Forum Replies Created
-
Posts
-
Celine,
you’ve got me hunting for that now – I’ve definitely seen one from https://marsed.asu.edu/stem-lesson-plans
which were made for an earlier Mars mission.
This isn’t it:
https://www.jpl.nasa.gov/edu/teach/activity/mission-to-mars-unit/
There are a few sites that have Little Green Martians – which is https://www.jpl.nasa.gov/edu/teach/activity/looking-for-life/
And I bought all the pencils and two of the magnets from the Tiger in Mahon Point – so go into town to find more!
Hi Valerie,
Composting can open up a world of inquiry. Children might have observed a compost heap, or read an information leaflet about composting (like this one: https://compostingireland.ie/wp-content/uploads/2022/09/Compost-Booklet-Web-Version.pdf)
They then might look at how shredding improves the break down of brown materials, or explore the mix of brown and green materials to see which breaks down the best.
When it comes to composting, the smaller the particle, the faster it will break down. This is because composting works from the surface of materials inwards.
This statement could be explored – how small is small enough…
If they are looking at the breakdown of materials under soil, then they should reference their understanding of the various materials, perhaps sorting them into green or brown materials and non-green/brown (like the marble).
Hilary,
the StarScapes video is so chilled– I could easily have that on all day!
Look at the satellites zipping across though. It’s hard to see any constellations because they have focused on the centre of the Milky Way – so I’d include that in the discussion – why does the sky look different when we look over at this bit…
Hi Denise,
on checking this you need to enable access, I am getting
You need access
Request access, or switch to an account with access.Thanks Frances
John,
Stellarium on a laptop is great outside. There is a little eye button that changes the display to be night sky friendly, so it can be taken outside and used on the spot for stargazing (no internet connection needed).
Of course, the user will have had to set their own location, but that is quite straight forward.
Jane,
Do you have a link to some flash cards and the key that they use? I have used this really nice source of three star filled skies with constellations to hunt from project astro:
https://astrosociety.org/file_download/inline/808cd9d5-3a2e-4880-88d0-c29a6ecb60d5
Edel,
thanks for sharing how this has worked for infants. The discussion around why they think the ice will melt faster in one place than another is the vital part of the inquiry.
The plastic containers are essential – I have seen this done with plastic bags, and the heat from children’s hands as they check the level of melting affects the speed of melting. Ice cubes that you would have expected to melt last because they were insulated were checked more frequently, so melted first!
Laura,
You have described the inquiry process for an activity on plant growth. If we frame it using the Framework for Inquiry outlined in this module you have introduced a prompt = What happens to a plant when…
The children then can share what they know as they wonder and explore – and exploring can include looking at the planned equipment for the activity so that they can make up their own starter question that is directly relevant.
I’d draw attention to fair testing, which is vital in this case, since “Each group of students planted seeds and varied one condition while keeping the others constant.” which sounds as if each group could compare to the other groups, which would be valid if the seeds that were watered, had the same amount of water, and each group had the same amount of soil, the same shape container, planted the seeds to the same depth etc.
I note that you had the plants growing from seeds – so there are two different processes under examination. Did any group find that their seeds germinated in darkness, but then the plant didn’t grow the same as others?
Depending on the type of seed you have, some will not germinate unless they are in darkness, so did you try scattering seeds on the top of the soil vs planting?
“and adjusting their hypotheses as necessary.” is the learning happening. As the children observed different growths they would revise their undertanding.
Oh my,
I’m not sure if I want to thank you for sharing the red and blue Martians from Sesame Street, I have “yip, yip, yip, yip, yip, ah hah” going around my head now!
John,
what a lovely idea to have different constellations in different parts of the room. You could even have “pretend constellations” – asking one table to make a square, one a triangle, one a different quadrilateral etc.
Cassiopeia is always popular with the clear W / M shape. You can find the modeling of Cassiopeia in the Universe in a Box resource (page 151) from module 2.
Leanne,
thanks for reminding us of the Marrog.
Here is a link to the words and some additional ideas to incorporate it into teaching.
https://www.risingstars-uk.com/media/Rising-Stars/Other/Words-poem.pdf
Niamh,
would they be using their understanding of ‘good’ drinks for teeth to predict what happens to the egg? If they are only guessing with their predictions, then I would use the egg and liquids as the prompt, and then extend their learning once they have seen the effects.
They could wonder – will the egg break down more if we leave it longer? Or, will another type of juice that tastes tangier make the egg break down faster?
Then they are applying their understanding and testing out their ideas.
Lorna,
are you referencing this https://www.sfi.ie/site-files/primary-science/media/pdfs/col/growing_tomatoes.pdf
also in Irish https://www.sfi.ie/site-files/primary-science/media/pdfs/irish/col/tratai_a_fhas_o_shiolta.pdf
This is one of the older Primary Science activities, presented much as a task list. As you have said, the learning comes about when the children ask their own questions and extend their learning by looking at unusual cases or unexpected results.
Laura,
as you have said, in the infant and junior classroom, lots of learning takes place through play. A teacher who can pick up on the explanations the children are offering each other as they play can easily help the children to move into an inquiry activity as they play.
It sounds like they are naturally eager to ‘take the next step’ at home.
A lovely material to offer to float/sink is an orange, unpeeled vs peeled.
Roisin,
space junk is a very real issue, and ESA are working to reduce space junk. They recently created a resource around it, which can be found with an inquiry framework at esero.ie
https://esero.ie/upcoming-workshop/engineers-week-2024-space-debris/
https://esero.ie/wp-content/uploads/2024/03/SpaceDebris.pdf
With a 1st/2nd class I would structure this inquiry as a design and make, and once the children have researched (by watching videos
such as
https://youtu.be/vU8ZwsHjvi0?si=BZ4n9fu1Kj3CUnst
or
https://www.pbs.org/video/its-okay-be-smart-space-junk/
(for a slightly older class: BBC Learning English: Junk in Space: https://youtu.be/74JqU9MNclc?si=RAMmAjcs3Ya9dhxU)
or reading)
They can carry out some simulations to check their understanding.