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Christine, this is such a useful and comprehensive plan I can definitely see myself using this year for Space Week! Thank you !
I think the Marvin and Milo cartoons are a fun and engaging way to create interest in inquiry based learning and are a great introduction to scientific concepts. The resource could also be used as early finishers activity reading material so children could be inspired to try some activities at home.
Some activities for science week that tie in with the primary science curriculum would be
Rocket Race (inspired by Marvin and Milo Balloon race https://spark.iop.org/sites/default/files/media/documents/19%20-%20Marvin%20and%20Milo%20-%20Balloon%20Rocket%202019_0.pdf)
Create balloon rockets by threading a string through a straw and attaching a blown-up balloon. Let the balloon go and observe its movement. Discuss how air movement propels the balloon.
Surface Explorers
Roll toy cars on different surfaces- sandpaper, foil, carpet, and cardboard. Record how far they travel and discuss which surfaces are smooth or rough and how this affects movement.Moon Crater Creation
Create a “moon surface” using flour and cocoa powder. Drop marbles from different heights to simulate meteor impacts. Observe and compare the craters formed. Discuss how different textures and colours represent the moon’s surface.Rachel that sounds like a fun and interactive lesson! Kids will enjoy seeing pictures and videos of penguins and then trying out huddling themselves. Plus, making penguins with feathers and acting out “Pierre the Penguin” sounds like a great way to keep them engaged !
I was particularly interested in the lesson ‘One Year on Earth’ – understanding seasons https://esamultimedia.esa.int/docs/edu/PR45_One_year_on_Earth.pdf.
I think this lesson would be useful in explaining the seasons in Ireland and would provide an opportunity for discussion of the weather and climate we have too. I think it would be suitable for a variety of ages and easily adaptable to many class groups. The weather and seasons are very relatable for children and easily linked to their everyday lives – what clothes they wear in each season, how they feel in each season, what happens culturally/in nature in Spring/Summer/Autumn/Winter. It would really invoke discussion about the seasons and could be linked with Gaeilge to discuss weather in each season as Gaeilge too.
I think the question in activity 2 ‘Why does the Earth have seasons?’ is very interesting and again, relatable to children. The figures provided in this activity also show a useful visual. The hands-on activities ‘Build a sun-earth model’ and ‘one year on Earth’ are fun and engaging and by the end of the lessons pupils should become aware that the tilt of Earth’s axis affects the angle at which the Sun’s rays strike Earth and this is what causes the seasons.
I was also fascinated by the Astronomy picture a day on https://apod.nasa.gov/apod/astropix.html and think there are many ways to regularly use this website in the classroom when discussing Earth and Space, constellations and the distance between stars and planets.
Katie Jo, That sounds like great fun! I like how you’re starting with mirrors to highlight our unique features. Incorporating 3D shapes into designing Martians with clay will definitely make maths more exciting. The class pictogram at the end is a great way to wrap it all up!
I teach 2nd class, this activity is based on the stars. I would begin by discussing what stars are: massive, luminous spheres of plasma held together by gravity. Explain the lifecycle of a star, from birth in a nebula to possible end stages as white dwarfs, neutron stars, or black holes. I would introduce myths and legends involving the stars from different cultures and traditions, for example, in Greek mythology The story of Orion, the hunter, and how he was placed in the sky. Students would listen to, discuss, retell, and record these stories. They could draw pictures to illustrate the myths or write short summaries. Followed by teaching students how to observe the night sky. Discussing constellations and how to identify them. We would use star charts or apps to help locate specific stars and constellations. This could be followed by a hands-on activity such as a star map creation: Create a star map using black paper and white chalk or stickers to represent stars. Students can map out a constellation or make their own.
Grace I also chose the sun and shadows, this activity would also be suitable for my class and they would really enjoy learning in such a hands on and practical way!
I chose the sun and shadows.
For this activity I would use the Sun Book developed by Dr Maeve Liston of Mary Immaculate College, specifically the activity ‘Activity: Comparing Distances Away from and Sizes of the Earth, Moon and Sun’. I would begin with a discussion on common misconceptions about the sun, such as its size, distance from Earth, and role in the solar system. I would use questions to engage students and clarify misconceptions: “Which one is larger, the Earth or the Sun?” and “Is the Moon smaller than the Earth and Sun?”
I would demonstrate by using a basketball to represent the Sun and discuss its size and characteristics. Then have two students walk the basketball to the end of a hallway, while others observe from a distance to understand how large objects appear smaller from afar, and discuss why the ball looks smaller from a distance and relate this to how we perceive the Sun and other celestial objects. Children would then create models of the Sun, Moon, and Earth using Marla clay, encouraging them to consider the relative sizes of these bodies. To finish we would discuss and compare the models created by the students, emphasising the scale and distance between the Sun, Earth, and Moon. Reinforce the concepts of heat and light sources, the necessity of light to see, and the dangers of looking directly at the Sun. Explore how shadows are formed by using the models and a light source to simulate the Sun’s light.This sounds like a fantastic way to use BeeBots. We do not have them in our school but I would be interested in borrowing them from our Education Centre to try this out!
My name is Clíodhna and I will be teaching 2nd class in September.
The activity investigating “Which material do you think might be best to soak up the spill?” is highly engaging for students as it involves hands-on experimentation. I would start with a discussion, asking them to predict which material they believe will be most effective and why. Have students work in small groups to test their hypotheses by pouring a measured amount of water onto a surface and using each material to soak it up. They will observe and record how much water each material absorbs. After the experiment, gather as a class to compare results and discuss which material was most effective and why, considering factors such as material composition and structure. The use of different materials and water captures their interest and curiosity. Using the scientific method allows Students to learn to ask questions, form hypotheses, conduct experiments, and draw conclusions. They develop critical thinking skills in making predictions and analysing results. And they also work in groups to promote teamwork and communication. I would also encourage students to think about other questions they could explore with similar experiments.
