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Hi Sharon – welcome to this course, do you know what class you will be teaching next year?
Your forces lesson has a nice space theme to it – how much time would you give to this activity? Encourage the children to apply their understanding – as in… “I know magnets can push away other magnets, so if it pushes away a known magnet, it must be a magnet.”
Nice inquiry lesson there Karina, and I agree with you about the learning happening in the discussions.
thanks for sharing the mind map – remember to keep adding to it as you go through each module. You might want to snap shot it now as a record of your initial categories and organisation.
Welcome Aine – humans in space and our exploration of our solar system is interesting to lots of us too!
Paddy, I agree with you on adapting this to represent data in a way that is suitable for 1st class. Some children might just be ready for the more abstract way of representing data as a set – which is why I think the option of having the children stand in groups of their choosing is a nice way to start the thinking towards this complex idea.
Triona – I like the suggestion of predicting what it would be like in a rocket, then comparing to what they can see in the youtube clip. For science week last year, we created a resource on designing the interior of a rocket ship – you might find some background info from that resource of use: http://www.spaceweek.ie/wp-content/uploads/2022/01/HumansinSpace.pdf
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!
