Forum Replies Created
-
Posts
-
Activity: Alka-Seltzer Rockets
I would definitely use the Alka-Seltzer Rockets activity in my classroom as it is a fantastic way to develop scientific inquiry through a fun, hands-on investigation. I have carried out this experiment with my own class before, and it is always a huge success. The excitement of watching the film canister launch immediately sparks curiosity and encourages children to ask questions about what caused it to happen.
Before beginning, I would ask the children to make predictions and explain their thinking. After each launch, we would discuss what they observed and consider how changing one variable, such as the amount of water or tablet, might affect the outcome. This would encourage children to think scientifically while learning about fair testing.
One resource that was completely new to me was the Marvin and Milo cartoons. I had never come across them before, but I think they are a brilliant way to introduce STEM concepts in an engaging and child-friendly way. I will definitely be using these cartoons in my classroom next year, as I know they will capture the children’s interest and provide an excellent starting point for inquiry-based learning.
I really like how you’ve linked the activity to The Way Back Home to spark the children’s interest. The focus on making predictions, carrying out a fair test and reflecting on improvements is a great example of inquiry-based learning. I also like the extension to paper aeroplanes and darts, as it helps children apply their learning to real-world examples.
If I were to use this activity in my classroom, I would begin by encouraging the children to think about different types of weather and the places in the world where they occur. I would use photographs of penguins and polar bears to spark curiosity and ask open-ended questions such as, “How do you think these animals stay warm?” or “Would they survive in Ireland?” This would allow the children to share their own ideas before investigating the science behind animal adaptations.
The practical investigation using Vaseline would be an engaging way for children to observe how a greasy layer repels water, helping them understand one of the ways penguins and polar bears are adapted to life in cold environments. Rather than simply explaining the concept, the children would experience it for themselves and discuss what they observed.
To extend the inquiry, I would ask pupils to compare how people and animals keep warm and encourage them to design their own “cold weather animal”, explaining the adaptations it would need to survive. This would provide excellent opportunities to integrate science, art and oral language while encouraging creativity. I feel this activity is a great example of inquiry-based learning because it encourages children to ask questions, make observations, discuss evidence and develop their understanding through hands-on investigation rather than simply being told the answers.
I really like the cross-curricular links you’ve included, especially how you’ve connected science with geography, maths and literacy. The insulation experiment is a great hands-on way to encourage children to make predictions and investigate their ideas. I also like your suggestion of designing animal shelters, as it gives pupils another opportunity to apply their learning through creativity and problem-solving.
I also like the story: Aliens stole my underpants. This would be another good story alongside the lovely story you mentioned. Child friendly and humorous. It would definitely get the children interested.
Activity Set – Stars
If I were to use this activity in my classroom, I would begin by using the story and video to spark the children’s curiosity about stars and the night sky. Rather than starting with facts, I would encourage the children to share what they already know and what they wonder about stars. Recording their questions would help guide the lesson and give them ownership of the learning.
Throughout the lesson, I would encourage the children to make predictions, observe carefully and explain their thinking. I would use open-ended questions such as, “Why do you think stars look so small?” or “Why can we only see stars at night?” instead of immediately providing answers. This would encourage children to think scientifically, justify their ideas and build on one another’s responses.
To extend the inquiry, I really like the “Draw Your Own Constellation“ activity. After learning about real constellations, I would encourage the children to create their own by joining the stars into a pattern and giving it a name and story. This allows them to use their imagination while reinforcing the idea that people have used the stars to tell stories for thousands of years. The activity also creates excellent opportunities to integrate oral language and creative writing, as pupils could present and explain their constellation to the class.
Overall, I feel this lesson promotes curiosity, creativity and inquiry-based learning. Rather than simply learning facts about stars, children are encouraged to ask questions, investigate ideas and communicate their thinking, making the learning both meaningful and memorable.
I have always loved learning about aliens with the kids when doing space. There is so much scope for cross integration! There are so many great ideas here and will use these in my classroom for sure next year.
Love using a story as a stimulus – I feel it really brings the children in and create a sense of excitement!
Activity: The Planets
If I were to use this lesson in my classroom, I would begin by exploring the children’s existing knowledge of space and encouraging them to ask questions about the planets. This would help create curiosity and give the children ownership of their learning from the outset. I would use the planet game to allow pupils to actively explore the Solar System rather than simply memorising facts.
Throughout the lesson, I would encourage children to make predictions, explain their thinking and ask their own questions. Rather than providing answers immediately, I would use prompts such as, “How do you know?” or “What makes you think that?” to develop their reasoning skills. I would also pause regularly to discuss what the children have noticed and encourage them to build on one another’s ideas.
To extend the inquiry, I would ask the children to work in small groups to create a model of the Solar System or investigate an individual planet using books and child-friendly digital resources. I feel this lesson provides an excellent balance of movement, discussion and exploration, allowing children to develop scientific knowledge through active inquiry while also building their confidence in asking questions and sharing ideas.
<p class=”isSelectedEnd”>I like the “What Does Gravity Do?” lesson as it provides an excellent opportunity to develop inquiry-based learning by placing children at the centre of the learning process. Rather than simply telling pupils about gravity, the lesson encourages them to observe, predict, investigate and discuss what happens when different objects are dropped and how magnets interact with various materials.</p>
<p class=”isSelectedEnd”>In my classroom, I would encourage children to make predictions before each investigation and explain the thinking behind their ideas. As they observe objects falling and test which materials are attracted to magnets, I would use open-ended questions to deepen their thinking, such as “Why do you think that happened?” or “What evidence supports your idea?” This would help develop important scientific skills including observing, questioning, predicting, communicating and interpreting evidence.</p>
The collaborative nature of the lesson also supports discussion and shared problem-solving, allowing children to learn from one another. By acting as a facilitator rather than simply providing answers, I can create a learning environment where curiosity is valued and children develop a deeper understanding of gravity through first-hand investigation. This approach reflects the ESERO inquiry framework by promoting active, meaningful and child-led learning. I will definitely implement this in my classroom!I really like how this lesson allows children to learn through exploration rather than simply being told the answers. The hands-on investigations and opportunities to make predictions naturally encourage curiosity and discussion, while the pair work helps children learn from one another. It is a simple but engaging inquiry lesson that develops both scientific thinking and confidence