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Marcella, that seems to be a perfect example of the inquiry approach to science — offer an interesting scenario that they have to think a bit about, and then let them explore their thinking with further practical activities.
Sandra — one mis-conception that older children have (this is from my time teaching 12 year olds), is that you have to boil water to have it evaporate. Could you ask the children: have you ever seen clothing drying outside on the line? What happened to the water that was in the clothing? Did the clothing ever get hot enough to be ‘boiling’?
Children could then think through what is happening and ask their own questions about where the water went. Ie – I think the water went into the air, but it happens faster if the wet clothing is outside on a warmer day –> then test this.
Welcome Paula, I hope you will find the space themed activities suitable for your infants. I do recommend taking the time to look over the forum posts – there are a lot of ideas and expansions of activities being shared.
Nora – great set of activities that have grown from a simple initial idea. Great example of the “Take the Next Step” from the Inquiry framework.
Lots of us followed him on social media last time he was aboard the ISS – this is typical: https://twitter.com/cmdr_hadfield/status/303602636899352576
and he brought out a book of his photographs: https://www.penguinrandomhouse.ca/books/247235/you-are-here-by-chris-hadfield/9780345814944
Leanne – one of the capacities of Stellarium (which we meet in module 4) is that it can show different culture’s constellations. You can also find different ideas of constellations in Universe in a Box (from module 2).
Nessa, I really like how you have connected to underwater life. There are moons in the solar system that are considered good places to look for life, because they likely have liquid water oceans under their icy surfaces.
Irene – I like how you have identified vocabulary needs and planned to support that. SFI created a template for new words, it can be printed as large as you can!
Irene, where you have said:
The teacher could weigh the raisins before infront of the class, then each group with the help of an assistant weigh the raisins after the experiment and compare results.
What would you expect?
The language in the guide refers to the raisins with bubbles being lighter than the drink — but this is actually a reference to density and that when the bubbles stick to the raisin, the mass per volume is lower. The actual mass of the raisins doesn’t change.
Teresa – you might also look at the whole school CPD that is offered by SFI, schools that take on this CPD are asked to work towards the DPSM Awards.
Creating a log of activities can be linked into a school’s website- see this example from one of the teachers who has taken this course: http://junior.renmoreschool.com/discover-primary/
Sarah – are there any particular Marvin and Milo cartoon topics that caught your eye?
Stellarium is a powerful too – to make it even more impressive, find a large dark room, and point your projector at a blank wall — even without a screen, Stellarium on a large surface is super.
Shirley – what a lovely trigger and context to explore floating and sinking. And so many opportunities to discuss the waterproof-ness of the materials, their weight, their flexibility etc.
Eimear – magnetism is definitely one of those topics that lends itself to discovery by exploration. I’ve noticed that some rectangular fridge magnets are made with north/south on the sides that make contact with the fridge – so a rectangular magnet that you might expect to have N-S at the ends (like the image),
actually has the poles along the faces.
This is something that the children should have the chance to explore.
Thanks for sharing the book link Lisa. Can you describe:
I’ve seen another lovely idea where the children work in threes to create portraits of their face.
a little more?
Emma – with a 2nd class would you want to extend the music to include a bit of Holtz? https://www.classicfm.com/composers/holst/pictures/holsts-planets-guide/
When the children make a physical model of the solar system, would you ask them to have the planets at the appropriate relative distances? You could use the solar system walk to get the distances.