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I think the Design a Martian activity from the Space Week Resource is a really fun and creative way to help children learn about adaptation. I would begin by chatting with the class about Mars and what they already know about it. We would talk about what it might be like to live there, thinking about how cold and rocky it is. To introduce the idea of adaptation, I would compare Mars to the Arctic and ask the children how a polar bear survives in such a cold environment. We would discuss its thick fur, layer of fat and large paws before thinking about what features a Martian would need to survive on Mars.
I would have them make one using materials such as coloured card, pipe cleaners, pom-poms, feathers, recycled materials and googly eyes. The children really enjoy practical, hands-on activities like this. As they make their Martians, I would ask them to talk about why they are adding certain features and how these would help their creature survive.
To extend the activity, I would get the children to work in small groups and make a Mars diorama using recycled materials. They could include craters, rocks and mountains before placing their Martians into the habitat they created. At the end, each group could present their Martian and diorama to the class and explain how their creature is adapted to survive on Mars.This is a really nice, hands-on inquiry lesson that gets the children thinking and doing. I can see the children really enjoying this lesson especially the shadow tracing outside. This is a lesson I could use in SET.
I would use the “Day and Night” activity from My Sky Tonight as I think it’s a great, hands-on way to help the children I work with in SET understand what actually happens between day and night. I would start off by talking about their own daily routines, like coming into school in the morning, having lunch during the day and getting ready for bed at night, identify what activities they do during the day and what activities they do during the night.
By using visuals and real objects, like picture cards for day and night, and combining this with a sorting activity where the children decide what belongs to each, the children are learning by doing not just listening. I would also use a balloon globe, a torch and small figures/teddies taped onto the balloon as demonstrated in the video. This is a lovely way of engaging the children and also a very effective & visual way of explaining what actually happens. One child could hold the torch as the Sun while another slowly rotates the balloon to show the Earth spinning. I would place small figures/teddies on different parts of the balloon and get the children to watch what happens to their “teddy” as it turns. When their teddy is facing the torch, it is day, and when it turns away it becomes night. I think seeing it happen in front of them like this would make it much easier to understand.
I would also include a song like “Mr Sun, Sun, Mr Golden Sun” with actions to keep it fun and I would link it with stories like Time for Bed and The Sun and the Moon.This is a lovely idea – completing a Moon Observation Journal it gives the children a chance to look up at the sky, notice changes and talk about what they see. It could be easily adapted to use in SET, I would make it more accessible by using picture supports, simple moon phase cards. I would also link it with familiar stories such as Goodnight Moon and Papa, Please Get the Moon for Me.
One inquiry-based activity that I feel my students would enjoy best is based on gravity and falling objects where my students would learn through exploring, observing, and asking questions. I work with some students in the junior end of the school where hands on activities work best. I would begin by showing the class a variety of objects, such as a feather, a toy block, a tennis ball, and a crumpled piece of paper, and ask them which ones they think will hit the ground first. Making predictions is a great way to get the students engaged and promotes chat and speculation among the students and it gives every student the chance to share their ideas without worrying about getting the “right” answer.
Then I would get the children to test their predictions by dropping two or more objects at the same time and watching what happens. I would encourage discussion amongst the students, by asking them to describe what they notice and by asking open-ended questions like, “What did you see?” or “Why do you think that happened?” This gives students the opportunity to think for themselves and learn through investigation instead of simply being told the answer.
In order to include all of the students with special education needs that I work with I would adapt the activity by using visual supports, simple recording sheets, and plenty of modelling. Some students could draw pictures instead of writing, while others could work with a partner or use communication supports to share their ideas. I would also repeat the experiment several times so students have multiple chances to observe and discuss the results.
I like this activity because it is practical, engaging, and easy to adapt for different abilities.