Wonder Cards Wonder Cardswonder Cards
WONDERCARDSWONDER CARDSProvocations to ignite curiosity andinvestigation in early education.
WesQuintonWil lowBACKGROUNDWhylaQuidgetQuestThe Wonder Gang introduces pre-schoolers tothe powerful art of finding facts through inquiry,observation and experimentation. With the help oftheir quokka pals, the Wonder Gang kids (Willow,Whyla & Wes) model curiosity, cooperation,investigation and an infectious enthusiasm forlearning! They are confident and involved learnersas they problem-solve together to find answersto interesting questions while discoveringfascinating facts about Australian animals andnature along the way!EARLY EDUCATION CURRICULUM LINKSYoung children love to ask questions! It’s one of theways in which they make sense of the world andtheir place in it. The Wonder Cards can be used byearly childhood educators as provocations for youngchildren’s learning through inquiry, discovery andcreativity. It aligns with: The Early Years Learning Framework (EYLF)- Learning Outcome 2: Children are connectedwith and contribute to their world- Learning Outcome 4: Children are confident andinvolved learners- Learning Outcome 5: Children are effectivecommunicators The National Quality Standard (NQS)- Quality Area 1: Educational program and practice- Quality Area 3: Physical environmentexperiences provide opportunities for childrento revisit ideas and develop a range of skills andprocesses such as problem solving, experimentation,hypothesising, researching and investigating (EYLF,Learning Outcome 4.2).Thirty-five Wonder Cards provide ideas for waysteachers can implement inquiry processes tohelp children develop important dispositions forlearning such as wonder, curiosity and imagination(EYLF Learning Outcome 4.1). Follow-up learningWe encourage early childhood educators to print andlaminate the set of ABC Kids ‘Wonder Cards’ to usetogether with young children, both in early childhoodsettings and the home environment.1
‘Wonder some more’The Wonder Cards focus on flora, fauna andthe natural environment by exploring theinterdependence of living things. Each cardincludes six ‘Wonder some more’ questionsas a powerful tool to help educatorsexpand children’s thinking and extend theirunderstandings about environmental conceptssuch as sustainability, conservation andconnectedness to nature.One question can certainly lead to many moreand a question can also have more than onecorrect answer! The Wonder Cards encourageearly childhood educators to dig a little deeperto promote discovery through co-construction ofknowledge together with young children.The questions explored may also vary,depending of course on children’s changingideas, interests and responses. All WonderCards concentrate on exploration and learningabout nature and science the wonders of ourwonderful world!Using these questions as part of a curriculumdecision-making process provides inspiration forplanning “experiences for children that activelypromote or initiate the investigation of ideas,complex concepts and thinking, reasoning, andhypothesising” (NQS Element 1.1.1).‘Time to explore’ follow-up learning experiencesEarly childhood educators have a responsibility toprovide “responsive teaching and scaffolding” (NQSElement 1.2.2). The follow-up ‘Time to explore’ learningexperience ideas are cross-curriculum and encourageeducators to be intentional in their teaching by “usingstrategies (such as modelling and demonstrating,open-ended questioning, speculating, explaining andengaging in sustained shared conversations) to extendchildren’s thinking and learning” (NQS Element 1.2.1).Teaching and learning emerging from the ‘Time toexplore’ suggestions promote hands-on learningthrough play in the areas of STEM, visual arts,language, literacy and imaginative play. We’ve includeda wide range of open-ended experiences to provideopportunities for children to learn through play as theydiscover, create, improvise and imagine (EYLF).experiences in both the indoor and outdoor physicalenvironments. A mixture of commercial, natural,recycled and homemade materials is suggested tosupport learning (NQS Element 3.2.2).The NQS Element 3.2.1 requires educators to organisespaces that provide opportunities for children toengage in a variety of rich, meaningful, inquiry-basedexperiences. Using materials that encourage childrento become flexible thinkers and investigators asthey engage in play-based learning is also essential.Implementation of the Wonder Card inquiry projectswill enable teachers to organise inspiring learningMany of the ‘Time to explore’ ideas will also supportservices in helping children develop an understandingand respect for the natural environment, includingsustainable practices (NQS Element 3.2.3).2
‘Read and wonder’ picture book suggestionsWe’ve carefully selected a range of qualitypicture books suitable to support youngchildren’s learning, centred around thetopic of investigation for each Wonder Card.Picture books can further enhance children’sunderstandings about the world andintroduce new vocabulary and conceptsUsing children’s literature as part ofextended inquiry-based learning projectscan encourage children to pose their ownquestions and investigate the answers,thereby exercising their sense of agency andharnessing a spirit of investigation.11. Early Childhood Australia (ECA). (2012). National Quality Standard Professional Learning Program, Inquiry-based learning. E-newsletter No.45Watch and explore each 10min episodeof The Wonder Gang anytime viaShare the ways you have engaged with TheWonder Gang: Wonder Cards at your earlychildhood setting! We would love to shareyour photos and learning stories in theABC Kids Early Education Reflective Journal.Email us atearlyeducation@abc.net.au.ABC iview or the ABC Kids app.http://abc.net.au/earlylearningCopyright ABC Kids Early Education 20213
To print your set of Wonder Cards in the correct order, remember to set your printer to print both sides.1WONDERCARD WONDERCARDThe Kangaroo QuestionThe Emu QuestionWhy does a kangaroohave a pouch?Why can’t emus fly?In this episode, we discover facts about Australia’sbiggest, flightless bird – the emu. We learn that emushave heavy bones and small wing muscles, so theycan’t flap hard enough to get off the ground.In this episode, we discover that a kangaroo’s pouchprovides a warm, safe place for joeys to grow.Wonder some more .Wonder some more .1. What is a group of1. What do emus eat?kangaroos called?2. Where do emus live?2. What is a marsupial?3. How heavy is a fully3. Which othergrown emu?Australian marsupialscarry their babies ina pouch?4. How tall do emusgrow?4. What size are5. Why are emus good atnewborn joeys?running?5. What do kangaroos6. What other birds WONDERCARD2can’t fly?WONDERCARD 6. Can kangaroos swim? eat?The Crocodile QuestionThe Salty Sea QuestionWhy do crocodiles sunbake?Why is the sea salty?In this episode, we discover that crocodiles sit in thesun to warm their bodies because they are reptiles and reptiles are cold-blooded.1. Do all reptiles have backbones?Wonder some more .2. Why do crocodiles have1. Can we drink saltysharp teeth and powerfuljaws?seawater?2. How many oceans are in3. Why do crocodiles huntthe world?at night?3. Where does rain go4. What type of skinwhen it falls?covering does acrocodile have?4. Where does a rivermeet the sea?5. Where do babycrocodiles hatch from?5. Do fish live in estuaries?16. What kinds of animals livein the ocean? the reptile family?4In this episode we discover that salt in the sea comesfrom different places - rain, rivers and secret underseavents. This has been happening for millions of years,building up lots of salt in sea water!Wonder some more .6. What other animals are in3
WONDER CARD 3: The Emu QuestionTime to explore WONDER CARD 1: The Kangaroo QuestionTime to explore DRAW: Encourage children toobserve and discuss features ofan emu using images from picturebooks and photos. Invite children tocreate a shared drawing or painting ofan emu – children work together, adding differentfeatures to complete the artwork. INVESTIGATE: Investigate how longother marsupials (e.g. wallabies,sugar gliders, koalas, wombats andTasmanian devils) stay in their mother’spouch to grow. Together, create a picturegraph to visually represent and compare thelengths of time different animals remain in the pouch –from shortest to longest amounts of time.INVESTIGATE: Check out x-ray images offlightless birds online. Compare x-raysto those of expert flyers like an eagleor a seagull, then show bones in thehuman body. Talk about the similaritiesand differences children observe. MAKE: Look at photos/videos of Australian marsupialsand explore their features - they have a backbone,are warm-blooded and have fur or hair.Encourage children to create a cardboardbox diorama by constructing 3D animalmodels using a range of recycled andnatural materials. Support childrenin developing early engineering skillsby scaffolding conversations aroundsymmetry and balance as they build.Read and wonder ‘Emu’ (2015) by Clare Saxby andGraham Byrne ‘Eagle, Crow and Emu’ (2016) byGladys Milroy & Jill Milroy ‘Karana: The story of the father emu’ (2014)by Uncle Joe Kirk & Sandi Harrold‘Does a Kangaroo Have a Mother too?’(2005) by Eric Carle ‘Whose Bones?’ (2020) by ChihiroTakeuchi‘Malu Kangaroo’ (2018) by JudithMorecroft & Bronwyn Bancroft ‘The Box Boy’ (2011) by Mal Webster Wi l l ow Time to explore ENGINEER: Model and supportchildren to create mini river systemsin the sandpit using water, buckets,spades, rocks, sticks and recycledpipes. Investigate the workings ofnatural water flow and collection through trial anderror with these open-ended materials. MAKE: Cook playdough togetherby following a simple recipe andencourage children to use their sensesas they explore the ‘salt’ ingredient.Provide opportunities for childrento mould playdough replicas of riversystems in your local area, togetherwith other natural materials andaquatic animal figurines.Read and wonder We s ‘‘Commotion in the Ocean’ (1999) by Giles Andreae& David Wojtowycz ‘What Colour is the Sea?’ (2020) by Katie StewartWONDER CARD 2: The Crocodile QuestionTime to explore CREATE: Look at photographs ofcrocodiles in books/magazines andencourage children to identify therepeated pattern of a crocodile’s scalyskin and thick bony back plates. Provideopen-ended collage experiences using paperand other materials with repeated patterns (spots,zigzags, spirals, tessellations) to support children’searly mathematical understandings. CONSTRUCT: Use picture books to help explain thelife cycle of a crocodile to young children . Together,create a mini ‘crocodile habitat’ sensory play areausing - natural materials, adult & babysized crocodile figurines and woodeneggs. Encourage children to representthe sequence of a crocodile’s life cyclethrough this small world imaginative play.Read and wonder ‘Water World’ (2021) by Ben Rothery2Q u i n to n‘‘Really Remarkable Reptiles’ (2018)by Jake Williams‘No Way Yirrikipayi!’ (2020) by Alison Lester‘Shoo You Crocodile’ (2020) by KatrinaGermein and Tom JellettLink to EYLF Learning Outcomesincluding 4.2, 4.3, 5.3 and 5.4. Link to EYLF Learning Outcomesincluding 2.4, 4.1, 4.2 and 4.4. WONDER CARD 4: The Salty Sea QuestionW hy l aLink to EYLF Learning Outcomesincluding 2.4, 4.1, 4.2, 4.4 and 5.3. Link to EYLF Learning Outcomesincluding 4.3, 5.1, 5.2, 5.3 and 5.5.Read and wonder
To print your set of Wonder Cards in the correct order, remember to set your printer to print both sides.5WONDERCARD WONDERCARDThe Great Barrier Reef QuestionThe Koala QuestionCan you see the Great BarrierReef from space?Why are koalas sleepy?In this episode we discover that koalas are sleepybecause the eucalyptus leaves they eat don’t givethem much energy.In this episode we discover that the Great Barrier Reefis made up of lots of small coral reefs that grow next toeach other. Together, these coral reefs are so enormousthat they can be seen all the way from space!Wonder some more .Wonder some more .1. How much time do koalasspend sleeping?1. Where is the GreatBarrier Reef?2. What other animals are2. Why is the water anocturnal?turquoise colour?3. Are koalas a type of3. How are coral reefsmade?bear or marsupial?4. What types of sea4. Where do koalas live?creatures live there?5. What helps koalas grip5. Is the reef home to anypoisonous animals?tree branches so well? WONDERCARD6the reef stay beautiful andhealthy?WONDERCARD called?6. What can we do to help 6. What is a baby koalaThe Shark QuestionThe Bat QuestionDo sharks lose their teeth?How do bats fly in the dark?Wonder some more .Wonder some more .1. How many rows of teeth cannoises so they don’t bumpinto things in the dark?1. How do Microbats hearsharks have?2. What do Megabats and2. What do sharks eat?Microbats eat?3. Are all sharks3. What is a group ofcarnivores?bats called?4. What is the biggest4. Why do bats sleepshark in the world?upside down?5. What are bat wings5. Do sharks have a goodmade of?sense of smell?36. What other animals cansee in the dark? 6. Do sharks build homes in8In this episode we discover that bats are nocturnaland fly out at night to look for food. We learn thatMicrobats have big ears to listen for sounds as they fly,while Megabats (Fruit Bats) have big eyes that can seeamazingly well in the dark!In this episode we discover that most species of sharkhave lots of teeth that can fall out easily when bitingfood. Luckily they have plenty of extra teeth to replaceany they lose!the water?7
WONDER CARD 7: The Great Barrier Reef QuestionTime to explore WONDER CARD 5: The Koala QuestionTime to explore MAKE & PRETEND: Look at mapsand satellite images of the GreatBarrier Reef together online. Makeastronaut helmets using cardboardboxes and other recycled craftmaterials. Encourage children to pretendto be an astronaut in space and take ‘birds-eye’ viewphotos of A3 printed reef images using a digitalcamera or tablet. CONNECT WITH NATURE: Look ateucalyptus trees outdoors andencourage children to feel andsmell the leaves. Promote children’slearning about the natural environmentby talking about the relationships betweenliving things how koalas depend on eucalyptus treesto survive. Collect fallen leaves, sticks and gumnuts tocreate a nature collage. TALK & SCUPLT: Model inquiry processes by touching,observing and comparing features of sea animalfigurines. Use detailed language to talkabout the differences. Invite children tocreate with clay and sculpt creaturesliving in the Great Barrier Reef (e.g.seahorses, turtles or fish) to furtherdevelop their understandings. INVESTIGATE: Check out different kinds of animal feet/forepaws and their footprints in picture books. Usequestions to promote inquiry - How many toes arethere? Does the foot have nails, hooves or claws? Whatdoes the bottom surface of the foot looklike? Compare sizes and shapes of animal,human and even dinosaur foot/handprintsusing printmaking techniques withsponges and paint!Read and wonder ‘Somewhere in the Reef’ (2018) byMarcello Pennacchio & Danny Snell‘One Remarkable Reef’ (2020) by KellieByrnes & Rachel Tribout‘Good Night Great Barrier Reef’ (2020)by Adam Gamble & Mark JasperRead and wonder Wi l l ow Time to explore ‘Little Koala Lost’ (2016) by BlazeKwaymullina & Jess Racklyeft ‘Tippy and Jellybean’ (2020) by SophieCunningham & Anil Tortop& BalarinjiW hy l a WONDER CARD 8: The Bat Question‘Koala’ (2019) by Claire Saxby &Julie VivasLink to EYLF Learning Outcomesincluding 2.4, 4.1, 4.4, 5.3 and 5.4. Link to EYLF Learning Outcomesincluding 2.4, 4.1, 4.2, 5.3 and 5.5. WONDER CARD 6: The Shark QuestionTime to explore EXPERIMENT: Conduct scienceexperiments together to explorehow bats fly. Provide open-endedmaterials (straws, tape, scissors,ribbon) and small cardboard batcut-outs. Encourage children to find a way tomake the bat ‘fly’ using these materials. Scaffoldproblem‑solving and support children as they learnthrough trial and error. OBSERVE & EXPERIMENT: Sharephotos/illustrations of animalswith different sorts of teeth. ATyrannosaurus Rex had sixty serratedteeth! Look at a model of human teethand discuss why they are important and how to carefor them. Conduct a science experiment using boiledeggs dipped in soft drink to investigate ‘plaque’ andhow brushing removes it. PAINT: Invite children to create anopen‑ended mixed media collage of thenight sky using UV glow paint, texturedpaper, recycled loose parts and bat/starshapes. Support children’s developmentof important dispositions for learningincluding creativity and imagination. MAKE: Use a large cardboard box with a ‘mouth’ holecut in the middle to create a 3D shark collage picturetogether. Encourage children to count laminatedpictures of smaller animals, as they ‘feed’ them to the‘box shark’. Engage children in conversations aboutdifferent foods shark species eat asthey play e.g. hammer-head sharks eatstingrays, tiger sharks eat sea turtles andwhite sharks eat seals & dolphins.Read and wonder ‘Bat Loves the Night’ (2015) by SarahFox-Davies & Nicola Davies ‘Life Upside Down’ (2020) by Australian GeographicRead and wonder We s‘Bat vs Poss’ (2019) by Alexa Moses & Antil Tortop‘Bats at the Beach’ (2016) by Lies Brian4‘Shark Lady’ (2017) by Jess Keating &Marta Alvarez Miguens ‘My Teeth’ (2019) by Danny Snell‘Australia’s Amazing Sharks’ (2020) byAustralian GeographicLink to EYLF Learning Outcomesincluding 3.2, 4.1, 4.2 and 5.1.Q u i d g et Link to EYLF Learning Outcomesincluding 4.1, 4.2 and 5.3.
To print your set of Wonder Cards in the correct order, remember to set your printer to print both sides.9WONDERCARD WONDERCARDThe Red Earth Question11The Snow QuestionWhy does Australia look redfrom the moon?Does it snow in Australia?In this episode we discover that it only snows in placeswhere it is very cold like the Australian Alps andTasmanian Highlands.In this episode we discover that Australia’s surfacelooks red from the moon because of a process called‘oxidation’, which rusts iron in rocks and colours thesand & soil red. Australia is such a big country full ofso much dry land, so there’s lots of red sand and soilto see!Wonder some more .1. How are snowflakes made?Wonder some more .2. Are snowflakes differentshapes?1. What other metals rust?3. What is a blizzard?2. Where are some deserts4. Where is Australia’sfound in Australia?highest mountain?3. Why is Australia such a5. What are winter snowhot, dry country?sports?4. Does it rain in the6. Does it snow anywheredesert?else in the world?5. What is a sand dune?10WONDERCARD WONDERCARD 6. What is soil made of?The Echidna QuestionThe Platypus QuestionAre echidnas born with spikes?Why does a platypushave a duckbill?In this episode we discover that baby echidnas arecalled Puggles. They start to grow spikes about sixweeks after hatching from an egg.In this episode we discover that a platypus’ largeduckbill moves from side to side in the water to detectelectric signals from other creatures which helps itfind food. They’re water ninjas!Wonder some more .1. How many eggs does anWonder some more .echidna lay at a time?1. Why does a platypus2. Where does a Puggle liveclose its eyes when itswims?after it hatches?3. Do Puggles have fur2. Do platypus lay eggs?when they are born?3. Where do platypus4. Do echidnas havelive?teeth?4. What do platypus eat?5. What do echidnas eat?5. Do platypus have teeth?56. What is a group ofplatypus called? 6. Where do echidnas live?12
WONDER CARD 11: The Snow QuestionTime to explore PAINT: Model and invite childrento create snowflake shapes bypositioning craft tape onto canvastiles or thick watercolour paper.Children can use different shades ofblue watercolour paint media and brushes tocover the surface and tape snowflake, then peel off thetape to reveal their snowflakes! MAKE & PLAY: Follow a simple, visual recipe togetherand make ‘fake snow’ using cornflour, baking sodaand water. Place the snow in a large tray togetherwith star shaped cookie cutters, differentsized containers, pine cones and otherloose parts. Encourage children to buildsnowmen, mould mountains, makesnowflake shapes, explore concepts ofcapacity and use verbal language todescribe their sensory play.WONDER CARD 9: The Red Earth QuestionTime to explore EXPERIMENT: Make a simple ‘raingauge’ using a recycled plastic softdrink bottle or cylindrical container.Together, mark lines at regularintervals and write the measurementsin centimetres. Support children’s learning aboutmeasuring, number recognition, capacity and weatheras they check the levels of rain received each day. PAINT: Invite children to mix sand withwarm paint colours (red, orange, yellowand brown) and create a textured 3Deffect painting. Help children experimentand express their ideas as they makemeaning through this painting technique.Read and wonder Read and wonder ‘The Snow Wombat’ (2017) by SusannahChambers & Mark Jackson ‘Dear Earth’ (2020) by Isabel Otter &Clara Anganuzzi‘The Man From Snowy River’ (2020) byA.B Paterson & Freya Blackwood Wi l l ow Time to explore MAKE & PRETEND: Create platypusdress up props (e.g. duckbill mask,furry tail, webbed feet) together usingdifferent textured fabrics and art/craftmaterials. Wearing masks, encouragechildren to pretend to swim in the ‘river’like a platypus and find ‘food’ (plastic worms) usingtheir senses of hearing and touch only. Develop youngchildren’s environmental awareness of the impactof human activity on the platypus’ river habitat andexplore other endangered species.TALK & CREATE: Talk about how platypushave a bill like a duck, a flat tail like abeaver and webbed feet like an otter!Create other strange looking ‘mixed-up’animals by cutting and pasting magazinephotos of different native Australiananimal body parts together e.g. echidnanose on a possum.Read and wonder ‘On the Way to Nana’s’ (2018) by Frances Haji-Ali,Lindsay Haji-Ali & David Hardy‘Mrs White and the Red Desert’ (2017) byJosie Wowolla Boyle & Maggie PrewettWONDER CARD 10: The Echidna QuestionTime to explore CREATE: Further investigate thebody coverings on echidnas byinviting children to use clay andother recycled resources (e.g. popsticks and fur-like materials) to sculptdetailed echidna models. Encourage children to usenatural materials and loose parts to construct a‘home’ for these echidna creations, similar to theirnatural habitat – among rocks and hollow logs. TALK: Share traditional Aboriginal Dreamtime storybooks about how the echidna and other Australiannative animals got their distinctive features. Createstorytelling ‘Wooden Spoon AnimalPuppets’ together using collage craftmaterials. Encourage children to retellstories to support emerging literacyskills and consideration of diversecultural perspectives.Read and wonder ‘Little Platypus’ (2000) by Nette HiltonWe s& Nina Rycroft‘Platypus’ (2017) by Sue Whiting & Mark Jackson‘Wilam: A Birrarung Story’ (2019) byAunty Joy Murphy & Andrew Kelly 6‘Eric the Postie’ (2017) by Matt ShanksQ u e st‘The Coloured Echidna’ (2020) by Eunice Day‘Scaly-Tailed Possum and Echidna’ (2010)by Cathy GoonackLink to EYLF Learning Outcomesincluding 2.2, 5.2 and 5.3. Link to EYLF Learning Outcomesincluding 2.4, 5.1, 5.3 and 5.4.‘Australia Illustrated’ (2018) by Tania McCartney WONDER CARD 12: The Platypus Question W hy l aLink to EYLF Learning Outcomesincluding 2.4, 4.2 and 5.3. Link to EYLF Learning Outcomesincluding 4.2, 4.4, 5.1 and 5.3.‘Why I Love Australia’ (2016) byBronwyn Bancroft
To print your set of Wonder Cards in the correct order, remember to set your printer to print both sides.13WONDERCARD WONDERCARDThe Blue Heeler Dog QuestionThe Sand QuestionWhy do Blue Heeler dogs look blue?What is sand made of?In this episode we discover that Blue Heelers (orAustralian Cattle Dogs) have black and white hairscovering their body. We learn how our eyes mix thesetwo colours together to make the colour ‘blue’ whenwe look at the fur from a distance.In this episode we discover that sand can be madeup of rocks, soil, minerals, gemstones, shells or coral.Water, wind and rain break these materials down intotiny sand grains. It takes a long time!Wonder some more .Wonder some more .1. Why does their fur coat have1. Where is sand found acrosstwo layers?Australia?2. What colour are Blue2. What colour/s is sand?Heeler puppies whenthey’re born?3. Does beach sandfeel different todesert sand?3. Why does the RedHeeler dog look red?4. What important job4. What is the sand made5. Are there different5. What animals liveof at your local beachor river?do these cattle dogshave?good pets? WONDERCARD146. What things are madeusing sand?WONDERCARD16The Big Lizard QuestionThe Rainforest QuestionWhy are there so manyinsects in rainforests?What is the biggestlizard in Australia?In this episode we discover that the biggest livinglizard in Australia is a type of goanna called a Perentie.We learn that an even bigger, giant goanna called aMegalania lived thousands of years ago but it’snow extinct.In this episode we discover that insects are attractedto the many different types of plants in warm, tropicalrainforests for their food and shelter and to warm uptheir bodies.Wonder some more .Wonder some more .1. Where is the largest1. How long can a Perentierainforest in Australia?lizard grow?2. What types of plants2. Where do goannas laygrow in rainforests?their eggs?3. What insects live in3. What other typesrainforests?of lizards live inAustralia?4. How many legs doinsects have?4. What do lizards eat?5. How do insects use5. Are lizards part of theplants to survive?7reptile family?6. What is the world’slargest reptile? live in the DaintreeRainforest?in sand? 6. What other animals make types of dog breeds?6. What birds and animals15
WONDER CARD 15: The Sand QuestionTime to explore Time to explore EXAMINE & TALK: Invite children touse their senses to explore a varietyof natural objects that can make upsand - rocks, gemstones, shells andsoil. Use magnifying glasses to closelystudy any repeated patterns e.g. spiral patternson shells or striped patterns on rocks. Facilitatesustained shared conversations about theircharacteristics. EXPERIMENT: Provide resources(empty juice bottles, water,food colouring, measuring jugsand funnels) for children toexperiment with colour-mixing. Modelmathematical and scientific languagewhile encouraging children to predict & experimentwith making primary colours. Scaffold problemsolving skills and develop understandings by visuallyrecording their research findings.EXPERIMENT: Hypothesise andinvestigate together which materials(sand, salt & uncooked rice) will be ableto pass through the holes of a sifter. Askchildren to separate the ingredientsinto three small bowls first and thenobserve/record which materials remainand which pass through the sifter. INVESTIGATE: Invite children to use a microscope toinvestigate and observe how differentobjects (e.g. coins, sugar, leaves or insects)look magnified compared to the nakedeye. Using paper/pencil and clipboards,encourage children to draw what they seeand develop essential literacy skills.Read and wonder Read and wonder Wi l l ow ‘Blue the Builder’s Dog’ (2017) by JenStorer & Andrew Joyner‘Magic Beach’ (2004) by Alison Lester ‘To the Beach!’ (2005) by Linda Ashman& Nadine Bernard Westcott‘Banjo and Ruby Red’ (2013) by LibbyGleeson & Freya Blackwood ‘When Billy was a Dog’ (2019) by KirstyMurray & Karen Blair‘A Trip to the Beach’ (2019) by Gwyn Perkins Time to explore MEASURE: Together, use nonstandard measurement tools (e.g.blocks or pop sticks) to compare andmeasure lengths of different types oflizards on laminated photo cards. Next,ask children to position the lizard photos in order ofsize from shortest to longest. Model measurementvocabulary and develop children’s mathematicalunderstandings. BUILD: Provide open-ended resourcese.g. wooden blocks, lizard figurines, treebranches, grass, rocks, small boxes,masking tape. Encourage children touse these materials to construct lizardhabitats by expressing their ideas andmaking meanings about these reptiles.Read and wonder WONDER CARD 14: The Rainforest QuestionTime to explore ENGINEER: Use loose parts, smallcarboard cartons and natural objectsto help children design and constructa home for an insect e.g. termite nestor spider web. Encourage children toresearch details about their chosen insect first andthen draw technical plans for their ‘home’ beforebuilding. RESEARCH: Intentionally introduce the concept of‘biodiversity’ (the rich variety of living things) inthe Daintree Rainforest, by exploring relationshipsbetween living things. Research facts about insectsonline and investigate their role in a rainforestecosystem. For example, look at photos/videos of Australian native bees & discusshow they collect pollen from flowers totransfer seeds and make honey . yum!Read and wonder ‘Is your Grandmother a Goanna?’(2009) by Pamela Allen ‘The Great Lizard Trek’ (2018) by Felicity Bradshaw& Norma MacDonald ‘Anna the Goanna and Other Poems’(2008) by Jill McDougall & Jenny TaylorWe s8 ‘Where the Forest Meets the Sea’(1990) by Jeannie Baker ‘Step Gently Out’ (2018) by Helen Frost & Rick LiederQ u i n to n‘We Build Our Homes: Small stories ofincredible animal architects’ (2018) byLaura Knowles & Chris MaddenLink to EYLF Learning Outcomesincluding 2.4, 4.2, 4.4, 5.2 and 5.5. Link to EYLF Learning Outcomesincluding 4.2, 4.3, 4.4 and 5.1. WONDER CARD 16: The Big Lizard QuestionW hy l aLink to EYLF Learning Outcomesincluding 4.2, 5.1, 5.2, 5.4 and 5.5. Link to EYLF Learning Outcomesincluding 4.2, 5.1 and 5.4. WONDER CARD 13: The Blue Heeler Dog Question
To print your set of Wonder Cards in the correct order, remember to set your printer to print both sides.17WONDERCARD WONDERCARDThe Ice QuestionThe Jellyfish QuestionWhy does ice melt?Are jellyfish really fish?19In this episode we discover that unlike fish, jellyfishbrea
'Wonder . s. ome . m. ore' The . Wonder Cards. focus on flora, fauna and the natural environment by exploring the interdependence of living things. Each card includes six 'Wonder some more .
237 MANUAL-PARTS & OP 6002/6032 Little Wonder 4.08 240 Inst Crack Cleaner Little Wonder 3.37 241 CABLE-THROTTLE, B&S GAS EDGER Little Wonder 23.69 246 Belt Slackner Assy Little Wonder 12.89 Page 2 of 148. Little Wonder 2018 Parts Price List 8/10
3 8 Stone Block Cards 18 Mummy Cards 18 Hededet Search Cards 10 Treasures 2 Chests 6 Scorpions 18 Sobek Search Cards 10 Treasures 2 Chests 6 Crocodiles 8 Adventurer Cards with a Game Aid on the back plus 4 double-sided Game Aid cards. 1 Ankh Card 4 Horus Cards 5 Thoth Cards 5 Anubis Cards 18 Rubble Search Cards 10 Equipment Cards
Activity: 'I wonder' Discuss with children their first impression of the book. Was there anything in particular that stood out to them? Has is made them wonder anything? Begin by modelling this e.g. I wonder if Uncle Tony has been kidnapped? I wonder if Aunty Bindi's spot will go in time for the wedding? I wonder if the wedding will take .
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3 Consumer understanding of prepaid cards. User understanding of prepaid cards. Perceived benefits. Awareness. Comparison of payment options. Market take up G Types of Prepaid Cards 1.Gift cards 2.Payroll cards 3.Travel (FX) cards 4.Teen (youth) cards. 5.Underserved market. 6.Government/Benefit cards. 7.Per diem 8.Insurance cards 9.Incentive cards
CONTENTS 25 Craft Cards 24 Wood Cards 11 Wild Cards 9 Stone Cards 8 Iron Cards 7 Gold Cards 6 Diamond Cards 5 Creeper Cards 5 TNT Cards? service.mattel.com 4 Card Holders 1 2 3
40 Player Focus Cards 8 Player Diplomacy Cards ct e ces. ys s d . 8 Victory Cards (6 standard, 2 fort) ive us 3 14 World Wonder Cards n, f s . er m 9 ad h s. 8 City-State Diplomacy Cards 2 Natural Wonder Tokens (double-sided) 2 City-State Tokens (double-sided) 1 Tech Dial 13 Plastic Figures (face and pointer) en h n s o a . l . g en d . I .
course. The course was advertised as a training for social and philanthropic work. Birmingham was the first UK University to give aspiring social workers full status as students. From its founding in 1900 University staff had been actively involved in social welfare and philanthropic work in the City of Birmingham. Through research into the employment and housing conditions of poor people in .
