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Hi Ailbhe,
there is a range of images of clothing in different environments from SEIA (in their 3rd/4th class pack – at https://www.seai.ie/community-energy/schools/schools-documents/3rd_and_4th_Class_Chapter_4_Lesson_1_Clothes_for_different_environments_PPT_9.pptx)
you can see more lessons on this link: https://www.seai.ie/community-energy/schools/primary-school/resources-for-teachers/
Hi Shona – I found this one: https://youtu.be/jZMsu9TFhjY are there other videos in particular that you recommend?
Paddy – the science can really come through as the children match the appearance of their imaginary alien to the environment it lives in. I have done this activity with teachers, and it can be tricky to draw out the thinking behind the design – so plenty of opportunity for chat and discussion.
Hi everyone,
check out the beautiful first image from the Webb Telescope: https://www.esa.int/ESA_Multimedia/Images/2022/07/Webb_s_first_deep_field
This is one of the deepest images ever made of distant galaxies, with only 12.5 hours exposure, it is an amazing indicator of what else Webb may be able to see. The Hubble telescope took a picture of the same bit of the sky, over weeks – and it is nowhere near as good.
I’m in astro-heaven at this image!!
I’ve played the planets – hula-hoop game with a mixed group of 8 to 10 year-olds – they had a great time.
Hi Grainne,
shadows are always such fun – I wonder if it is the lack of consistently sunny days that makes us appreciate them so much!?
Can you darken your classroom enough to get good shadows?
Hi Laura,
I have found the poem: https://www.poetryfoundation.org/poems/43196/my-shadow
is this the book? https://www.goodreads.com/book/show/1949120.My_Shadow
Hi Paddy,
is this the book? https://www.goodreads.com/book/show/573306.Moonbeam_Bear
And please do leave out materials or activities – we are sharing many, but they cannot all be done in one go!
Hi Bernadette,
I’ve had fun with this too – when I have pretended to be a silly robot from another planet who doesn’t understand our world very well. I have asked children to tell me what I should do to move a child who is sitting on a wheely-chair. I explain that I can’t see very well, so they need to tell me what to do. It really brings out the vocabulary and sequencing.
Hi Karen,
seeing the application of knowledge is such a sign that this approach is working. I think children need to have an interest in the topic to be wondering how this might apply to a new situation – so they are actively engaged in thinking how they can do more with their new understanding.
Hi Karen,
did you learn that fact from a video? and if so, which one? I know there are lots of astronaut videos, but with so many, it is hard to find the good ones. I like the Chris’ Kitchen with Chris Hadfield.
Hi Ailbhe,
I love that fact too! and here is an interesting twist on it from the cartoon XKCD: https://what-if.xkcd.com/83/#:~:text=%22Are%20there%20more%20grains%20of,on%20all%20of%20Earth’s%20beaches.
Floating and sinking is a lovely way to let children really engage with the inquiry process. Items that look heavy for their size (don’t use density with primary age!) might float, if their shape is right.
So giving the opportunity for children to shape a boat out of playdoh is perfect for letting them really explore how shape makes a difference.
that sounds wonderful, please take pictures of when you do this and share them via spaceweek.ie! Phones are a good light source for this – and there is a nice inquiry question about the size of the hole and the clarity of the light on the wall.
