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Aisling,
In Ireland the key concepts for Earth and Space are found in SESE Geography:
Infants: The child should be enabled to
• identify and discuss the sun, the moon and stars
• recognise the difference between day and night.1st/2nd: The child should be enabled to
• recognise the sun as a source of heat and light
• identify the sun, the moon, stars, day and night
• develop familiarity with the spherical nature of the Earth.Gravity appears in Science explicitly for 5th and 6th class – so I would lightly touch on it – as the force that pulls us down – with more emphasis on how we experience gravity near the Earth rather than “orbit demos”.
In outdoor observation, you can plan for the Moon when it is at 3rd quarter and visible in the morning sky. BCO produces a Moon calendar each year to help you plan this: the current version (good until October) is at https://www.spaceweek.ie/for-organisers/for-teachers/
Laura,
I like how the practical exploration and looking for patterns precedes the knowledge construction – and the questions that you ask are all part of “wonder” and “explore” in the engage section of the Inquiry Framework.
You have a great “next step” and playdough is great for making boats – since as a lump it will sink, but when hollowed out it will float.
I did make a boat with my Brownie Guides (ages 7-10) and they had the most fun making paper boats with pea passengers.
David,
there’s so much maths that could link to this stars activity too. In a later module we introduce “Stellarium” which has constellation patterns as part of the display. It is quite straightforward to add the children’s own drawings into the software – so that those are the constellations that would be displayed.
I like the LEDs and dark cloth – this cold be very effective. I used to have some small chains of LEDS that were battery powered – from Flying Tiger I think.
Then a “next step” might be to look at how far away can you clearly see the pattern – which is a more complex idea that links to resolution and telescopes.
Jessica,
I really like your playful plan for the Planets — and linking it to the Earth the whole time should really connect to those children who don’t appreciate “space” the same way as some of the others.
I was one of the “space” children – can’t remember a time when I didn’t think space and stars were the neatest things around!
Position in space related to the Sun nicely connects to ideas about heat transfer and why it is warmer next to the radiator than on the other side of the room – a simple idea for a further investigation.
Edel,
I’ve used “model magic” from Crayola, an air drying modeling material. It is non-sticky, smells nice and mixes wonderfully into different colours. You can get it at Art and Hobby – a bit pricey, but a tub goes a long way.
Children make small planets, big planets and can combine the colours to make swirly gas planets.
Margaret, do you have a particular “a fun and engaging story about space.” that you would recommend that has a tour of the planets?
Previous participants have suggested:
- On a Dark, Dark night by Jean M. Cochran
- The Sea of Tranquility by Mark Haddon
- The Way Back Home by Oliver Jeffers
- Back to Earth with a Bump
https://youtu.be/KaCUZUuNTEA - Zoo in the Sky by Jacqueline Mitton
https://youtu.be/Leg_vT0yMq8 - A hundred billion trillion stars by Seth Fishman
https://youtu.be/OtMoDq5Git0 - Katie and the Starry Night by James Mayhew
https://youtu.be/QAPjNMsSc4M - Mae Among the Stars by Roda Ahmed
https://youtu.be/b_mfdqyBqT8 - On a beam of light – story of Albert Einstein
https://youtu.be/Io6aSfV0Oks - Older than the Stars by Karen C Fox
https://youtu.be/Lp1_dCIXqSw
https://www.spaceweek.ie/wp-content/uploads/2021/09/SpaceWeekJunior-1.pdf
That’s a really cute story Sue,
https://youtu.be/aL356cZVfPg?si=eI-CvZ31fKraiv1H
that nicely links shadows and dark to day and night.
Slight growl from me at the size of the Moon!
Mary,
I like how you have noted a key concept:
Make predictions based on observation.
Children cannot make predictions without have some experience of the concept/topic that is the focus of the activity. The Inquiry Framework offers that through the Engage section, and children in junior classes should have playful opportunities to manipulate materials, hear stories and chat to each other about their own understanding.
Lots going on in the science of Jack and the Beanstalk – you’ve falling things and air resistance, mass and gravity. Using simple props and encouraging the children to explore via play is perfect – they can then spot patterns and develop their own explanations, test them, and then check if their predictions were correct.
Caroline,
the snowman activity is great isn’t it. Particularly if the children think that the snowman has a source of heat inside itself (like a human does), so think that in order to keep it cool, the heat from the snowman needs to be let out — so a thin shirt would be better than a thick overcoat.
The Inquiry Framework is designed for children to check their understanding via experimentation – so for the child who thinks that a thin shirt will keep the snowman cooler… they can then test their ideas.
Hi David,
did you look at seed germination or plant growth? This could make an interesting “next step” for the children if they consider 1st the germination (sunlight not needed) vs growth (sun needed).
Children should be encouraged to make predictions – but to do that they do need some background/experience – so with young children you might want to have a class plant that someone is responsible for watering/describing/monitoring etc over the course of a month or more -then use their understanding of this plant to plan an inquiry that allows the children to explore more deeply into plant growth.
(This is from a person who has killed more plants that anyone else she knows!)
Ciara,
I like how you have considered the particular needs of your children when creating a prompt – I agree with you that an accusation (no matter how lightly presented) may be perceived negatively and with fear, so changing it is a good idea.
Emma – can you tell me more about the “cognitive conclusion spinning wheel”? I’m not familiar with that idea.
A quick search came up with this from PDST, adapted from Maeve Liston of Mary I
https://pdst.ie/sites/default/files/STEMLearningExperiencesReflectiveChecklist.pdf
Hi Criona,
You might look at some of the Moon Camp resources from ESA – they are cartoon style, but have a good amount of information. You might check if they would suit your own crew.
Sandra,
you might want to narrow the focus down to a more specific topic to use the Inquiry approach. The idea of “engage/ investigate/take the next step” works best with a narrower prompt/topic.
I think “What is in Space” is too broad , and would be tricky children to answer without a research approach. This might be more suitable for older children who are independent readers.
Each of your
2. Exploration Stations:
• Light & Dark: Use flashlight to show how night/day happens.
• Rocket Building: Build a rocket from blocks or a cardboard box.
• Star Art: Create starry skies with black paper and stickers.
could be an entire inquiry activity – and the children could make actual functioning rockets using one of the activities from Curious Minds (see also module 5 when we look at rockets in more detail).
This could definitely be an Aistear theme for a extended period.
The Whatever Next! story https://www.youtube.com/watch?v=6c5cb0u0rPM
could make a lovely prompt – particularly if the children compare it to actual space travel (and realise that we don’t go past ‘millions of stars’ on the way to the Moon!).
