Firstly, I really enjoyed the idea of the polar bear and penguin role play. We do Polar Regions as a theme during Integrated Learning through Play. We do a lot about ‘Why polar bears don’t eat penguins?’ when starting off. I like that now, I can take it a step further and it will be a lovely precursor to the theme of Space Travel Agent.
The main activity that I will look at today is the moon. Often I focus more on the Moon Landing so with the activities in this set, I will be able to develop it further.
The Trigger
Video of moon landing.
Wondering & Exploring:
What is happening? Where are they? How did they get there? Why do you think they went there? What does the ground look like?
Using ‘Moon Stories from Around the World’ stories and images ( https://nightsky.jpl.nasa.gov/docs/MoonStoriesASP2019.pdf ), show pictures of the moon. What can you see now? What does the ground look like now? Explain the word ‘crater’. Do all of the craters look the same? How do you think these craters were formed? Why are some craters smaller/bigger than others? Discuss what might have hit the moon to create the craters.
Starter Question & Predicting:
What happens when moving objects hit the surface of the moon?
Conducting the Investigation:
Explain that we are going to use basins of sand, flour and rice to pretend to be the surface of the moon and we are going to drop objects on them to make our own craters. Discuss what objects would be best and why? Initially focus on spherical shaped objects. For further development, examine what happens when they’re not spherical.
Divide children into groups of 4/5 and give each group a choice of which ‘surface’ they are going to use. Ensure that at least one of each ‘surfaces’ is used. Using various sizes of spherical objects suggested, the children will drop these balls one at a time into each box and observe what happens to the sand/rice/flour.
Interpreting Data/Results:
Examine and discuss what happened to the ‘surfaces’ after the objects were dropped? What is the same about the craters? What is different about the craters? How was the biggest one made? What about the smallest one? Why were they different? Which ‘surface’ made shapes most like the moon? Why do you think this is? What happens if we use objects that aren’t spherical?
Applying Learning, Making Connections & Thoughtful Actions:
Based on what they have discussed, children continue to make their own surface of the moon, similar to the Meet Our Neighbours: Moon activity. Depending on the class, this activity could be done in pairs or small groups to encourage further peer discussion about the surface and how to represent it best/ Show and tell their moon to the class
Reflection:
Through higher order questioning, teacher observation and the creation of their moons, along with the group work, the teacher will assess the children’s development of the concept. To further encourage more questioning in relation to the moon, the children will watch Paxi & Our Moon