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Lovely linkage with SSE here and literacy with the Oliver Jeffers book. I forgot to include the idea of a fair test. Great idea!
I will probably use all of the activities from this module as they were really fantastic, and I know they would engage my 1st class really well. The activities are practical, hands-on and encourage the children to ask questions, make predictions and learn through investigation. For this assignment, though, I will focus on the Mouse Rocket activity with my class.
Engage:
To engage the children, I would begin by showing the launch of the Vega rocket video. This would generate excitement and encourage discussion about rockets, space travel and how rockets get into the air. I would then encourage the children to share their own ideas and predictions before moving on to the investigation. I could pose some “I wonder” questions to get the children thinking about what causes the rocket to launch.
Investigation:
During the investigation, the children would work together to design, build and launch their own Mouse Rockets. They could test different designs, observe what happens and discuss how they could improve their rockets. I could introduce the vocabulary “air resistance”, “gravity”, “air pressure”, “compression”.
We could then discuss this science in the real world by squeezing a ketchup bottle and how the air pressure works on the liquid to displace it.
Next steps:
To take the next steps, I would use the Marvin and Milo balloon and coin rocket activities to extend the children’s learning. These follow-on investigations would allow the class to compare different types of rockets and explore the forces involved in a fun and engaging way. I think this sequence of lessons fits really well with the Curious Minds inquiry framework and encourages children to think like scientists while developing their curiosity and problem-solving skills.I couldn’t agree more! I have emailed myself all the links to the drives with the module information. My own children are listening in and watching this course over my shoulder, and they are fascinated with the course content and the fabulous comic strip drawings and experiments. The water gun is so easy and effective. Marvin and Milo are really engaging characters too. Definitely one to bookmark!
Our school has always had a really strong focus on Maths, and over the years we’ve built a positive culture around STEM through events like Maths Week, Science Week and Engineering Week. While these initiatives are a great success, I think our next step is to strengthen the teaching of Science and scientific skills throughout the school on a more consistent basis.
As part of our School Self-Evaluation (SSE), I think it would be worthwhile to focus on developing pupils’ science skills through our regular weekly or fortnightly science lessons. The new Primary Curriculum places a strong emphasis on inquiry, investigation and developing scientific thinking, so this would fit really well with the direction we want to take.
A good starting point would be a whole-staff discussion to identify what we’re already doing well and where the gaps are. We have completed a resource inventory in the past, but it would be useful to update this, restock equipment where needed and ensure each class level has access to the materials required for hands-on investigations.
I also think some targeted CPD would be beneficial. Building staff confidence in teaching science through inquiry would help ensure the new curriculum is implemented consistently across the school. By combining regular science lessons, appropriate resources and professional learning, we can build on our existing strengths in STEM while giving children more opportunities to develop the curiosity, questioning and investigative skills that are at the heart of the new Science curriculum. We had some really beneficial input from OIDE this year for Maths and it was so lovely to have the time and space to discuss ideas and share and hear from OIDE on what more we could be doing. Input like this would really help steer our SSE plan.
Some lovely ideas for cross-curricular linkage and integration. The SPHE link about what makes us special and how it links to aliens is fabulous.
The Martian coming to visit is genius, it would really spark their imagination and cause great excitement.
Activity Set: Space and Aliens
I’d use the “Special Life” from ESERO lesson and Space Week “design a maritian” lesson as a base for my lesson.Engage:
I would display a photo of planet Earth or use Google Earth and ask the children if they know what we are looking at. We could zoom in on where we live and discuss what makes planet Earth special.
I would then bring up a photo of the solar system and pose the question, “I wonder whether anyone lives on the other planets?”, “what if they visited Earth?”, “what would you show them? ” “what would the alien look like?”Investigate:
In groups, I’d ask them to design an alien and then create the alien from modelling clay and pipe cleaners. We could discuss our aliens with the whole class and how they survive on the different planets- what special features they have to help with the lack of gravity, water etc.Next steps: We could extend the activity by designing/drawing the planet they live on.
We would end the lesson, though by reminding the class that aliens/other life has not been found on any other planet and why Earth can be inhabited but other planets can’t.I chose this activity too. I think the children will really engage with it. I forgot to include the safety element about reminding the children not to look directly at the sun! I must remember to include this in my lesson!
Activity Set: The Sun and Shadows
I teach in Junior School and I thought the lesson on the Sun and Shadows was fantastic. I will definitely be trying this with my class this year.
Engage:
I would start by showing pictures of sunny and cloudy days and comparing the pictures. I would use “I wonder” questions to help elicit prior knowledge. If the children don’t notice the shadows I might ask “I wonder what those grey shapes are?”. I love using song and music as a stimulus so I would use the Seasame Street song “My Furry little Shadow” https://www.youtube.com/watch?v=HCm7j-lZ-KQ to introduce the concept of a shadow.
Investigating:
Using torches and classroom materials (counting bears, furniture from the dolls house,lego/magnatile creations) each group could set up a mini village. We will then pretend the torch is the sun. I would share some prompts that they can investigate- what happens when the sun is over the village, when the torch/sun is low/ high etc.
Extension:
We could then go outside the following day and draw our partners’ shadow in the morning, around lunch time and before hometime and see how it changes throughout the day.
Taking the next step:
Read the book “What makes a shadow” and provide a worksheet/grid where the children can draw the shadows from outside and record their fidnings- e.g “In the morning my shadow was…..”, “in the afternoon I noticed it was taller/shorter”, “by hometime my shadow had…..”Hi Ciara,
This sounds like a fab introduction this topic. Have you watched any of Chris Hadfield’s videos? This video shows how to clean up a spill in space https://www.youtube.com/watch?v=8Hj3GnPRsJ4
Inquiry Based Lesson:
Engage:
In the past, I have used the ESERO lesson “Magnetic Detectives” with my 1st class. They usually love learning about magnetism and playing with our Magna-Tiles.
I’d begin by showing a paperclip moving “by magic” with a hidden magnet and asking the children what they think is happening. I could pose some “I wonder” questions to spark curiosity and encourage them to make predictions.
I often use a KWL chart and we could complete the K and W sections of the chart first.
Investigate:
Working in pairs, the children could test a range of everyday objects to see which ones are magnetic, recording whether their predictions were correct. We’d then come back together to discuss what they noticed and introduce vocabulary such as “magnet”, “magnetic” and “attract”. Rather than telling them the answers first, they discover through investigation that magnets only attract certain materials. They could draw a line down the middle of their whiteboards and record/place the magnetic/non magnetic items on the corresponding side.
Next Steps:
To finish and apply their learning, the children could become “Magnetic Detectives” and search the classroom for objects to test.
We could make connections between our toys and how we use them -Magna-tiles for building and the counting bears to sit inside their creations.
We could plan for our next lesson on magnets- trying to make a car (Matchbox) move.Hi, my name is Aindrea. I teach first class in a large urban school in Dublin. I love watching Chris Hadfield videos about space. They loved learning that in space, astronauts recycle their urine for drinking water! I also love that there is no sound in space! Sounds like bliss sometimes in a busy class! 😂