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After guessing, the child began to put all the small ball combinations in the water and observed the changes after the pressure from the hands.

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The child used the various balls provided to make guesses before putting them into the water.

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Learning opportunies ( Link to 100 Language)

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Learning opportunies ( Link to 100 Language)

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children as independent surveyors, make guesses and assumptions through the initial questionnaire. At the same time, children can accurately sum up and freely combine according to the characteristics of objects in this activity. At the same time, in the second half of the activity, children can freely choose materials that are put into the water to conduct experiments indoors or outdoors. In the process, children can exercise the ability to record data, and at the same time, they can come to conduct experiments. Children can use this activity to develop their skills in many areas of study and develop their potentials. for example, they can communicate the result in many ways. they can use many language skills or body language. Besides, they can also train the team cooperation ability in this process. two people put things into the water together at the same time. the other person can take charge of recording and inviting parents to join in while they develop the team cooperation.

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On the table in the main area of the activity, I tried to focus on the natural materials, all the materials are not made in advance, but the children can be the main creative, free to play with the creative materials. At the same time, I have prepared all the safe liquids suitable for this activity. Children can use these excitatory liquids to compare with water in later spontaneous exploration and put different objects in these liquids and water for summarizing the characteristics. At the same time, I also put some magnifiers or some color-coated cards, and some animal models in the water. These materials can help children to think about more levels and can also be used as a profile of provocation to help children to improve their creativity and the enthusiasm of investigation. Finally, I will consider the safety of the overall material and environmental design. Some safety Challenges will also be set in the environment, considering their age suitability.

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I added a weight balance in the science corner of the classroom two to three days in advance and encouraged the children to discuss how to use each other. Next to it were placed colored balls of different weights and materials, some plastic, some foam, and some glass marbles. At the same time, I also placed some books on the density of water in the environment, which are suitable for children of this age group to read. These books revolve around the simple physical knowledge of water and are accompanied by vivid pictures that children can understand to express complex concepts. On the wall of the classroom, I posted some related pictures and vocabulary cards, and for the next two days, circle time invited the children to make sentences on their initiative for these words, or let the children explain the meaning of these words.

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“investigate and describe how objects can be collected, grouped, and organized according to similarities and differences (e.g., attributes like size, color)” (Full Day Kindergarten Curriculum, 2016, 20.5) In this activity, I have provided many kinds of pellets. these pellets have similarities and differences, and these differences allow them to float on the water or sink to the bottom. Children can make logical guesses about some other objects before they are put into the water through constant experiments and assumptions and summarizing these floating objects during this activity. From these categorical summaries, children can understand complex concepts of density and can also explain a lot of physical knowledge.