ABSTRACT
Consider the way in which primary school teachers used the following experiences to plan a series of lessons. Although the two examples that follow are very different in application, they both link science with experience to promote subject
knowledge. They do this by making connections to open up dialogue with children about their understanding. A creative approach to planning for science is one where learning is significantly more personal. The pupil is at the centre of the learning
and the creative teacher seizes the moment to adapt plans and encourage involvement. This is quite different from science teaching where knowledge is regarded as something to be transmitted with a predetermined outcome and logical steps to
achieve it.
