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Jennifer,
would the children create a model that would actually move or be evaluated in some way? If so, then this is the design and make version of the Inquiry Framework that we have described in this module.
The children might draw rocket ships – but with the understanding (for example) – that a rocket that launches from the Earth has to be streamlined to go through the air, but a launch from the Moon (with no air) can look like anything!
Compare the rockets that took the astronauts to the Moon vs the Moon lander.
https://en.wikipedia.org/wiki/Lunar_Module_Eagle#/media/File:Apollo_11_Lunar_Lander_-_5927_NASA.jpg
Kim,
thanks for sharing the inquiry approach that you have used. Each step of the Curious Minds framework is clear –
you have an engaging prompt – the story of the Three little bears
The children can wonder and explore what they know about building materials before deciding to test their understanding with a design and make activity, and you have a planned a next step for the children to share what they have learnt with those at home.
Hi Alexandra,
thanks for sharing the Moon activity – I like how you have emphasized the collaborative learning, since in this particular example (Moon phases) it is the wider curriculum that is being supported. The phases of the Moon appear in second level, in primary school children are expected to
Infants • identify and discuss the sun, the moon and stars
5th/6th • develop a simple understanding of the interrelationship of these bodies [Earth, Sun and Moon], including day and night and seasonal movements
I find that even junior cycle students are challenged to explain the phases of the Moon, and this is backed up by research.
I’d use this to talk about light, shadows and how we can see something when it is lit up, but not when it has no light on it.
Jennifer,
It’s surprising how many people don’t know that! My own twin sister, when we were in our forties, turned to me and said “Frances – did you know the Sun is a star?” I told her – yes, that got covered in astronomy courses that I took in college!!!
Aisling,
I like the plan to share learnings with another class – this can be part of the Curious Minds Awards “science showcase”.
Niamh,
a Canadian book that I really liked shows the night sky from a dark sky location and from a more light polluted area:
Exploring the Night Sky by Terence Dickinson
One reviewer suggests it for ages 10-15 – so a confident reader can use it on their own.
Another good source of the sky with and without light pollution (and with light pollution makes it easier to see the bright stars that make up constellations) is Stellarium – which we meet in Module 4.
Shona,
I’d be careful about extending a simple float / sink activity to designing a boat. Perhaps call it a raft? With younger children where the focus is on floating vs sinking, a raft behaves a bit more like a lump of material.
The design of boats is quite a bit more complex – and they are made of materials that would sink if they were in a solid block. The shape of the boat and the amount of water it displaces is key.
Audrey,
Beegu is delightful and I LOVE the speech bubbles with hieroglyphics. I’d want to create my own Beegu language too.
Fiona,
the standing on tables sounds like you know your class well and know who will behave safely! I tend to ask a tall colleague to pop over if they need to have a greater height for their drop.
This activity is so suitable to inquiry led investigation, as there are often unexpected results and fair testing often gets thrown out the window! This means that there can be lots of discussion about the results – do the results actually tell the children what makes a bigger crater?
I have had groups try the smallest metal ball at one height, and the largest plasticine at a different height – so of the three variables, they have changed all three at the same time.
Donna,
I like your Martian food idea – how many children will suggest Mars bars?
in looking for this picture, I found out that Mars bars are named after a person – not the planet!
Caoimhe,
I came across this organisation last year: https://fisfilmproject.ie/teacher-resources/
is this where you get your film template?
I haven’t used iMovie, but the same source recommends these possible digital tools.
https://fisfilmproject.ie/wp-content/uploads/2024/04/Digital-Storytelling-Filmmaking-Apps-2024-1.pdf
Hi Sinead,
are you able to access Bitesize? I tried one of their games for KS1 but got this message:
“You are seeing this page because it looks like you are not in a country where this game can be played. If you think this is incorrect, please check your browser and try again. If that still doesn’t work, there may be a problem with your internet connection.
Sorry, Galaxy Pugs can not be played in your country.”even the videos have “this content is not available in your location”
Audrey,
when we reference Inquiry learning, we are really getting at the children asking questions, making predictions based on understanding, then verifying those predictions via investigation or research.
So ““What would it be like to live on the moon?” could be the engaging prompt, then the children might ask questions about some aspect of Moon living. Perhaps they might watch a video of the astronauts moving around the Moon and notice that they jump and seem to go higher.
This could then lead to a question: what affects how high you can jump? with predictions based on understanding — “taller children can jump higher / older children can jump higher / people who play sports can jump higher because… (their muscles are stronger…?) etc
It’s a bit hard to experience Moon gravity on the Earth, but space scientists have tricks to help – see this article: https://www.esa.int/Science_Exploration/Human_and_Robotic_Exploration/The_science_of_Moon_hopping
Grainne,
I once did this with a class of senior infants, and had the children work in threes, but gave each child in the trio a different colour – so one had blue, one green, one yellow.
After a bit of play I asked “which colour rocket mouse goes highest?” and each group shared their results. I then asked — “is it the mouse or the person? How can you find out?”… and left them to swap the mouse around and see was it the push (the person) or was it some feature of the mouse.
Donna-
sorry you are having link issues – I’m the same this year too! All the techniques that worked last year are not functioning – and it seems to be just this course!
You should be able to share a link to a file held in something like google docs or slides: I have shared a sample google slide here.
