Forum Replies Created
-
Posts
-
Hi Janet, I really enjoyed reading your ideas for this lesson! You’ve highlighted so many meaningful ways it can be extended across the curriculum. I particularly like your link to environmental awareness.
Engage: To introduce this activity, I would begin by linking it to Alien Chemistry to spark curiosity and imagination. I would tell the children that we are going to act as scientists investigating a strange “alien drink” that behaves in unusual ways. I would show them a glass of fizzy water and ask them to observe it closely—what can they see, hear, or notice? We would discuss the bubbles and where they might be coming from. I would then ask the children to predict what might happen if we added an object to the drink?
Investigate: During the investigation, the children would explore how and why the raisins move. Working in small groups, they would carry out the experiment themselves using raisins and carbonated water. I would encourage them to observe and note what happens when bubbles attach to the raisins and cause them to rise, and what happens when the bubbles pop. The children would be encouraged to describe their observations using simple language such as gas, bubbles, float, and sink. We would discuss how the gas (carbon dioxide) in the fizzy water sticks to the rough surface of the raisins, making them less dense so they rise, and then sink again when the gas escapes. This supports skills such as observing, predicting, and explaining.
Next Step: To extend their learning, I would encourage the children to explore further by testing different objects to see if they “dance” in the same way. They could also compare fizzy and still water to investigate the difference. This would deepen their understanding and allow them to apply their learning through further inquiry.
Reflect: This activity is highly engaging and provides a strong foundation for introducing basic scientific concepts in a fun and accessible way. It promotes curiosity, scientific thinking, and the use of scientific vocabulary.
Hi Lorraine, I really enjoyed reading your post and agree with your reflection that effective STEM learning does not have to involve complicated equipment! Often the most effective learning experiences are the ones that are hands-on, child-led and connected to children’s experiences. This activity is a lovely example of inquiry-based learning in the infant classroom and one I could definitely see myself adapting and using with my own class.
To introduce this activity, I would begin by exploring the children’s prior knowledge of coats through discussion and questioning. I would ask them about their own coats – what they look like, when they wear them, and what they are made of. To spark curiosity, I would use a “feely bag” with different materials inside. The children would place their hands inside and describe what they feel using sensory language such as soft, rough, or smooth. This would immediately engage their interest and encourage descriptive vocabulary, while linking to the concept of materials and their properties.
During the investigation stage, the children would act as scientists by exploring and testing the properties of different coat materials. They would observe and describe materials using vocabulary such as waterproof, absorbent, soft, and rough. I would guide them to make predictions about which materials would keep us warm and dry, followed by simple tests such as sprinkling water on fabrics to see which are waterproof. They would compare results and group materials based on their properties. This encourages skills such as observing, predicting, testing, and classifying, while developing an understanding of how materials are chosen for specific purposes.
As a follow-up, I would extend learning by asking children to design their own coat. They would consider factors such as weather, materials, and practicality. This supports creativity and application of their learning in a real-world context.
This activity is effective as it is hands-on, interactive, and cross-curricular. It supports language development, scientific thinking, and mathematical skills.
Hi Michelle, I really enjoyed this lesson outline. Linking the ESERO activity with SPHE is a lovely way to make the learning more meaningful. Encouraging students to recognise what makes them unique, while also exploring what life might be like elsewhere, creates a really engaging contrast and supports their sense of identity and belonging.
Activity Set: Space and Aliens
I would use this activity set with my 2nd class students.
I would organise the lesson as follows:
Engage: I would begin by showing images of Mars from landers and briefly exploring it using Google Mars to spark interest and curiosity. We would discuss what we notice about the planet such as its red colour, rocky surface and lack of water. I would ask the question: “What is the best material to create a Martian landscape?” This would encourage the children to think, share ideas and make predictions.
Investigate: The children would work in small groups to firstly design and later create their own Martian landscapes using materials such as sand, clay, stones and paint. They would be encouraged to experiment, observe and discuss their choices as they build. I would support them in using descriptive and comparative language throughout.
Take the Next Step: We would compare the models to real images of Mars and discuss similarities and differences. I would then link learning to how animals adapt to different environments and encourage children to rethink their Martian designs.
Reflection: To conclude, we would reflect on what worked well, what we learned about materials and Mars, and what we might change next time.
Hi Michelle, that sounds like a lovely engaging lesson and really well suited to infant classes. I also love how you used the My Little Furry Shadow clip to engage their interest. It’s age-appropriate and a great way to introduce the concept in a fun way too!
Activity Set: The Sun
The learning outcome is for children to recognise that light comes from different sources.
The lesson would be structured as follows:
Engage: I will begin by darkening the classroom and turning on a torch. I will ask the children how we are able to see. I will then ask where the light is coming from? I will lead the students to a discussion about different light sources, including the sun.
Investigate: the students will take part in a “light hunt” around the school identifying and recording different light sources and objects that do not give off light. In groups, they will group what they have found into “light sources” and “non-light sources” and explain their thinking.
Take the Next Step: We will go outside and explore how the sun acts as a natural light source, observing how it helps us see and noticing shadows it creates.
Reflect: We will discuss what we discovered, focusing on how we know something is a light source. What surprised us? What new light sources did we find?
Hi Joe, this is a really engaging inquiry based activity for junior classes. The lesson structure is very clear and places emphasis on prediction, investigation and reflection. I will definitely try a lesson like this out in the future!
After reading the course materials, the inquiry-based activity I have chosen is an Egg Drop Challenge with a space theme. I would do this with my 2nd class students. We would focus on this question: how can we design a safe rocket to protect our astronaut (the egg) when travelling back to Earth?
I would structure my lesson as follows.
Engage: I will begin by showing the children images of astronauts and rockets, and discuss how astronauts travel safely to and from space. I will then introduce the challenge – our egg is an astronaut, and we need to design a rocket that will keep it safe. I will ask the students “what do you think a good rocket needs to protect the astronaut?”
Investigate: The children will then draw their rocket designs and explore how different materials might protect the astronaut inside. Using materials such as cotton wool, bubble wrap, cardboard and paper, they will work in small groups to build their rockets.
Outside, the children will drop their rockets from a set height to test their designs. We will observe what happens. Did the rocket protect the astronaut? Did it stay intact? What worked well and what would you change?
Take the Next Step: We will look at real rockets and space capsules and compare them to the children’s designs, identifying similarities and differences.
Conclusion: As a class we will reflect on the lesson. What surprised us? What worked well? What would we do differently next time?