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Rockets Investigation: Which Flying Machine Travels Furthest?
I would begin the lesson with the question, “What makes something fly, and does the shape of a flying machine affect how far it travels?” The children could examine photographs of rockets, aeroplanes and other flying objects and discuss what they notice about their shapes. We would also talk about the forces involved when we throw or launch an object, particularly the push that starts it moving.
The children would then make and test two different flying machines. The first would be a folded paper aeroplane. The second would be a hoop glider made by attaching two circular paper loops to two straws. Before making them, the children could predict which design they think will travel further and explain their reasons through writing, drawing, discussion or a voice recording.
The children could work individually or with a partner to construct and decorate both designs. The activity would use simple materials such as paper, lightweight card, straws, tape, scissors, crayons and markers. During the construction stage, I would encourage the children to consider whether the size of the paper loops, the position of the straws or the way the paper aeroplane is folded might affect its flight.
We would create a launch line in the hall or yard and test each flying machine several times. After every launch, the children would measure the distance travelled using metre sticks, measuring tapes or non-standard units such as footsteps or floor tiles. They could record their results in a simple table and identify the longest and shortest flight for each design.
At the end of the investigation, we would compare the results as a class. The children could discuss which design travelled furthest, which flew in the straightest line and whether their original predictions were correct. They could then make one change to a design and test it again, helping them understand that investigating involves designing, testing, measuring, recording and improving.
“Why don’t polar bears need to wear coats?” would be the question I would use to introduce a winter theme based on animals that live in freezing environments. This type of question immediately encourages young children to share their ideas about fur, feathers, snow and ice.
The lesson could begin by exploring how different animals are suited to life in extremely cold places. Rather than concentrating on one animal, the children could investigate polar bears, penguins, seals and Arctic foxes. We would discuss their body coverings, how they find food and the ways they keep warm. The children could also compare the Arctic and Antarctic and discover that polar bears and penguins do not actually live in the same region.This theme would work particularly well during Aistear. I could create a frozen-world investigation area by placing small animal figures inside blocks of ice. The children would work together to rescue them using warm water, droppers, spoons and other safe classroom materials. They could predict which method would melt the ice most quickly and describe the changes they observe.
The activity could naturally lead into an age-appropriate conversation about climate change. We could consider what might happen to cold-climate animals if their environment became warmer and the sea ice began to disappear. This would allow the children to develop scientific language and problem-solving skills while also encouraging empathy and care for the natural world.
Activity Set: Designing an Alien for Mars
I would begin the lesson by showing the children a picture of Mars and asking them what they notice. We would discuss that Mars is a cold, rocky and dusty planet. It has very little oxygen, strong winds, low gravity and only a small amount of water. I would explain that their challenge is to design an alien that could survive in these conditions.
Before they begin, I would give the children specific questions to help them plan their alien:
How will your alien breathe when there is very little oxygen?
Does it need a mask, special lungs or another way of breathing?
How will it keep warm in the freezing temperatures?
Will it have thick fur, layers of skin or a hard outer shell?
What senses will it need to survive on Mars?
What colour will it be and will this help it hide in the red dust?The children could first draw and label a plan of their alien. Depending on the class level and ability, they could write sentences, record their ideas orally or explain their design to an adult. They could then make their alien using playdough, clay, recycled materials or other art supplies.
When the aliens are finished, each child could introduce their alien to the class and explain at least three features that help it survive on Mars. I would encourage the children to explain the reasons behind their choices rather than only describing what the alien looks like.
To finish the lesson, I would ask the children to imagine that their alien had to move from Mars to Neptune. Neptune is much colder, has extremely strong winds and does not have a solid surface like Mars. How would their alien need to change? Would it need a thicker body, a different way of moving or the ability to float through the planet’s atmosphere?
Activity Set: The Planets
I would use the Planets game as an introduction to the lesson. This would get the children active and involved straight away. As they land on each planet, I would ask them to say the planet’s name aloud or repeat a simple planet rhyme to help them practise and remember the order of the planets.
I think using a song, movement and repetition would be helpful for children who learn in different ways. We could also make up actions for each planet, for example pretending to shiver on Neptune or showing how large Jupiter is with our arms.To extend the lesson, I would show the children clear pictures of the planets and ask them to look closely at their colours, patterns and sizes. They could then create their own planets using playdough, paint, chalk or drawing materials. The children could also work together to place the planets in the correct order from the Sun.
Children often already have a great interest in space and may know some unusual facts about the planets. I would give them time to share these facts with the class. I could finish the lesson with a quick blooket quiz, anograms,etc where each child names one planet.
Love the shadow idea. I’ve used it in maths to measure different shadows of the same thing but at different times of day.
One inquiry-based activity I would use in my classroom is an investigation into why plants do not grow naturally on the Moon. Students would begin by sharing their ideas about what plants need to survive, such as water, air, light, nutrients, and a suitable temperature. They would then research conditions on the Moon, including its lack of atmosphere, extreme temperatures, limited water, low gravity, and poor soil conditions.
Working in small groups, students would compare the needs of plants with the conditions found on the Moon and use evidence to explain why plants cannot grow there naturally. They could also design a model of a lunar greenhouse and suggest ways scientists might overcome these difficulties.
I like this activity because it encourages curiosity, teamwork, problem-solving, and critical thinking. Instead of simply memorising facts, students investigate a real scientific question and use evidence to reach a conclusion. I would finish the lesson with a class discussion in which students explain their findings and reflect on how plants might one day be grown on the Moon.