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Michelle –
would you have the children play the online game of dressing the puppy? I like how the feedback is immediate – the pup “happiness” meter goes up if you choose a suitable garment or item. I like how the voice includes the seasons in the description of the conditions outside.
Would your focus be more on the weather > seasonal connection, or on the choice of clothing for different weathers – ie warm clothing when it is cold outside. This could lead to an investigation of the warmth of different types of clothing – which keeps a hot object hottest for the longest time perhaps?
Jeremy,
right now my social media is a buzz with the Great British Sewing Bee – I guess clothing design is current,
Would you include an investigation of materials to determine which ones might keep you warm, but still be flexible? My Mum made my children Cowachin sweaters once – very fashionable, but when scaled down to a smaller size the wool was so thick that they couldn’t move their arms!
Deirdre,
what a great selection of rockets – as you say, one for each type of force!
A stomp rocket can be great- I tried to make one from a soft drink bottle and had the unexpected result of landing flat on my back when I tried jumping on it to get the rocket to launch. Much safer to use a commercial product!
https://www.science-sparks.com/easy-diy-stomp-rocket/
Sarah,
given the range of model rockets suggested in this module that actually fly – is there one that you think your class could investigate with?
If you wanted one that could be decorated, then the fizzy tablet one might suit.
I think this offers such a nice way to explore what makes a rocket actually fly, and to take the learning into forces and motion.
Niamh – sounds like you have a fair bit of experience with rockets – and I agree with you that the balloon rockets and the rocket mice are suitable for younger children – and with a 2nd class you’ll be able to go that little bit further.
and best thing about Chris Hadfield (apart from the moustache) – he’s Canadian! (like me 🙂 )
Camilla,
sundials are one of those things that seems really complicated, but it is actually delightful to carry out on a sunny day – and the reward of seeing the shadow pointing somewhere else after just a little bit of time is great.
There are sundials to be found across Ireland – including at Brigid’s Garden in Galway: https://www.atlasobscura.com/places/calendar-sundial
and in Waterville in Kerry: https://www.discoverireland.ie/kerry/arthach-dana-amergin-memorial-sculpture-sundial
Sarah,
I’m so glad you have included the “why” in the prediction. It is so important for children’s predictions to be based on some aspect of their understanding – if they are only guessing, then their science content knowledge will not develop.
Edel – there is a bit less gravity in space (due to distance), but the main reason the astronauts aboard the ISS appear to be floating is because they (and their spaceship) are in orbit around the Earth.
The ISS Education Kit explains it nicely on page 19:
What does it feel like…
…the moment a roller coaster
starts to go upwards. And what
it feels like just as it starts to go
downwards again.Edel
“Something I’ve tried that worked well is having a quick chat at the end where everyone shares something that surprised them. It always leads to lovely discussions.”
I LOVE this — the discussions allow the children to really check their understanding – if there is a surprising event that someone doesn’t expect – then that shows that their mental model of the phenomena isn’t complete – and discussion can help them to articulate what they expected vs what they observed.
Grace,
there are many different inquiry frameworks in use around the world – the 5Es that you mention has been in use for many years- https://media.bscs.org/bscsmw/5es/bscs_5e_full_report.pdf
In Ireland, we worked with Dr Maeve Liston of Mary I to created a framework that worked for us – and that is the Curious Minds ESERO framework. It has similarities – in that is seeks to engage the children, allows them to investigate, then take next steps, ending with reflection.
An example of Mars exploration that uses the Curious Minds ESERO framework is on spaceweek.ie – in English and Irish.
Deirdre,
that’s a nice example of using the inquiry framework that is described in this module as a research activity. The children are given the opportunity to wonder about a topic, share what they know, and then find out answers to some of their ideas – and take a super ‘next step’ when making dioramas. Thanks for the suggestions of videos and books.
https://www.easons.com/if-you-had-your-birthday-party-on-the-moon-joyce-lapin-9781454953869
is new to me.
Martha,
thanks for pointing out a key facet of the primary classroom – lack of time in a busy schedule, and the solution – incorporating integration of lessons.
Kevin,
your Aistear time planning sounds great! Sponge painted planet sound neat- I’ve not done sponge painting, but if they end up looking like this – how fabulous
https://www.hollandhavenschool.co.uk/science-blog/science-meets-art-sponge-painted-solar-system
Ann-Marie,
using small frozen water bottles is such a good idea. No drippy icecubes! This can help children understand fair testing, particularly if you make a larger ice bottle – and see if the children think it is fair to use that one to compare with the smaller ones.