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Lesson Plan: Exploring the Plough (Big Dipper) through the Stars
Objective: Encourage children to explore and understand different ways of looking at the Plough constellation using inquiry-based learning.Introduction (10 minutes)
Start with a question: “What do you know about the stars and constellations?”
Show a picture of the Plough (Big Dipper) and ask: “Have you seen this in the night sky?”
Activity 1: Observation and Inquiry (15 minutes)Take the children outside at night or use a star chart app to find the Plough.
Ask: “What shape do you see? How does it look to you?”
Discuss how the Plough is part of the larger Ursa Major constellation.
Activity 2: Cultural Perspectives (15 minutes)Share stories of the Plough from different cultures (e.g., “The Great Bear” in Greek mythology, “The Drinking Gourd” used by escaping slaves in the USA).
Ask: “Why do you think different cultures see different shapes and stories in the same stars?”
Reflection and Discussion (10 minutes)Encourage children to draw their own version of the Plough and create a story around it.
Ask: “How does your version compare to the ones we discussed?”
Conclusion (10 minutes)Recap what they learned about the Plough and constellations.
Prompt them to ask more questions and explore other constellations on their own.
By encouraging observation, cultural exploration, and creativity, children engage deeply with the concept of constellations and learn that there are multiple ways to see and interpret the same stars.Hi Emma, Love the hola hoop idea great opportunity for active learning and differentiation for all children.
Activity: The Sun and Shadows
Activity: Expanding Air
Using this experiment in the classroom provides a hands-on learning experience about the behaviour of gases under different temperature conditions. It allows students to directly observe the principle that air expands when heated and contracts when cooled. By engaging in this activity, students can connect theoretical knowledge with real-world observations, reinforcing their understanding through practical application.I would introduce the activity by discussing the properties of gases and the kinetic theory of matter. After explaining the setup, I would guide students to make predictions about what they expect to happen to each balloon. This encourages critical thinking and hypothesis formulation. Following the observation period, we would reconvene to compare the balloons and discuss the outcomes. This would be an opportunity to delve into why the heated balloon expanded and the cooled balloon contracted, linking these observations to the movement and energy of air molecules.
Finally, I would have students reflect on the importance of controlling variables in experiments. This exercise demonstrates how precise measurements and controls lead to reliable and interpretable results, a fundamental aspect of scientific inquiry. By actively participating in this experiment, students develop a deeper appreciation for the scientific method and the nature of gases.
Part 2 – Inquiry Based Learning Lesson
Inquiry-based learning is a dynamic and engaging approach I plan to use in my fourth class science lessons. This method encourages students to ask questions, investigate, and discover answers, fostering a deeper understanding and love for learning.
For instance, in a lesson about the water cycle, I would start with a thought-provoking question like, “How does water travel from the ocean to the sky and back again?” Students would then form hypotheses and conduct experiments, such as simulating evaporation and condensation with everyday materials. By observing these processes firsthand, students can draw connections and develop a clearer understanding of the water cycle.
Possible materials for this lesson might include:
- Clear plastic cups
- Water
- Food colouring
- Plastic wrap
- Ice cubes
- Small mirrors
- Flashlights
- Thermometers
- Sponges
Throughout the lesson, I would facilitate discussions, guide explorations, and encourage students to share their findings. This approach not only builds scientific knowledge but also enhances critical thinking, problem-solving skills, and collaborative learning. By actively engaging in their learning process, students become more curious and motivated, making science both fun and meaningful.
Hi Fiona, haven’t heard of ‘rocket mice’ before, sounds great. I also love the further enquiry options, would love to try this in the coming year . Thanks for sharing!
Aoife
