{"id":17644,"date":"2020-10-20T10:37:05","date_gmt":"2020-10-20T10:37:05","guid":{"rendered":"http:\/\/www.erickson.international\/en\/?page_id=17644"},"modified":"2020-11-18T11:45:44","modified_gmt":"2020-11-18T11:45:44","slug":"science-on-the-fly","status":"publish","type":"page","link":"https:\/\/www.erickson.international\/en\/science-on-the-fly\/","title":{"rendered":"Science on the Fly"},"content":{"rendered":"
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Science on the Fly<\/h1>\n

First classifications of animals and plants<\/strong><\/p>\n<\/div>\n


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A tool for exploring the classification of animals and plants, reorganizing the knowledge that children already have.<\/p>\n

Science on the fly <\/em>allows you to experience managing complexity without getting lost<\/strong>, in a very short time, by playing with taxonomy.
\nSo here is a ladybug that belongs to the beetle family, which belongs to the insects, which in turn are part of the arthropods, which belong to the invertebrates … and so on.<\/p>\n

The richness of the images and the clarity of the overall picture<\/strong> stimulates the interest and curiosity of children. In addition, the attached cards<\/strong> – which show the animal or plant and its classification on the back – allow them to consolidate what has been discovered. Like in a game<\/strong>, you can also do it with your classmates.<\/p>\n

Find out more!<\/a><\/p>\n<\/div>\n<\/div>\n


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HOW TO USE THE BOOK<\/p>\n

Science on the fly<\/em> is a tool to leaf through from beginning to end in the span of 30 minutes (more or less).<\/p>\n

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  • You can flip through the pages quickly <\/strong>reading only the titles to amaze those who want to be amazed by so much complexity, without the obligation of immediate understanding.<\/strong><\/li>\n
  • At least for the first reading, take care not to break the rhythm with additions and insights, because with mental structuring, the symmetrical recording of time plays a decisive role.<\/li>\n
  • Resist the temptation of insights that open up new problems.<\/li>\n
  • Try not to ask pupils questions but only answer their possible questions.<\/li>\n
  • Ask the children if they desire any further information.<\/li>\n
  • Use the stimulus of images<\/strong> for copying exercises. Each image involves an incomparable reading of symmetries and asymmetries.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n

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    Leaf through some pages of the book which have been translated into English to facilitate your evaluation of the product:<\/strong><\/p>\n<\/div>\n

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