By looking at pictures, children can compare sizes of stars, planets, animals, plants, microorganisms, molecules, etc. There are no verbal or written explanations. Space – the sun is the centre of the universe. Children probably aren’t aware of much beyond our Sun.

Children can use the scroll bar below the screen to zoom in or out to explore objects of another size. Use in any topic, but especially space or microorganisms to offer a sense of scale for these things. Ask children to find out objects the same comparative size, smaller or larger than an area you are working on….. e.g. “What is smaller than an ant?”File not writeable: /var/www/html/wowscience.co.uk/wp-content/plugins/special-recent-posts/cache/srpthumb-p2697-105x77-no.jpg You could use the story of the scientist (if it is a good story) or you could choose a great novel or picture book that has something within it that you can investigate. To prompt questions, scientific discussion, and support independent learning (probably just for KS2 children): It’s something I have created over the last 10 years. It’s a ‘hands-on’ collection of skulls, skeletons, skins, antlers, feathers, wings, taxidermy and insect specimens. All relate to British animals. The display spreads over 12 trestle tables and includes exhibits from birds, mammals, amphibians, reptiles, fish and insects. Delicate objects are in display cases but many objects can be handled.

One way to use stories is to tell the story of the scientist. If the scientist faced a particularly difficult set of circumstances then the story of the scientist can be engaging. Ideally, I would recommend lining up your science lessons to follow the plot line of the story you are reading, stopping to investigate as you go. Sometimes, as teachers, we find it hard to read a whole novel to the class. It takes a long time and often the majority of our time is directed.Another approach is to story tell the whole story in one go and then revisit aspects of the story as you progress through the science topic. I have written and collected some stories for science teaching which are designed to be told by the teacher and then the children (Science Through Stories, Smith and Pottle, Hawthorn, 2015). They are short stories which the children can learn themselves, using the Storytelling Schools method. History is an obvious candidate for teaching through stories as the content is largely cause and effect and there is often an emotional content to a historical story too, which engages the reader/listener. But what about science? How can we engage that story-processing brain when learning about science? The children learn the story as they would learn a Greek myth. It is only when we make a model water cycle and start talking about evaporation and condensation that the children recognise Eva’s game from the story and realise it is the same as the processes in the water cycle. Again, the story stands alone: it is a good story. The science is the helper but it is not the star. Conclusion. That is the centre of a good story and it must be at the centre of a good science story. If it doesn’t move you –it is not a good story. Stories for science.