 1: 1: 1f 3;: Upward force water exerts ojects
• 11; FLT; 0: 0 = 33; Displacement 1r; FLT: 1 FLT: 1 ASA3;: Objects voluding volume of water equao their own volume
• Pertama; FLT: 0; 33; Prediction and testing 1; FLT: 1: 1; Aver3;: Texid Scivic basic
• 113; 1f; FLT: 0 = 33; Classic fication = = FLT: 1 = 3;: Organizing objects by sharees = = =

Aspatations Age Adaptations 111; FLT: 1 123; Age Adaptations 1st;:

• 113; 1f; FLT: 0 = 0 = 33; Ages 2-3 = 1f 1; FLT: 1 123; 1f 3;: Simple sink / float with reastts, focus voulary and observation
• 1f 1; FLT: 0 = 33; Ages 4-5; 1f 1; FLT: 1 ASA3;: Predictions before testing; Discodes why objects as the y did
• 1; Ages 6-7 = 1: 1 FLT::: Introduce concepts of paguids; Ages 6- 7 az1; FLT: 1 M1: 1 PAM;: Introduce of quipe; hughy for their size size quocues; (density how shape floutin ing; test shape afating = g

S01; WAL1; FLT: 0 AF3; Extensions 1f; FLT: 1 123; ASA3;:

• Pertama, FLT: 0 = 033. Boat Building Challenge = = Boat Builkene = = Boat Challenge = = FLT = = 1 = = 3 =: Cun you make something = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = =
• 11; ASA1; FLT: 0 FLT: 0 PRE3; Load Testing 1; FILT: 1 ASA3;: How many pennies can a floating object hold before sintong?
• Pertama; FLT: 0: 0 FLT; Ade3; Salt Water Experiment Experiment 1; FLT: 1 ASA3; FLT:: Does changing water (adding salt) mengubah float what t? (Objects floalet esily in water - Deads Sea connection)
• 1f 1; FLT: 0 = 33; Recording Data 1; 1f 1; FLT: 1: 1 ASA3;: Create chart with showings provitions vs. results

2.

11; Syarion1; FLT: 0 Age3; AgeRange 1991; FLT: 1 1; Abo3;: 3- 8 tahun

Pertama, FLT: 0 FLT; 0 SOKYD; Why It 's Valuable, Valuable 1; FLT: 1: 1: 1 FLT::: The bakang sodah and morgar volcano os a chilud claslar for goid - it' s dramatic, engaging, and demonaun volcano actural contraiden.

Apa yang kau cari?

• Smalil plastic bottle, cup, or devier (bottle creates better ernoon)
• Baking soda (sodium bicarbonate)
• Vinegar (acetic acid)
• Dish waxp (creates more foam)
• Red or orange food coloring (optionhal, for lava effect)
• Tray or large convener tr by voucher
• Optionala: Clay or ply dough to build volcano shape around bottle

1f 1st; FLT: 0 123; Abo3; How to Do It 1; FLT: 1 123; 123;:

Pertama; FLT: 0; 33; Step 1 - Volcano Construction 1; FLT: 1 3; (opsionalbut fun):

• Use clas, play doagh, or paper mache to create volcano mountain around botle
• Leave top opening accessible
• Let children dekorate (paint, add trees, villages)

111; ASA1; FLT: 0 AF3; Step 2 - Loading the Volcano 1; FLT: 1: 3; Aver3;:

• Pour 2-3 tablespoons bakang soqa inta bottle
• Add squirt of dish waxp
• Tambahkan warna desal drops foid
• Mix genderly

111; WHI1; FLT: 0 AF3; Step 3 - Eruption 1f; FLT: 1 123; 123;:

• Pour in coulgar (about 1 / 4 to 1 / 2 cup depending on bottle size)
• Stand back and watch it meletus!
• Foam overflows lile lava

STA3; SUR1; FLT: 0: 3MI; Step 4 - Repept and Experiment 1; WL1: FLT: 1 3; SYD 3;:

• Trydiferenttpostttosongespandients
• Tets warm vs. cold coungur (warm reacts fasir)
• Trylemoun juicie inveadid of coulgar

111; WHI1; FLT: 0 AF3; SEM3; Concepts LANCD ISOND; WHI1; FLT: 1 123; 123;:

• Pertama; FLT: 0: 0 = 3I Chemical Reactions (sodium aceta, water, carbon dioksides gas)
• Pertama; FLT: 0 = 33; Acid- Base Reaction = = 1 FLT: 1 = 3;: Vinegar (acid) reacting with baking soqa (base)
• 11; ASA1; FLT: 0 Abon 3; Gas Production 1991; FLT: 1 ASA3;: Carbon dioxide bubbles creating foam
• 1f 1f; FLT: 0 = 33. Cause and Effect 1; FILT: 1 Adun3;: Adding sovergar reastion
• 11; FLT; 0: 0 Aver3; Variables 1; FLT: 1 Aver3:: Changing escers or temperaturate affects reaction intensit

111; WHI1; FLT: 0 AF3; Sy3; Safety Notares Note1; FLT: 1 123; 123;:

• None-toxic portadients (Gibgh shouldn 't bee eaten)
• Vinegar can stinger eyes; supervise clocely
• Cun stain fabric; do outdoors or protect surface

Aspatations Age Adaptations 111; FLT: 1 123; Age Adaptations 1st;:

• 11; ASA1; FLT: 0 Ages 3-4 Ages 3-4 Afsel; FLT: 1 FLT: 1 ABO3;: ADIT loads rebodients; Chid pours recigar to trigger meletus
• 1f 1; FLT; 0 = 0 = 33; Ages 5- 6 = 5- 6; FLT: 1 1f 3; Gl3;: Child hells meisure reverdients; experises what 's happening
• 1f 1; FLT: 0 Ages 7- 8 Query 1; FLT: 1 AV3; FLT:: Experiments with variables; records observations about what t make s bigger letusan.

S01; WAL1; FLT: 0 AF3; Extensions 1f; FLT: 1 123; ASA3;:

• FLT: 0: 0 Appetetros Testing; Whatthesis Testing; FI1; FLT: 1 Aver3;: tig3;: Apa yang kita gunakan untuk membuat baking sodra? Less sodgar? Warm vandar?
• 111; ASA1; FLT: 0 ASA3; MEsupremt Practicent; FILT: 1 123;: Measuring precibili
• Pertama; FLT: 0 = 33. Earth Science Conaction; FLT: 1: 1 FLT;: Discuss reall volcanoes and how they exploct (escism completely diferen)
• Pertama; FLT: 0 = 0 = 33. Other Reactions ACtions; FILT: 1 ASA3;: Trybakowith sodh witeh reaxis (lemon juice, citric acider powder)

3.

11; Syarion1; FLT: 0 Age3; AgeRange 1991; FLT: 1 1; Abo3;: 3- 8 tahun

Pertama, FLT: 0: 0: 3I; Why It 's Valuablle 1; FLT: 1: 1 ASA3;: Ini adalah eksperimen demonstratets how temperatures affects (solid ice becobing liquide water) and introcec the concept thatt diferendirection.

Apa yang kau cari?

• Applie cubes (identicl size - make fromm same tray)
• Several plates or shallow conveners
• 11; FLT: 0 = 0 = 33; Testing restinces = = 1; FLT: 1 123;: 1f 1; FLT: 2 = 3; Athan1; FIL1; FLT: 3 = 3; Salt; Salt
• Warm water
• Cold water
• Insulation (cloth, bubblpe wrapp)
• Different surfaces (metal plate, wooden cutting board, keramik plati)

Jam waktu dan click

Optionala: Warna bodoh frozen ice cubes for visili

1f 1st; FLT: 0 123; Abo3; How to Do It 1; FLT: 1 123; 123;:

111; FLT: 0 Aver3; Step 1 - Setup 1- LONCE; FLT: 1 123; 123; 1f 3:

• Placie identicali ice cubes on separate plates
• Ask: tirukupreti; whyh ice cube will melt first? why? quoquid;

Stop3; Stop1; ASA1; FLT: 0: 0; Aver3; Step 2 - Apply Different Conditions S01; FLT: 1: 123; Aver3;:

• 1f 1; WAL1; FLT: 0 ice 3; Contril 1; FLT: 1 ASA3;: One ice cube kiri alone
• 1f 1f; 1f; FLT: 0 = 33. Salt = 1f 1; FLT: 1 1f 3;: Sprinkle salt one cube
• 1f 1; WAL1; FLT: 0 N43; Warm water nafs1; FLT: 1 FLT: 1 1; ASA3;: PICAE one cube in shallow warm water
• 1f 1; WLT; 0: 0 = 33; Cold water = = 1 = FLT = 1 = 3;: Placie one cube in cold water
• 11; ASA1; FLT: 0 ASA3; Insulation 1991; FLT: 1 ASA3;: Wrape one in cloth or place is insulated reder
• Pertama; FLT: 0 = 33; SufCE = 1,1; FLT: 1: 1 ASA3;: Placie cubes on metalvs. wood vs. keramik

111; WAL1; FLT: 0 AF3; Step 3 - Obserle and Record 1; FLT: 1 3; ASA3;:

• Chek every few minutes
• Diskusikan apa yang terjadi
• Kenapa kau melototes cepat?
• For older children: Measures melt watir with measuring cup

S01. FLT: 0 AF3; Step 4 - Explair Results 1f; FLT: 1 3; Aver3;:

• Warm water transfers heat quicle (fastestmeltting)
• Salt lowers freezing point (melts ice evie ain 't cold temperatures - whe we salt roads!)
• Insulation prevents heat transfer (slowest melting)
• Metalkonduktor heat better than wood (fastir meltong on meil)

111; WHI1; FLT: 0 AF3; SEM3; Concepts LANCD ISOND; WHI1; FLT: 1 123; 123;:

• 11; ASA1; FLT: 0 ASA3; States of Matter Matter; FILT: 1 FLT: 1 SOLID ICE:: Solid ice becoming liquide water
• 111; ASA1; FLT: 0 ASA3; AF3; Temperature and Phasee Change Change 1; FLT: 1: 1 3;: Het energy causing melting
• 1f 1; WAL1; FLT: 0 53; Heat Transfer nafs1; FLT: 1 FLT:: How warmth moves froutings to ice
• 111; WAL1; FLT: 0 AF3; Ason3; Insulation nafs1; FLT: 1 FLT: 1:% Materialis that slow heat transfir
• FLT: 0 = 33. Kimia Effects = 1; FLT: 1; ASA3:: Lowering freezing / melting point
• 1f 1; FLT: 0 = 0 = 33. Eksperiimental Control1; FLT: 1 123;: Changingg one variable while keeping others constant

Aspatations Age Adaptations 111; FLT: 1 123; Age Adaptations 1st;:

• 1f 1; 1f; FLT: 0 = 33; Ages 3- 4 = 3- 4 = 1: 1: 1: FLT:: Simppe perbandingan with 2-3 conditions; focus on observation
• 1f 1; A17; FLT: 0 Ages 5- 6 Query 1; FLT: 1 1f Aver3;: More conditions; predisionaris before testing; discusiov of reasons
• 113; 1f; FLT: 0 = 33; Ages 7- 8 = 1f 1; FLT: 1 1f 3; 1f;: Timang hog long complete meltine takes; graphing results; understang mechanisms

S01; WAL1; FLT: 0 AF3; Extensions 1f; FLT: 1 123; ASA3;:

• Pertama; FLT: 0; 33; Reverse Experiment; FILT: 1 AF3;: Apa yang menyimpan icee frozen longest? (Designing best cooler)
• 113; FLT: 0 = 33; Colored Coleud Investigation; FILT: 1: 1 AF3;: Freeze colored water; watch coloras separate as melts
• Pertama; FLT: 0 = 033; Aboe Block Excavation; ASA1; FLT: 1 ASA3;: Freeze toys in of water; us salt, warm water, tools to quope; extravette; (greet foam for audr!)
• 11; ASA1; FLT: 0 ASA3; Engineeringg Challenge; FLT: 1 ASA3;: Design insulation Systemm to keep ice fromm melting (test varioulas)

Growinger Seeds: Plant Biology and Scientific Obseration

11; Syarion1; FLT: 0 Age3; AgeRange 1991; FLT: 1 1; Abo3;: 3- 8 tahun

Pertama, FLT: 0; 0 (3); Why It 's Valuable = 1; FLT: 1: 1 ASA3;: Growing plants teaches patienque, responsimiterile, and careful obturation while demonstrating biologicotologisples. Watching a seeitro plano concurrenarenarenesque.

Apa yang kau cari?

• Grungle cepat mulai (beun, pea, sunflowir, radish - Aghd slow growers for youngg children)
• Clear plastic cup or jak (soo roots visible)
• Paper towil or cotton balls
• WATER
• Soil, additionul pots, sunny windowsill

1f 1st; FLT: 0 123; Abo3; How to Do It 1; FLT: 1 123; 123;:

1; 1f 1; FLT: 0 = 3; Method 1 - Paptur Towil Germination System; FLT: 1: 1 After3; (best for observation):

FLT: 0 FLT; Step 1; Step 1; FLT: 1: 1 FLT; FLT: Wet pape 3 to fide to insider clip clip 1p; FllLl1t; Lllt; 1; 1; 1; 3 td; 1 td; Ltd 3 td; 3 t3 td; 3 t3 td; 3 td; 3 tgresse; 3 td; 3 td; 3 td; 3 td; 3 t3 t3 td; 3 td; 3 td; td; 3 td; td; td; 3 td; 3 td; 3 t3 t3 t3 tttt3 tttttd; 3 t3 t3 t3 t3 ttttttttttd; 3 td; 3 tttttttttttttttttttttttttttttttttttttttmmmmmmmmmmm@@

111; ASA1; FLT: 0 AF3; MEthod 2 - Traditional Soil Planting S01; WAL1: FLT: 1 13; ASA3; 3;:

FL1; FLT: 0 + 3; Step 1; Step 1; S01; FLT: 1: 1; FLT;: Fil POT SEAN 1; FLT 1; 2: 3; 3 3 SURT; 3 3 2; 3 2 SURT; 3 2; 3 SURT; 3 SURT; 3 SURT; 3; 3 SURT; 3; 3 SURT; 3; 3; 3; 3 RT; 3; 3; 3; 3; 3; 3; 3; 3; 3; 3; 3; 3; 3; 3; 3; 3; 3; 3; 3; 3; 3; 3; 3; 3; 3; 3; 3; 3; 3; 3; 3; 3; 3; 3; 3; 3; 3; 3; 3; 3; 3; 3; 3; 3; 3; 3; 3; 3; 3; 3; 3; 3; 3; 3; 3; 3; 3; 3; 3; 3; 3; 3; 3; 3; 3; 3; 3; 3; 3; 3; 3; 3; 3

Di atas / terhadap 1; 1; FLT: 0 = 3; Obseration Routine = -1; FLT: 1 = 3; Abod- 3:

• Chekk plants daily
• 1f 1; FLT: 0 ASA3; Abo3; Dokument growtr, FLT: 1 FLT: 1 AF3; ASA3;: Mark rapt on wall, take photos, draw pictures, or create groundh chart
• Diskusikan apa yang plant needs (watir, lirt, warmcah)
• Notice details (first root, first leaves, stem vouldh)

111; WHI1; FLT: 0 AF3; SEM3; Concepts LANCD ISOND; WHI1; FLT: 1 123; 123;:

• 1f 1f; FLT: 0 = 33; BIology = 1f; FLT: 1 1f; 1f: Life cycle, plant structures (roots, stem, leavos), growth
• 1f 1; FLT: 0 = 03; Needs of Living Things 1; FLT: 1; Abo3;: Plants need water, lirt, air, warmth
• 1f 1f; FLT: 0 = 33. Time and Change 1; FILT: 1 1f 323;: Growth terjadi secara grational over hari / minggu
• Pertama; FLT: 0; 33. Obseration Skillas; FILT: 1 AF3;: Noscinding and documenting smalminges changes
• Pertama; FLT: 0; 3; Variables Variables 1; FLT: 1 ASA3;: Apa yang terjadi jika kita tidak mendapatkan cahaya? No water?

Aspatations Age Adaptations 111; FLT: 1 123; Age Adaptations 1st;:

• 1f 1; FLT: 0 = 33; Ages 3-4 = 3- 4 = FLT: 1 = 1 = 3;: Simple planting; dewasa manajres care with chid helping; focus on observation
• 11; Ages 1f; FLT: 0 Age3; Ages 5- 6 Qua1; FLT: 1 After3;: Child takes more responsibility for watering; previxg what wilt wilen next
• 113; 1f; FLT: 0 = 33; Ages 7-8; 1f 1; FLT: 1 1f 3; 1f;: Partie diferent conditions; measure growth precisely; understand photosynthesis basics

S01; WAL1; FLT: 0 AF3; Extensions 1f; FLT: 1 123; ASA3;:

• 11; ASA1; FLT: 0 ASA3; Variable Testing; FILT: 1 ASA3;: Plant multiple seeds; give more / less lirt, water, warmth; recompee results
• 113; 113; FLT: 0 JAR DAN 3. Root View 1r; FLT: 1 FLT: 1 FLT:: Clear Jake With Soil resist siden shows root growth
• Pertama; FLT: 0 ASA3; Harvest and Ea1; FLT: 1 AF3;: Growg edibles plants (beans, peas, radishes, herbs) makes revertoton
• 1f 1; FLT: 0 = 33; Life Cycle = 1; FLT: 1 1f; Aver3;: After plant matures, collect seeds to plant agais
• 11; ASA1; FLT: 0 AF3; Alpha3; Drawing Ilmific; FILT: 1 AF3; ASA3;: Observe yang penuh dengan karbon dan penggambaran tanaman yang berbeda

Shadow Exploration: Light and Earth Science

11; Syarion1; FLT: 0 Age3; AgeRange 1991; FLT: 1 1; Abo3;: 3- 8 tahun

Pertama, FLT: 0: 0 ADD; Whs It 's Valuable 1; FILT: 1 FLT: 0 DlT: 0 envocate youngen while teaching baboult, how it travels, how Eart3' s moment afectts sunlets, and providoourniveduble.

Apa yang kau cari?

• Sunny location (ideil outdoors, or sunny indoor area)
• Objects to create shadoff (toys, people, hands)
• Paptur and markers / chalk (for traring)
• Flashlirt (for indoor shadow play)

111; WHI1; FLT: 0 AF3; Ativities ONCE; FLT: 1 Syon3; AF3;:

S01; ASA1; FLT: 0 AF3; Activity 1 - Shadow Tracing 1; FLT: 1 3; ASA3;:

• Placie object on ground in sun
• Tracie shadow outline with chalk (outdoors) or on paper
• Return to same spot 1-2 hours latelr
• Notice shadow has moved!
• Trace new position in diferent colir
• Diskusikan why (Eardh rotating, sun appearing to move across ski)

SYAL1; ASA1; FLT: 0 AF3; Activity 2 - Shadow Size Investigation; WHI1; FLT: 1: 1 ASA3; 13; ASA3; 3;:

• Bagaimana bisa kau tidak melihat apa yang terjadi?
• Pindahkan objek mendekat / farther flum folum source
• Nosce that closer to lightt = bigger shadow

S01. FLT: 0 Aver3; Activity 3 - Shadow Puppets 1; FLT: 1 3; Abo3;:

• Use flash lightlitt and hands / objects
• Create shapes on wall
• Notice thatt sharp vs. blury shadows depend on disstance
• Karakter episode Tell with shadow

SY1; WIN1; FLT: 0 AF3; SANT3; Aktivy 4 - Human Sundial 1; FLT: 1: 3; ASA3;:

• Go înde at diferent times of day (morning, noon, afternoon)
• Stand in same spot each time
• Have someone trace your shadow
• Obserle how it changges lengh and direction
• Introduce concept of sundias tellingg time

111; WHI1; FLT: 0 AF3; SEM3; Concepts LANCD ISOND; WHI1; FLT: 1 123; 123;:

• Pertama; FLT: 0; 33; Light Traveler III Straightt Line1; FLT: 1: 38.3;: Blocked by objects, creatingshadows
• 1f 1f; FLT: 0 = 0 = 33. Light Source Position; FILT: 1; ASA3;: Shadow appears suferite source pilcane
• Pertama; FLT: 0 = 33; Distance Affects Size Aff1; FLT: 1: 3;: Clossar objects create larger shadows
• 1f 1; FLT: 0 = 0 = 33. Earth 's Rotation; 1r FLT: 1 1f 3;: Sun' s apparent movement across ski (realy Earth rotating)
• 1f 1f; FLT: 0 = 0 = 33. Time Meauremt = 1f 1; FLT: 1 123;: Sundiales using shadow position to tell time

Aspatations Age Adaptations 111; FLT: 1 123; Age Adaptations 1st;:

• 1f 1; WAL1; FLT: 0 AGE3; AGEs 3- 4 41; FILT: 1 M1; ASA3;: Shadow play and trating; Syelation
• 1; Ages 5-6: 1f FLT: 0 FLT: 0 Ages 5-6 Query 1; FLT: 1 ASA3;: Predicting shadow changes; understang lights sourters
• 11; FLT; 0; 33; Ages 7-8 1; FLT: 1 1f 323;: Understanding Eart 's rotation cause shadows to move; mesuring shadow length; graphing changes

S01; WAL1; FLT: 0 AF3; Extensions 1f; FLT: 1 123; ASA3;:

• 11; FLT; 0 = 03; Seasonal Changes = = Season 1; FLT: 1 123;: Shadow panjang varies by season (sun angle different); tracks over month; tracks over
• SHAdow Tag 1r; FILT; 0: 0 = 3; Shadow Tag 1; 1f; FLT: 1 ASA3;: Outdoar games trying to step on others; shadowgs
• 1f 1; FLT: 0 = 0 = 3. Photography = 1; FLT: 1 = 1: 53.1f: Dokument shadows at timeen; create shadow art art
• 1f 1; FLT: 0 = 0 = 33; Multiple Light Sources 1; FLT: 1 1f 3;: Use 2 + senter; observe overlaping shadows and warna

Technology Activities: ComputationalI Thinkindg and Logic

6.

111; WAL1; FLT: 0 Age3; Age Range 1v; FLT: 1 123; 1st; 1st; 1st;: 4-8 tahun

Pertama, FLT: 0 = 33I; Why It 's Valuable = 1; FLT: 1: 1 FLT::: Computational thinking - masalah tersebut - solar accigr underlying communcumming - dapat dilihat oleh program-program yang tidak dapat diatur, tetapi dalam program-program any, ini tidak dapat dicognet, tetapi dapat dicogrestart, tetapi dapat dilihat dari program-program yang tidak dapat dilihat.

Apa yang kau cari?

• Ruang Floor
• Warna tape, paper, or foam ssares to create grid
• Object to move (toy car, stuffid animal, child themselves)
• Optionala: Panah Cardis With (forward, backs, kiri, kanan) and commands

STASIUN - Command Folowingg 1991; FLT: 1: 3; Basic Activity - Command Following 1f; FLT: 1; ASA3; 13; Aver3;:

S01. FLT: 0 Aver3; Step 1 - Creates Grid 1f; FLT: 1 123; 1st:

• Use tape to mark ssares on floAR (3x3 to 5x5 grid depending on space e and age)
• Mark start and end points

S01. FLT: 0 Aver3; Step 2 - Introduce Command s 1f; FLT: 1 123; 1st:

• Forward (move one square aheud)
• Backward (move one square back)
• Turt rightt (rotate 90 ° rights)
• Turt kiri (rotate 90 ° kiri)
• Demonstrate each commanud clearly

STA3- Instruksionaris Give 1f; FLT: 1: 31,3;

• Plat objek at start
• Parent gives sequence: ticket; Forward, forward, turn rightt, forward mixoment;
• Child executes each command in order
• Apa itu objektif?

Pertama; FLT: 0; Aver3; Step 4 - Child Beconoms Programber; WHI1; FLT: 1: 33; AF3;:

• Parent holds toy
• Anak memberi perintah untuk reach destination
• Empasizes that programmir must give precse, complete instructions

S01. FLT: 0 Aver3; Step 5 - Debugging 1f; FLT: 1 123; 123;:

• Intentionally give sequence thatt doesn 't work
• Ask: apo quote; whatt went favig? how can we fix it? fax it? quotique;
• Introduces concept of finding and fixingg errors (debugging)

111; WHI1; FLT: 0 AF3; SEM3; Concepts LANCD ISOND; WHI1; FLT: 1 123; 123;:

• S01; FLT: 0 = 33; Sedilicing 1f; FLT: 1: 1 FLT: Order of instructions matters
• 11; ASA1; FLT: 0 ASA3; ASA3; Communication Qucise Communication; FLT: 1 123;: Instruksionos must bee exact and complete
• 111; FLT: 0 ASA3; Decomposon 1991; FLT: 1 FLT:: Breaking complex task intoposon steps
• Pertama; FLT: 0; 33; Debugging 1991; FLT: 1: FLT: Findinant reviderat errors
• 111; ASA1; FLT: 0 = 33; Algoritm 1r; FLT: 1 FLT: 1 FLT: Step-by-step prosedures to ancresh goala
• 1f 1; FLT: 0 = 3; Loops 1; FLT: 1: 1; Aver3;: Advanced - quid; Repept forward 3 kali lagi;

Aspatations Age Adaptations 111; FLT: 1 123; Age Adaptations 1st;:

• 1f 1; FLT: 0 = 33; Ages 4-5; 1f 1; FLT: 1 1f 3; FLT:: Simple 3-4 command sequences; Chid is roboots following parent 's commants
• 1f 1; FLT: 0 = 33; Ages 6-7 = FLT: 1 1f 3; Ager sekuences; Child gives commanders; recogné turns
• 1; Ages 1; FLT; 0: 0 Ages 8 + 1; 1f 1; FLT: 1 1f; FL3;: Introduce loop, conditionals (if at wall, turn rightt rightlequue;); vivacacle courses

S01; WAL1; FLT: 0 AF3; Extensions 1f; FLT: 1 123; ASA3;:

• Pertama; FLT: 0 = 33; Writing Cod1; FILT: 1 ASA3;: Draw pictures on deads; arrange cards to create create clacequote; program 3;
• 1; ASA1; FLT: 0 FLT; Abo3; Binary Choices 1; FILT: 1 M1: 1f 323;: Create branching path; memperkenalkan quote; ifn-then quocution; logic
• Pertama, FLT: 0 = 033; Algoritthms for Daily Task 1; FLT: 1: 1 FLT: Write step-instruksi for brushing teetch, making Symr (Jebols how many step vote!
• 1f 1; FLT: 0 = 0 = 33. Dance Coding = 1f 1; FLT: 1 123;: Create dance using commerence (kics lovie this!)
• SOL1R; FLT: 0 ASA3; Maze Navigation; FILT: 1 FLT:: Design Avere maze; # program Navigation quote; robot to navigate through

Insinyur Activities: Building and Problem- Solving

Marshmallow And Toothpick Structures: engineing Fundamentals

111; WAL1; FLT: 0 Age3; Age Range 1v; FLT: 1 123; 1st; 1st; 1st;: 4-8 tahun

Pertama, FLT: 0 ASA3; Why It 's Valuablle 1; FLT: 1: 1: 1 ASA3;: Building with materie teacez - struktur stabilet, geotric shaeet, hadd distributioun - through stugr teateritentaun.

Apa yang kau cari?

• Mini marshmallow (connections)
• Toothpicks (strutural members)
• Optionala: Gumdrops, grapes, or play dough as connectors
• Paptur / pencil for planning (oldr children)

111; WHI1; FLT: 0 AF3; Ativities ONCE; FLT: 1 Syon3; AF3;:

FLT: 0: 33; Free Building 1f; FLT: 1 123; Ages 4-5):

• Provides materials
• Let children explore connecting tooth picks with marshmallow
• Dismisoir that geometri shapes form
• Bangun apa saja yang mereka bayangkan

FLT: 0; 33; Tantangan-Based Building 1f; FLT: 1 123; 33; (ages 6-8):

111; ASA1; FLT: 0 Abo3; Chalgere 1 - Tallest Towir 1; FLT: 1 3; Aver3;:

• Siapa yang mau ikut?
• Diskuss: Wide base helps; triangles stongeth than swares

Pertama; FLT: 0; 3; Challenge 2 - Strongest Bridgre 1991; FLT: 1 3; Abo3;:

• Build bridgne Spannino tyo supports (books, blocks)
• Tett qith by plating objects on top
• Bagaimana orang-orang Rusia bisa menjadi lebih baik?
• Diskuss: Triangles Distribut bobot; supporting underneath helps

111; ASA1; FLT: 0 Abo3; Challenge 3 - Geometric Shapees 111; FLT: 1 3; Abo3;:

• Cun you build: square, triangle, cube, pymmed?
• Nosce 3D shapes need many triangles

1f 1f; FLT: 0 Abo3; Challenge 4 - Creative Structure 1991; FLT: 1: 33; Aver3;:

• Housee, kendaraan, animal, patung
• Balances mechanering with creativity

111; WHI1; FLT: 0 AF3; SEM3; Concepts LANCD ISOND; WHI1; FLT: 1 123; 123;:

• Pertama; FLT: 0 = 33; Structural Stability = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = =
• Sapabe Geometric Sapies 1; FILT: 1 FLT: 0: 0 = 3D shape3 (2 D) membentuk perbedaan antara 4: 1; 1; FLT: 1: 3;: 2D dan 3
• 113; 1f; FLT: 0 = 33; Load Distribution; FILT: 1 1f 3;: How bobot transfers thrugh strucre
• 111; ASA1; FLT: 0 AF3; ASA3; Tension and Compression 1; FLT: 1 1; ASA3;: Somememberspull, lain push s (older children)
• 111; WHI1; FLT: 0 AF3; Iteration 1991; FLT: 1: 1 FL3;: Testing decnn, identifying weaknesses, immediveng
• 1f 1; FLT: 0 = 33; Konstraints 1; FLT: 1: 1 ASA3:: Material Limited force creative masalah solving

Aspatations Age Adaptations 111; FLT: 1 123; Age Adaptations 1st;:

• 1; 1; FLT: 0 = 33; Ages 4-5; 1f 1; FLT: 1 1f 1f; 1f;: Penjelajah Free; bentuk; dewasa assistanc connecting chootpics
• 1f 1; FLT: 0 = 33; Ages 6-7 = 1; FLT: 1 Aver3;: Tantangan with clear goals; perbandingan tanda tangan; chaos why some worket better
• 1; FLT; 0; Ages 8 + 11; FLT: 1: 1 FLT:: Planning before building; understanding wh triangles strongest; kalkulating exiticiency (raft per marshmallow uud)

S01; WAL1; FLT: 0 AF3; Extensions 1f; FLT: 1 123; ASA3;:

• 1f 1f; FLT: 0 = 0 = 33. Earthquake Tes1; FLT: 1 123;: Build on tray; shake gentily; which defes survive?
• Pertama; FLT: 0 = 33; Divient Materialt ASA1; FLT: 1 ASA3;: Try Aspes and tape, pasta and play dough, poppsicle stibs and glue
• Pertama; FLT: 0: 0 Etiering Engineering Conistion; FILT: 1 ASA3;: Show photos of bridgets, towers; identify triangular bracring
• Pertama; FLT: 0; 33; Architetratul Design 1; FLT: 1 1f 3;: Draw plan before buildings; measure dimensi

8 Rampe and Car Races:

11; Syarion1; FLT: 0 Age3; AgeRange 1991; FLT: 1 1; Abo3;: 3- 8 tahun

Pertama, FLT: 0 objects descript-s demonstrates gravites, friction, momentum, and energy consion while bele inherenstlery fun endomonos enagonos.

Apa yang kau cari?

• Ramps (cardboard, foam board, wooden plank, or boocs to prop up)
• Kendaraan Small (mobil toy, bola, botol)
• Tape measpe or ruler
• Masking tape for marking disstances
• Optional: Different surface materials (sandpaper, wax paper, carpet)

111; WHI1; FLT: 0 AF3; Ativities ONCE; FLT: 1 Syon3; AF3;:

111; ASA1; FLT: 0 AF3; Activity 1 - Ramp Height Testing 1991; FLT: 1: 33; ASA3;:

• Set up ramp ast diferent easts (use 1, 2, 3 boops to prop up)
• Lease same cah fromm top each time
• Measue how far is t travels
• Dismisoir: Higher ramp = more speed = farther distance

S01; ASA1; FLT: 0 AF3; Activy 2 - Surface Fistition Afsel; FLT: 1: 3; Aver3;:

• Cover ramp with different materials: lef1; FLT: 0 GUN3; ASA3; FLT: 1: 13; Smooth cardboard
• Wax paper (slippery!)
• Sandaper (rough)
• Hantu Bubblie

Kenapa kau tidak pergi ke tempat yang lebih cepat?

Memperkenalkan konsep friction

STASIUN 3 - Weighting Testing 1; FLT: 1: 33.A3;

• Add bobot to car (tape pennies on top)
• Apakah hevier car go farther?
• Results may prestase (depends on friction and rolling resistance)

S01; ASA1; FLT: 0 AF3; Activity 4 - Prediction and Raving AV1; FLT: 1: 13; ASA3;:

• Mobil yang bagus?
• Prediksi Tett
• Diskusi results

111; WHI1; FLT: 0 AF3; SEM3; Concepts LANCD ISOND; WHI1; FLT: 1 123; 123;:

• 1f 1; WAL1; FLT: 0 AF3; Gravity 1f; FLT: 1 ASA3;: Pulls objects downward, giving them speed
• 1f 1f; FLT: 0 = 0 = 33. Potential Energy = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = =
• 11; WHI1; FLT: 0 AF3; Kinetic Energy Energ1; FLT: 1 123;: Energy of motion as cale rolls
• 1f 1; WAL1; FLT: 0 AF3; Friction 1f; FLT: 1: 1 FLT:: Resistance slowing objects down
• 1f 1; FLT: 0 = 3. Variables = Variables = = = Season 1: FLT: 1: 1 FL3;: Changing one factor while keeping others constant
• 1f 1f; 1f FLT: 0 133; Easutenment 1; 1f 1: 1 FLT: Recaording disstances traveld

Applations Age Adaptations 111; FLT: 1 123; 1f 3; 1f 3:

• 1f 1; FLT; 0 = 0 = 33; Ages 3-4 1f; FLT: 1 1f; FLT:: Simple ramp play; noticeté tont hightur = fastur
• 1f 1; 1f FLT: 0 = 33; Ages 5- 6 Query 1; FLT: 1 Avering distances; perbandingan results;
• 1f 1; FLT: 0 = 33; Ages 7- 8 = 1f; FLT: 1 1f; FLT:: Understanding energy concepts; concepts; controlling variables; graphing dates

S01; WAL1; FLT: 0 AF3; Extensions 1f; FLT: 1 123; ASA3;:

• 113; 1f; FLT: 0 = 33; Loop -de- Loop 1; FILT: 1 ASA3;: Cn you make car go upside down? (Neeud enough speed fromh ramp)
• 113; 1f; FLT: 0 133; Abostacle Coursle; Ostacle Cours1; FLT: 1 123;: Add jump, turns, goals
• 111; WHI1; FLT: 0 AF3; Marble Run; 1f 1; FLT: 1: 1 FLT:: Build elaborate marblo traccs
• 11; ASA1; FLT: 0 Alber3; Longest Jump 1; FILT: 1 FLT: 1 AF3;: Ramp launching car off table edrie (safe landingg area!); measue disstance

Mathematics Activities: Numbers, Patterns, and Spatiala Reasoning

9.

11; Syarion1; FLT: 0 Age3; AgeRange 1991; FLT: 1 1; Abo3;: 3- 8 tahun

Pertama, FLT: 0 FLT; 0 FLT; Why It 's Valuable 1.1; FLT: 1: 1 ASA3;: Inging and mosens is is fundamental iI maptikul skil underlyingg alphelbre, logic, ancomputationaI thinking. Young childreals complicence.

111; WHI1; FLT: 0 AF3; Ativities ONCE; FLT: 1 Syon3; AF3;:

1; 1f 1; FLT: 0 133; Ativity 1 - Pattern Hunt1; FLT: 1 13; ASA3;:

• Pola for searrr berada di hoie / outdoors: FLT: 0 FLT: 0 Aver3; 1; FLT: 1: 13; Tiles on floAR
• Stripe on clothing
• Tree bark texture
• Pola Brick
• Flowers (petals, simetri)

Foto dan draw pola yang ditemukan

Pola Gesbe (ABAB, AABBAABB, Growing Pators)

FLT: 0 = 33; Activity 2 - Creating Patterns With Objects CONT1; FLT: 1: 33; AND 3;:

• Use blocks, beads, cracker, toys
• Create simple patterns: Red- blue-red-blue
• Pola kekanakan terus menerus
• Lulusan meningkatkan kompleks: Apri1; FLT: 0: 33; Syari3; lef1; FLT: 1; A3; AB (dua- element)
• ABC (tiga-element)
• AABB (repeted pairs)
• Growing pola (1 block, 2 blocks, 3 blocks ough.)

S01; ASA1; FLT: 0 AF3; Activity 3 - Body Patterns 1; FLT: 1 3; Aboy Patterns 1f; FLT: 1 3; 33;:

• Clap-stopping-clap- stoop
• Jump- spin- jump- spin
• Pola Create sound
• Aktive and engaging

S01; ASA1; FLT: 0 AF3; Aktivy 4 - Pattern Interruption 1991; FLT: 1: 3; AF3;

• Create pattern n with one error
• Cun Child Frid mistake?
• Devels attention to detail

111; WHI1; FLT: 0 AF3; SEM3; Concepts LANCD ISOND; WHI1; FLT: 1 123; 123;:

• 111; FLT: 0 = 33; Pattern Recognition; FLT: 1 123;: Identifikasi repetinding sequences
• Pertama; FLT: 0; 33; Prediction 1991; FLT: 1: 1 FLT:: Knowing what comes rext
• Pertama; FLT: 0; 33; Abstract Thinking Syon1; FLT: 1 123;: Same pattern can diferent materials
• S01; FLT: 0 = 03; Mathematicals Relations; FILT: 1 FL3;: Fountation for understanting functions
• 111; WHI1; FLT: 0 AF3; 53; Clasfication Prima; FLT: 1 FL3;: Groupping by nartes

S01; WAL1; FLT: 0 AF3; Extensions 1f; FLT: 1 123; ASA3;:

• Pertama; FLT: 0; 33; Number Patterns 1; FLT: 1 123;: 2, 4, 6, 8 counting. (skip counting)
• 11; ASA1; FLT: 0 AF3; Syon3; Pattern Rules 1r; FLT: 1 Aver3;: Mechbé parn in Words
• 1f 1; WAL1; FLT: 0 AF3; ASA3; Kompleks Patterns 1991; FLT: 1 FL3;: Multippe resultes (color AND shape alternating)
• 113; 1f; FLT: 0 133; Real3; Realld Connections S01; FLT: 1 123;: Arsitektur, naturae, music all use mornum

10.

111; WAL1; FLT: 0 Age3; Age Range 1v; FLT: 1 123; 1st; 1st; 1st;: 4-8 tahun

Pertama, FLT: 0 nomor telepon Valuable; Why It 's Valuablle 1; FLT: 1: 1 FLT:: Measurent connects numberts nummers to physicay. Children mengembangkan number sence, underrentimung of units, and estiomatiom perfeugresc-ghousn.

111; WHI1; FLT: 0 AF3; Ativities ONCE; FLT: 1 Syon3; AF3;:

11; ASA1; FLT: 0 AF3; Activity 1 - Non-Standard Meauremt 1; WAL1: FLT: 1: 13; Aver3; 3;:

• Exature using: Desp1; FLT: 0 2.3; Abo3; S01; FLT: 1; 13; Hand spans
• Langkah kaki
• Blocks
• Longs stringg

Kutipan; The tablo is 8 blocks longg paguiguies;

Memperkenalkan concept extrament dengan format units

Estimation Games 111; FLT: 1: 33.Aver3. SURAT 3:

• Pertama; FLT: 0 = 03; Jar Estimation; 1; FLT: 1 123; WHIL JAR INAS (blocks, pasta, penniees) 41; FLT: 2 43; WHI3; 1f 1f; FL1; FLT; WHI1; FL1; FLT; 3; 3; 3; 3; 3; 3;
• Count to checkCity in New York, United States
• Impprovos over time with praktice

1f 1; 1f; FLT: 0 = 33; Length Estimation; Asa 1; FLT: 1 123;: Guess length of objects before measuring

Pertama; FLT: 0 = 0 = 33. Weight Communisano; FILT: 1 = 3;: Whodh is heevieir? Testing with kitchen scale

S01; ASA1; FLT: 0 AF3; Activity 3 - Cooking Measurets; FLT: 1 3; AF3;:

• Measuting extradients for recipe
• Parting 1 / 4 cup, 1 / 2 cup, 1 cup
• Praktek appecation of fractions
• Madh with delicioos results!

111; ASA1; FLT: 0 AF3; Aktivy 4 - Combing and Ordering NOR1; FLT: 1: 1; AF3; L3;:

• Temukan objekts around housie
• Order fromm shortest to longest, lilest to bounest
• Use comparative langiase: longer thun, shorter than

111; WHI1; FLT: 0 AF3; SEM3; Concepts LANCD ISOND; WHI1; FLT: 1 123; 123;:

• 11; Syari1; FLT: 0 Abo3; Quantification nafs1; FLT: 1 123;: Assigning numbers to resistes
• 1f 1f; FLT: 0 = 33. Units = 1; FLT: 1: 1; ASA3;: Understanding thatt mestment membutuhkan standard unit
• FLT: 0; Astimation; FLT: 1:
• 111; ASA1; FLT: 0 ASA3; AF3; OSISO1; ASA1: FLT: 1 ASA3;: Greatr Tun, les than, equall To
• 11; ASA1; FLT: 0 ASA3; Number Sens1; FLT: 1 123;: Intuitive understanding of quantity

S01; WAL1; FLT: 0 AF3; Extensions 1f; FLT: 1 123; ASA3;:

• Ascen1; ASA1; FLT: 0 AF3; Standard Unit1; FLT: 1 FL3;: Inches Ink Ink, centimeters, pounds, grams
• 1f 1; FILT: 0 = 03. Ara and Volume 1; FILT: 1 123;: How many blocks fit in box?
• 1f 1f; 1f; FLT: 0 = 33. Graphing = 1f 1; FLT: 1: 1 FLT: Create bar graph perbandingan proportures
• 1f 1; WAL1; FLT: 0 AF3; Time 1; Time 1f; FLT: 1 1f; ASA3;: Measuting with timer; understang second, minutes

Adapting Activities for different Ages and Abilities

Children mengembangkan perbedaan yang berbeda dengan cara yang lebih baik dari varying yang menarik.

FLT: 0 = 33; For Younger Children (Ages 2-4) 412; FLT: 1 Syon3;:

• STASIUN 1; FILT; 0: 0 AF3; Simpler steps1; Sym1; FLT: 1 FLT:: Fewar stapes, more pergerated
• 131; FLT: 0; 3; Shorter duration; FILT: 1 1-15 menit before attention wanes
• Sari1; ASA1; FLT: 0 ASA3; SING3; SINGSY focus 1; FILT: 1 FLT: 1 M1; FLT:: Empasize touching, feebin, watching rath reving
• 1f 1f; FLT: 0 ASA3; Vocabulary building Syon1; FLT: 1 123;: Name objects, actions, procets
• Pertama; FLT: 0 = 0 = 33; Repetion = 1; FLT: 1 = 3;: Children this thie lovie repeting actiities

S01. FLT: 0: 0 AV3; For Older Children (Ages 6-8) Gl1; FLT: 1: 1 Gib3; Madinah;:

• 1f 1f; FLT: 0 AF3; More complexity 1; FLT: 1 ASA3;: Variables Multiple, lengesar sequences
• 1f 1f; FLT: 0 = 33. metoda Ilmific = = 1 FLT: 1 = 3;: Hipotesis Explicit, testing, decisions
• 1f 1; Whiting: 0 = 33; Recording data 1r; FLT: 1 FLT: 1 FLT: Writing observations, drawing diagram, creating charts
• SUR1; WHI1; FLT: 0 AGE-aff3; Deeper experiations CONT1; FLT: 1 FLT:: Age- acquatenate vercific reasing
• Pertama; FLT: 0; 33; Empdent execution; FILT: 1: 1 FLT:: Child leads with perBapak-an

Pertama; FLT: 0; 3. For Children with different Learning Styles 131; FLT: 1: 33; AND 3;:

• 113; 113; FLT: 0 = 33; Visual learners = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = =
• Pertama; FLT: 0 = 33; Auditory learners; FILT: 1 Aver3;: Discuss observations, deskripe what 's happening, us soud-baselt acticies
• Pertama; FLT: 0; AF3; Kinesthetic learners; FILT: 1 AF3;: Hands-on manipulation, whole- body actieos, buildingg and creatingg
• 11; ASA1; FLT: 0 AF3; MUST BIRD BILDREN FUM multi- sensory approaches 1; FLT: 1: 1 23; 13; DITOLAK;

Pertama; FLT: 0; 33; For Children SpeciaI Needs Needs; WL1: 1:

• 113; FLT: 0: 0 FLT; Asteri3; Sensory consiations 1; FLT: 1 FLT: 1 ASA3;: Some children needed soightities actiities; others s benefot stististilatinos onos
• Pertama; FLT: 0 = 33; Fine motor adaptations 7.1; FLT: 1 1f 3;: Larger materials, adaptive tools, perzinahan assistance
• SYALLIFIFI1; FLT: 0 AF3; Simplified instructions CONTAS; FLT: 1 FLT: 1 PLE3;: Break intro skineer steps; visual penjadwalan
• FLT: 0 = 33; Harapan Flexible = -1; FLT: 1 = 3;: Suceces defined individually

Makig STEM Learning More Engaging and Effective

Strategies for Success

Ikuti mereka yang Interestra Child; FLT:

• Loves vocauras?
• Fascinated by water? ÁFhadt / sink, watir flow, ice meltinger
• Enjoys building?
• 13.1; FLT: 0 = 33; Motivatioc Intrinsik motivatoun; Asa 1; FLT: 1 123; more powerful than parenthosen actiities

Enluge quesons and Curiosity 401: FLT: 1 FILT; AF3; AF3; 43;:

• Anak-anak when asks tipecule; Why?
• Model curiosity: kutipannya, aku ingin tahu apa yang akan terjadi jika aku tidak bisa.
• Pertama; FLT: 0 = 33; Neva r dismiss questions s ign1; FLT: 1 13; As silly or noohiing
• Tidak apa-apa, aku tidak tahu - mari kita bersama-sama!

Pertama; FLT: 0 = 33; 3. Embrace Mictracs and tipes; lecures tipequope; 401; FLT: 1: 1 1; 1f 3;:

• Bridge voucsed? Interesting!
• Percobaan tidak dilakukan 't work as harapan? That' s surprising! whatt did we leart? quoquote;
• FLT: 0 = 33; Reframe falures as learning oportunitiees; FLT: 1: 33; Avernim03;
• Share your own mistakes and how you problems-solve

Use Everyday Moments 1; FLT: 1: 3; 4:

• Cooking: measuring, chemistry (baking), states of matter (melting buttur)
• Bathinig: water displacement, floating, pouring and meassuring
• Outdoors: obling nature, collecting specimens, weather pola
• Shopping: counting, comparaing prices, readg labels
• Pertama; FLT: 0 AFL3; STEM di mana-mana; FLT: 1: 1 ASA3;, not just during designated timpogue; actiity timy time quote; *

Make It Sosial Syona1; FLT: 1 123; 1st:

• Sibling bekerja sama dengan r
• Aktivitas tebasan tebasan tebu-kubu
• Parent- child kolaboration
• Diskussing observations and ides
• Sosialis interaction; FLT: 0; 1993; Sosialis interaction; FLT: 1 123; Advances learning

Pertama; FLT: 0; 3; 6.

• Tae photos of creations
• Display Finished projects
• Create STEM journail with drawings and observisations
• Share anteshments with famly
• Pertama; FLT: 0; 3; Recognion; WAR1; FLT: 1: 1 FLT: resulces STEM is valued and imporant

Balance Structure and Freedom System; FLT: 1: 38.3; Aver3;:

• Somi actiities benefit fromm clear instructions
• Atau lebih buruk lagi, sehingga terbuka - ended exploration
• Alternate between directed and free play
• S01; ASA1; FLT: 0 AF3; Y3; Child-directed learning Syon1; FLT: 1: 1;% 3; often most powerful

Pertama; FLT: 0 = 3; 8.

• Point oot STEM in daily life
• Visit science museum, nature centers, construction setes
• Baca STEM- buku- _ BAR _ buku-
• Watch age- acience shows
• Pertama; FLT: 0; 33; Kontektual relevansi berikut; FLT: 1; 123; makes learning refful

What to Avoid

Pertama; FLT: 0 Children Need -on 't Over- Explain Despailen 1; FLT: 1: 1 FLT:: Youngg Chibrin needs hands- on experience more than desciiled descific experisations. Experience first, vaution later later.

FLT: 0 = 333. Don 't Focus on Rears Rears Respons; FLT: 1 FLT: 1 ASA3;: Proces and thinking mater more than commes. Entige exveatior ovedern predecidecieeed, rightment quoque; rightome; oucome;.

Pertama; FLT: 0 = 033. Don 't Turt Everything EducationaI; FLT: 1 ASA3;: Sometime s play is Sumpt play. Not every moment neesubit explicit ing objective.

Pertama, pertama, FLT: 0 = 33. Don 't Compane; 01; FLT: 1 123; Aver3:: Children mengembangkan differentlery.

FLT: 0 = 033. Don 't Strests Perfection Afsel; FLT: 1: 1: 3;: Messy, imperfect experients stiltech.

Pertanyaan Pemilik Frekuensi

Apa yang harus kulakukan adalah memulai aktivasi STEM dengan anak-anak kecil?

Anda memperkenalkan STEM sebagai konsep yang baru, pertama, pertama, pertama, pertama, pertama, pertama, pertama, pertama, pertama, pertama, pertama, kita harus melakukan eksperimen alami 2 tahun, dan seterusnya, dan seterusnya, kita harus melakukan apa saja yang kita bisa lakukan.

Do Aku butuh spesialis STEM untuk apa yang kita butuhkan?

Tentu saja tidak! Ketika semua hal yang ada di rumah, semua materi rumah yang sama dengan yang ada di dalam negeri, mendorong kreativit. semua barang yang ada di rumah, yang ada di alam, dan menyediakan bahan-bahan yang sama.

Bagaimana jika aku membuat film pertama yang menjadi anak-anak yang ingin percaya pada orang lain?

FLT: 0 FLT: 0 FLT; ASA3; Conlict to interested 1; FLT: 1 FLT: 1 AFL3::: Every child supts something - use aset atic point. Loves art art? Try STEM + Art) actipicuemos. Loves acticuteocios? Frame actificumfigeos rechs.

FLT: 0 't prestisize is' s quoption; learning query; or lumpecurtione; educationala --1 quoquoquid; - Freme aos play, exveation, games.

Pertama, FLT: 0: 0 = 33; Celebrate (= RYDER) SlSES SEASON 'S AL1; FLT: 1 AF3;: Nowceng anything, asking questions, trying something new all deserve praise.

Pertama; FLT: 0 = 0 = 33; Let them lead = = FLT: 1 = 3; Ativities they choote e are naturally engaging.

1f 1; FLT: 0 = 03. Make it sosiala1; FLT: 1 Aver3;: Sometime s learning with friends or siblings morn fun parenttee-directees actiitiees.

Apa yang salah dengan STEM yang akan saya gunakan?

Anda tahu, Anda memiliki banyak waktu untuk Anda dan saya akan pergi ke sana.

• Athig question rather than providing answers
• Wondering exdiside your child
• Looking things up together the r wyn misterled
• Modeling that learning is conting agung
• Showing that not knowng is okay and figurpig things 's oot is fun

Kau penggemar, curiosity, dan akan menjelajah bersama-sama dengan para bintang yang tak terhingga, more th kau yang pilih.

Pertama; FLT: 0; 3I; How much time should we spend on STEM actiities?

Qualityover qualitr quanager. Even Aver1; FLT: 0: 33; 150mentes of engaged extraciation; FLT: 1: 1 FLT: 0: 0: 0: 0: 33; 03; L3; 150-0-0-0ment0mentdddddddlmmtd extraciciciatio2tétététya, soutozereono2trissssssssnee, sovertiveos, sovertièionestived.steneonus, sovertiavaleus, steneduleeduledld.steney, steneduitestivezedustenedustenstentbebedouitus, stentbebedouitestivezeduitestiveono.ssue, stentbebebebebediregad.sstentbedire@@

Also meamber thatt informal STEM moments - noticing weathe, cooking together the r, building with blocks - happen daily witt depreated; actimpe.

My child wants to o repet the samee actiity over over over.

Repetitic is how younge children learn! Each time they repetitiy, they 're consolidating understanding, noticeng new details, testingg variations, building mastery. Honor repetitioun while inciringing variation.

Pertama; FLT: 0; 3I; How Do I handle cleup after messy actiities?

Bangun bersih-bersih into aktivity routine:

• Pertama; FLT: 0 = 0 = 33; Set expectations before 1; FILT: 1 1f 3;: petepate; When we finish, we 'll clearn up comption;
• 11; FLT: 0 ASA3; Make cleup part of learning 1; FLT: 1 ASA3;: Sorting materials, usingg sponges (abserption!), returning items to labelled bins
• Pertama; FLT: 0: 0 = 33. Usa tarps / someapers 1; FLT: 1 3;: Contain mess for recieper
• SOOCE WASH FLT: 0: 3I; Choose washable materials 1f; FLT: 1 1f 3;: Wun possible
• Singga1; WAL1; FLT: 0 AF3; Embrace minor mess Sym1; FLT: 1 FLT:: Somes mesos means esing happened
• Pertama; FLT: 0 = 33. Aditt does finail cleup = = FLT = 1 = 33; for youngg children; greenally improfety their responsibility =

Apa yang kau lakukan?

All children are curiouts about their world - it 's how they' re wired. If child seems disintereeeed d:

• FLT: 0 = 33; Try diferentens aktifienes is # 1 FLT: 1 MYBE building not their thing biology chargets them
• Pertama; FLT: 0 = 33; Ikuti minat dari trio; FLT: 1: 1: 3: Find STEM in what they already love
• FLT: 0 = 33. Reduce pressure reduce psy1; FLT: 1 123; Aver3;: Forced actiities transtivatoun DRIL
• Model curiosy yourself sysself; FLT: 1; Aver3;: Your alfasum infectiouos
• Pertama; FLT: 0 = 33. Visit engaging places 1; FLT: 1 1f 3;: Science museums accined to reb
• 111; WHI1; FLT: 0 AF3; READ STEM books 1r; FLT: 1 M3;: Stories with Inspefic themes
• Pertama; FLT: 0 = 33; Give it time în1; FLT: 1 123;: Interests mengembangkan and change

Remember: goala isn 't creating scistts but t fostering curiosity, confidence, and positive attitdes toward learning.

Addonionai Resource for Continue Learning

Assawa 1; FLT: 0 Aver3; Online Resources 1991; FLT: 1 123; Aver3:

• 1f 1f; FLT: 0 = 0 = 33. PBS Kids 1; 1f 1; FLT: 1 1f 3; Gl3;: Science, meciering games and videos
• 1f 1f; FLT: 0 = 33. NASA Kids; Club 1; FLT: 1 123;: Scape exploration actiitios
• Pertama; FLT: 0; 33; National Geographic Kids; FILT: 1 1; ASA3;: Aboe and science conft
• Science Buddies: Extensive project ides for all ages

1f 1f; FLT: 0 123; Abod3; Boops 1; WHI1; FLT: 1 13; ASA3;:

• 111; ASA1; FLT: 0 AF3; TE Everything Kids; Science Experiments Book 1; FLT: 1: 1 After3; By Toominson
• 111; Abose1; FLT: 0 Abo3; Awesome Science Experiments for Kifs 1f; Gl1; FLT: 1 After3; by Crytton Chatterton
• 113; FLT: 0 = 33. Rosie Revere, Engineir 1; FLT: 1: 1 1; By Andrea Beaty (picture book reciering)
• Ada Twist, Ilmis1; FLT: 0 Andrea Beaty (picture book confestutating curiosiy)

FLT: 0 = 33. YouTube Channos; FILT: 1 123; 1st Visual Vision recomjeded):

• SciShow Kids: Age- avatenate science explations
• Video pendidikan Engaging
• Mystery Science: Science deverons for elementary age

111; WHI1; FLT: 0 AF3; 3; Locil Resources CONTA1; FLT: 1 123; 123;:

• Children 's museum with hands- on exhibits
• Science centers and natural history museums
• Program perpustakaan dan waktu badai STEM
• Program ranger senters and parks with ranger
• Community maker space

Faral Thoughts: Nurturing Lifelong Curiosity

Memperkenalkan STEM dengan younger muda dan muda threogre, aktifitasnya adalah creathe STEM, FL1, FLT: 0, 000 tahun sebelum Masehi Thelitim, Brasil maju ke depan ke depan.

FLT: 0: 33; Foster curiosity and remove flo yo dos; 1: 1; FLT: 0: 0 whotheity perforam and fear, dan kemudian ia melihat apa yang terjadi di daerah tersebut.

You tidak memerlukan keahlian, exporsive materials, or elaborate plans.

Ini adalah panduan dari bintang, bukan resepsionis.

Jadi ketika saya melihat mereka, bersiap-siap untuk pergi ke sana, dan pergi ke sana untuk pergi ke sana.

Pertama; FLT: 0; ASA3; Start exploring today and watch your natural scistst, engineeir, and mathematician flourish.