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Michelle – could you use google maps to show the satellite image of a village from above (and even zoom all the way out to show the Earth). Google Earth has an historic image feature – but you’d have to check in advance how clearly it shows your area. I checked Cork, and the 1985 image is very blurry, then there is a skip to 2000.
Grainne – is it easy to have enough different type of clothes? I can remember poring over the Sears catalog as a child, looking at all the different summer, winter and autumn clothing – I suppose now it is just as easy to create an image collection.
If you do have the actual garments, then please add in the DPSM activity “Pass the Parcel” to help the children familiarise themselves with the language around cloth: texture, colour, weight…
Laura, planning the equipment ahead of time does help to focus the children on the possible starter questions they might have. I often ask “with this equipment, what could we find out?” and then go on to discuss possible predictions and how they relate to the children’s science understanding.
this version? Debbie and Friends, Three Little Pigs
warning – earworm!
Carina – all of these resources are designed to be adapted to your own use – and you know your particular children and their needs.
Are there additional activities that children do in the day you would include for your class? Travel to school, different meals etc…
Bernadette – it would be interesting to see if the object’s shadows when illuminated at trickier angles can be identified by the children. So much of that is tied into spatial reasoning and awareness.
I like how you have planned to include engineering in the design and make. You could include Amazing Triangles https://www.sfi.ie/site-files/primary-science/media/pdfs/col/triangles.pdf, although when I last did this with some 8 year-olds, they all agreed the triangles were more stable than the cubes, but then designed buildings without a single triangle in them!
sanity is always important! I really like your suggestion of doing this in October/November, just as the need for coats is becoming more urgent.
Triona – I wonder if the children we teach are out this week looking for their shadows? Drawing around each others shadows is a lot of fun – but you have to work quickly – even 5 minutes shows a noticeable shift in the shadow.
Sinéad – great outline of an activity that includes students with additional needs – remember that these adaptations can be recorded in the column at the side of the DPSM ESERO Framework for Inquiry.
Sinéad – “<span style=”color: #163c42; font-family: ‘Hind Madurai’, sans-serif; font-size: 12px;”>to predict if astronauts see things differently in space depending on their position.”</span>
this issue was at the heart of our understanding of distances in the galaxy. When we look at stars, they appear to always be in the same relative position to each other – even when you view them in January, and again in June, when the Earth is on the opposite side of the Sun, 6 months later.
This was used to argue against a heliocentric model of the Universe — the stars didn’t appear move when we went around the Sun, so therefore we didn’t orbit the Sun!
It turns out that stars are much much further away than people thought – so the “parallax” is tiny, tiny, tiny!!!
What a nice site for videos: https://www.sciencekids.co.nz/videos/space.html
It can be hard to keep track of the good videos that you’d want to use in the year – do you have a way of tracking them – I tend to just book mark them, and then can’t find the one I want!!
