Forum Replies Created
-
Posts
-
Hi Veronica,
With a 1st class you may find that they have a good grasp on objects falling down and you’ll be able to help them wonder why different objects fall down at different speeds. The ESERO activity falling objects was designed for Infants, but can be adapted for an older group if they can ask their own questions about the objects and try different ways of tossing/throwing up in the air etc.
Note that “Speed is measured as distance travelled per unit
of time.” only appears for 5th/6th class Maths, so I’d be careful introducing it – it might be easier to use the idea of which hits the ground first and have “races”.A super view of the solar system to scale is with this crowd who created the solar system in the desert.
https://youtu.be/zR3Igc3Rhfg?si=26Xxb1fPtfkkjAUj
With young children you can use the ideas from the Solar System resource from spaceweek.ie: https://www.spaceweek.ie/for-organisers/for-teachers/
I had to look that up!
https://youtu.be/NqceTZ0_0Hk?si=Hys4gYVYScy2IWoj
Not a show I am familiar with!
With older children you can ask them to create their own way of remembering. When I was an astronomy undergrad we used:
Man Very Early Made Jars Stand Upright, Nearly Perpendicular – but that wouldn’t work now – no Pluto!
Hi Ciara,
you can connect towers to space by using the idea of Newton’s cannonball. Newton (he of the apple falling out of a tree), suggested that to get an object into orbit, you just had to get it to go high enough and throw it sideways fast enough that by the time it came down it would have fallen over the horizon.
That’s the idea behind rocket launches for satellites to go into orbit. The rocket carries the up and gives them the sideways speed. Then then (mostly) stay up because there isn’t anything to slow them down in space, and the Earth keeps pulling them down, they keep falling, but keep missing!
https://physics.weber.edu/schroeder/software/NewtonsCannon.html
Hi Darren,
the inquiry framework has been developed to be simple to use with children. As you note: ask a question, wonder together and share knowledge, then allow the children to guide their investigation with their own thoughts and ideas.
Science at its core is about investigation and checking understanding – and simple predictions that are based on a child’s thinking are key, as is the activity to verify or refute that prediction.
Hi Veronica,
I love this fact too. Do you know the Jack Lukeman song?
https://youtu.be/VaEsMmWBTp4?si=30cYjFQlLBnJp6dE
Hi everyone,
Frances here, from BCO in Cork city – home of all things spacey! My colleagues and I will be facilitating the forum and suggesting ideas and further materials as we go along.
Please do read through the comments – if the last few years are anything to go on, this forum will be a rich source of ideas and shared experiences.
Nora,
thanks for sharing the Irish language resource. I grew up in Canada, so my Irish is pretty much non-existent. I know numbers to 8 (to count the stars of the Plough) and a handful of colours.
My colleague has some astronomy terms that she uses, I’ll share them in the end of course summary – you’ll be able to find them on spaceweek.ie in September.
Susan,
thanks for sharing so clearly how you intend to connect rockets across so many subjects – and a plus from me for including science activity and inquiry!
Please do register this as an ‘event’ on spaceweek.ie – even a single class doing something once during Space Week helps to share space as an inspiration.
Mags,
you may be able to adapt bits of this resource for your design your own spaceships. In particular, check out the video that is shared as part of it of a home based space ship.
https://www.spaceweek.ie/wp-content/uploads/2022/01/HumansinSpace.pdf
Margaret,
you may be able to adapt bits of this resource for your design your own spaceships. In particular, check out the video that is shared as part of it of a home based space ship.
https://www.spaceweek.ie/wp-content/uploads/2022/01/HumansinSpace.pdf
Robyn,
would you use a guided drawing like this:
https://youtu.be/YkdZ2ZNG-Ts?si=REDY9LXjgEHh8VHo
I love the idea of a mass of alien space craft!
Catherine:
Sew an Ice Cube is here: https://spark.iop.org/sew-ice-cube.
Clothing for different climates is covered really nicely in the SEAI activity for 3rd/4th class, so you may chat to colleagues to see who would like to cover this.
https://www.seai.ie/plan-your-energy-journey/schools/primary-school/resources-for-teachers/
Chloe,
I like the idea of including the clothes teddy should wear as an everyday part of the classroom routine. The prompt of teddy needing to have suitable clothing is appropriate to the age group, and allows each child to build on the sharing of previous outfits. Lots of comparatives can be happening — ‘it is colder than yesterday, but not really cold yet, so lets add a hat, but not mittens…’
Irene,
You’ve described an active, engaging activity for a young class about animals in the cold.
You could add images of the poles (https://www.pmel.noaa.gov/arctic-zone/gallery_np.html) to support recognition of different conditions.
As a fun extra, with my Brownie Guides we sing;
but change the action (and the words) to hug X other polar bears,
and at the end of each round change the number of polar bears that have to hug (huddle together). We usually end up with all the girls in one big huddle.
This could give you some simple maths counting in a fun way.
