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Hi Ciara, I like the idea of fair testing I think this is something that would enhance my rocket lesson too! Thanks for great idea.
For Module 5, I chose the Balloon Rocket activity. I think this activity would be fun and engaging for my infant class. It would also link nicely with the paper rocket lesson from Module 1, where the children learned about gravity. The activity uses the ESERO Curious Minds approach, which encourages children to ask questions, make predictions, investigate and talk about what they discover.
Engage: I would begin by reading a fun story such as Back to Earth with a Bump. I would then show the children an ESERO rocket launch video. I would ask simple questions such as, “What do you think will happen?” and “How far do you think our rocket will go?” The children could share their ideas with a partner before making their predictions.
Investigate: The children would work in pairs to make a simple balloon rockets. They would release their balloon and watch what happens. The children could take turns making and testing their rockets, using different forces. With teacher support, they would measure how far their rockets travelled.
Next step: We would record how far each rocket travelled. I would help the children read the measuring tape and record the results. We would then make a simple graph on the interactive whiteboard. We could talk about which rocket travelled the furthest and which travelled the shortest distance and why.
Reflection: At the end of the activity, we would sit together and talk about what we discovered. I would ask the children if their predictions were correct and what they noticed when the balloon was released. We would talk about how the air coming out of the balloon helped the rocket move forward. The children would have an opportunity to share their ideas and thoughts.Hi Kevin, I love how hands on this learning is, the lesson would be really memorable for the children involved. the fizzing and foaming rockets is a great idea for the older classes.
<p class=”isSelectedEnd”>I selected the Weather Activity Set, integrating Animals in the Cold (ESERO 07), Investigating Children’s Coats (Curious Minds) and Hot and Cold (ESERO 12). These classroom activities are linked together to build naturally from one lesson to the next, allowing the children to explore how people and animals stay warm in cold environments.</p>
<p class=”isSelectedEnd”>Lesson 1 – Animals in the Cold:
The children will learn about animals that live in cold places, such as polar bears, penguins and seals. We will look at pictures and watch short Arctic clips before discussing where the animals live, what the weather is like and how they keep warm.</p>
<p class=”isSelectedEnd”>Lesson 2 – Clothes and Coats:
The children will then make a connection to their own lives by talking about the clothes they wear in cold weather, such as coats, hats, scarves and gloves. They will investigate their own coats by feeling the different materials and noticing whether they are thick, thin, soft or fluffy. We will discuss how coats help to keep our bodies warm.</p>
<p class=”isSelectedEnd”>Lesson 3 – Hot and Cold:
Building on this learning, the children will explore the difference between hot, warm, cool and cold. We will use containers of warm and cool water and safely explore how they feel. The children will then test different materials, such as wool, paper and bubble wrap, by wrapping them around containers to see which material helps to keep the warmth for longer.</p>
SSE Link – Bringing the Learning Together:
To conclude, the children will make connections between how people and animals keep warm. We will explore how coats protect us from the cold and compare this with how Arctic animals use natural features such as fur, feathers and blubber to stay warm.Lesson: Stars and Constellations.
This lesson would to introduce children to constellations while developing their understanding of 2D shapes, position, counting and spatial awareness through movement and play.
Introduction – Sensory Room: Bring the children to the sensory room and allow them to lie on beanbags while stars and constellations are projected around the room. Read a simple story about a lost star finding its way back to its constellation. Encourage the children to look carefully at the different patterns made by the stars.
Main Activity – Creating Constellations:
Return to the classroom and discuss shapes and patterns we saw on projections. After, divide the children into small groups. Give each group a large picture of a simple constellation to use as a reference. Using ribbons or string, the children will work together to recreate the constellation, using themselves as the stars. Encourage the children to count how many stars are in their constellation and identify the shapes and patterns they can see.
The children will be encouraged to use positional language such as beside, above, below, between and beside as they decide where each star (person) should be to recreate the constellation.
Once each group has created their constellation, one child per group will be removed to represent the lost star. The group must work together to figure out where the missing star belongs and guide them back into the correct position.
Conclusion: We will look at each constellation together, count the stars and talk about the different shapes, patterns and positions we noticed. This will help children make connections between stars, patterns, shapes, counting and spatial awareness in an enjoyable, hands-on way.
Great idea to leave items and use different colour calk to record movement. Lovely way to tie in time as well.
Sun- Shadow lesson- infant room.
Story/ song about shadows to engage children in topic.
Main activity- The children will explore and observe shadows outdoors, aim of lesson explore shadows- “Where do they come from?” ” Can change when they move?” On a sunny day, I will bring the children outside and encourage them to look at the ground to see if they can find their shadow. We will talk about what a shadow is using simple, age-appropriate language. First the children will explore their still shadows before making prediction about what will happen the shadows when we begin move. The children will begin moving their arms, waving, jumping and making different shapes with their bodies, watching how their shadows move at the same time as they do. The children will then work with their friends to compare their shadows and see if they are the same size or different. Using chalk to record findings the children will work in pairs to draw around each others shadows. Throughout the activity, I will ask simple questions such as, “Can you see your shadow?” “What happens when you move?”
To finish, we will discuss what we discovered and make the connection that the Sun provides light, and when our bodies block this light, a shadow is created.
Paper rockets- An inquiry-based lesson in my infant classroom.
I would use a paper rocket investigation to explore the question “What makes our rocket plane come back down to Earth?”. Children to predict, test, observe and discuss their ideas about gravity.
I will begin by introducing a scenario where astronauts need to send a paper space rocket from Earth towards the Moon. I will show the children a paper rocket and ask open-ended questions such as “What do you think will happen when I let it go? “Will it keep flying forever? Why do you think it comes back down? I will encourage children to share their ideas and predictions before introducing the concept of gravity.
Working in small groups, students will make and test simple paper rockets. Before each flight, children will make a prediction about what they think will happen. They will then launch their rockets and observe how they move through the air.
Children can investigate different ways of flying their planes, such as throwing them gently, throwing them harder or throwing them upwards. They will observe whether the planes fly high, low, far or short and where they eventually land. This allows pupils to explore cause and effect through practical, hands-on investigation.
to reflect we will gather as a class to discuss our investigation. Children will share what happened to their planes and compare their predictions with their observations. I will ask questions such as “Did your plane stay in the air?” “What happened when it stopped flying?”, “Which plane travelled the furthest?” and “Why did all the planes eventually come down?”. as a class group, we will reflect on the enquiry question and conclude that gravity pulls objects down towards the ground.