Incorporating the ESERO outdoor activity (ESERO Activity 1) provides a dynamic way to introduce the solar system to children up to first or second class. This approach combines movement, music and visual art to make learning engaging and age-appropriate. However, to enhance the inquiry-based learning experience, I would incorporate a structured research task.
Engage and Prompt
To initiate curiosity, I would start by showing students an image of Mars using Google Maps Space (https://www.google.com/maps/space/mars/). I would ask an open-ended question, such as “What do you think it’s like on Mars?” This visual prompt would engage students and encourage them to share their initial thoughts and wonderings about the planet.
Wonder and Explore
Students would then engage in a group discussion where they share their observations and ideas. For instance, they might notice that Mars appears to be a uniform colour and start to question whether it has oceans like Earth. This collective wondering serves as the foundation for identifying testable questions.
Investigate
The next step would involve guiding students to contribute a suggestion that can be tested (or hypothesis). For example, based on their observations, they might hypothesise that Mars doesn’t have any oceans because they don’t see blue areas on the surface. To test this, they would use the Google Mars tool to zoom in and explore the planet’s surface, checking whether their prediction is accurate.
Reflect and Share
After their investigation, students would come together to share their findings. This reflection phase allows them to discuss whether their predictions were correct and what new information they’ve learned about Mars. They can also document their findings through drawings or simple reports, reinforcing their learning.
Extension Activity
To extend the activity further, students could create simple models of the planets using craft supplies, representing features they’ve discovered during their investigation. Additionally, during music lessons, they could create their own songs or soundscapes to represent the characteristics of different planets, deepening their understanding through creative expression or learn the ESERO planet song (Activity 1) as outlined in my above response.
Conclusion
By incorporating these inquiry-based steps into the ESERO activity, students are not only engaged in active learning but are also encouraged to think critically and explore scientific concepts. This approach ensures that learning about the solar system is enjoyable and also rooted in inquiry based learning and discovery.
