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Hi Fiona, I really liked your idea of creating a whole-school weather station. It’s a great way to involve all classes and make STEM meaningful.
Before introducing Paxi and the greenhouse effect, I would spend some time helping my 2nd class understand the role of the Sun and why it is so important for life on Earth. I think it’s important that the children have this background knowledge first, as it will make it much easier for them to understand what the greenhouse effect is and why it matters.
Once the children have explored how the Sun provides heat and light, I would introduce the Paxi video on greenhouse gases. I really like this resource because it explains a complex topic in a way that is easy for young children to understand. As we watch the video, I would pause at different points to discuss new vocabulary and give the children the chance to ask questions or share their own ideas. I think this topic would lead to some really interesting discussions, particularly around the different ways people can help to protect the environment. One link I would make is to something the children are already familiar with. The trees outside our school are currently being removed to make way for new cycle lanes, and this has been a big talking point with the children. I think it would be a great opportunity to discuss how environmental issues are not always straightforward. On one hand, cutting down trees has a negative impact on wildlife and the environment, but on the other hand, creating safer cycle lanes encourages people to choose greener ways of travelling. I think this would help the children understand that sometimes there isn’t just one simple answer and that we need to think about different perspectives. Although I think the video is an excellent resource, I wouldn’t try to cover everything in one lesson. I would break the topic into a series of shorter lessons so the children have time to explore each idea, ask questions and make connections with their own experiences. I think this would make the learning much more meaningful and would help the children develop a better understanding of how they can play a part in looking after our planet.
I really enjoyed Activities 1 and 2. I think they are very suitable for younger children as they encourage observation and discussion rather than focusing on learning facts. The Weather Detectives activity, in particular, is one I can see working really well with my 2nd class. Children are naturally interested in the weather, especially when it changes from day to day, so I think they would enjoy observing the weather outside, recording what they notice and talking about how it changes over time. I also liked how the activities encouraged children to use scientific vocabulary in a meaningful way. Instead of simply telling them the difference between weather and climate, they are given the opportunity to think about it for themselves and discuss their ideas with others. I think this would lead to some lovely conversations in the classroom.
One thing I would probably add is a simple weather diary that the children could complete over a week or two. I think this would help reinforce the idea that weather changes every day, while climate is based on patterns over a much longer period. It would also encourage children to become more aware of the world around them and make connections between what they are learning in school and what they see at home. Overall, I think these activities are practical, engaging and very easy to adapt for a 2nd class.
I decided to focus on the Rockets activity because I know it is something that would really capture the interest of my future 2nd class. Anything to do with space immediately gets children talking, and I think the opportunity to build and launch their own rockets would make this a lesson they would be excited about. I also like using the Curious Minds Framework as it encourages children to explore, ask questions and learn through doing rather than simply being told the answers.
To introduce the lesson, I would show the class a short video of a rocket launch and ask them what they notice. I know there would be lots of interesting observations and questions, so it would be a nice way to get everyone involved from the beginning. We could chat about what helps a rocket get into space and introduce some simple vocabulary like launch, fuel and force. The part I think the children would enjoy most would be making and testing the mouse rockets. Before launching them, I would ask the class to predict which bottle they think would send the rocket the furthest and explain their thinking. I would also use this as an opportunity to introduce the idea of a fair test by asking questions like, “Would it be fair if one group had a much bigger rocket than another?” I think this would help them understand the concept in a simple, practical way. To finish off, I’d let the children design and decorate their own rockets and investigate whether different shapes or designs affect how they fly. I think this would be a lovely way to combine Science with Art while encouraging creativity and teamwork. This might be a lesson my 2nd class might really enjoy. It is practical, fun and gives every child the chance to explore, make predictions and learn from their own discoveries, which is the kind of learning I want to encourage in my classroom.
I would choose the Hands-on Classroom Themed Activities because I know from my experience that kids learns best when they are actively involved in their learning. I find that children are much more engaged when they can build, test and explore for themselves rather than being told how something works.
One activity I would definitely try with my 2nd class is a simple building challenge using everyday materials. I think the children would really enjoy working in small groups to design and build a bridge or tower. Before they started, I would encourage them to chat about their ideas, decide on a plan and make predictions about which design they think would work best. Once they had tested their structures, we could come back together to talk about what they discovered and what they might do differently next time. What I like most about this type of activity is that every child can contribute in some way. Some children enjoy building, others are great at coming up with ideas, while others are happy to explain what their group has done. It creates a really positive atmosphere where children learn from each other and realise that it’s okay if something doesn’t work the first time. In fact, those moments often lead to the best learning. I would love to include more activities like this throughout the year because they fit naturally into the classroom and can be linked with other subjects as well. I think they help children become more confident in asking questions, solving problems and working together. Most importantly, they make learning fun, and I know my 2nd class would really enjoy the opportunity to investigate, experiment and learn through doing.
I would choose the Activity Set Space and Aliens because I know it is a topic that would instantly grab the attention of my 2nd class. Children love talking about aliens and space, and I think starting with something that sparks their imagination is a great way to get them interested in science.
I would begin by asking the children if they think aliens exist and encourage them to explain why they think that. I know there would be lots of different opinions, and I think that would lead to some great discussions. From there, we could explore what living things need to survive and compare those needs with what we know about other planets. I like that the activity encourages children to think about their answers rather than just guessing. I would also include a creative follow-up where the children design their own planet and an alien that could live there. I think they would really enjoy explaining why their alien has certain features and how it survives in its environment. It would be a lovely opportunity to link Science with Art and oral language, and I know my class would love sharing their ideas with one another.
I would choose the Activity Set: The Sun and Shadows to use with my 2nd class because it is a simple, practical activity that encourages children to explore and investigate the world around them. I think children at this age learn best through hands-on experiences, and this activity gives them the opportunity to make observations and discover patterns for themselves. I would begin by asking the children what they already know about shadows and why they think they change throughout the day. We could then go outside at different times to observe our own shadows and mark them with chalk. The children could compare the length and direction of their shadows, make predictions about what might happen later in the day and discuss whether their predictions were correct.
I think this activity would create lots of opportunities for discussion and questioning. Instead of simply telling the children that the position of the Sun affects shadows, they would discover this through their own observations. I would encourage them to work in pairs or small groups so they could share ideas and explain their thinking to one another. I also like that this activity links well with other areas of the curriculum. The children could measure the length of their shadows in Maths, record their findings in tables or drawings and use new vocabulary during oral language activities. It is an easy activity to adapt for different abilities and encourages children to become curious about everyday scientific things.
An inquiry-based activity I’d like to use with my 2nd class this year is the “What is in the Box?” investigation. I think it is a great way to get children thinking like scientists because it encourages them to ask questions, make predictions and test their ideas instead of simply being given the answer.
I think this activity would work really well with junior classes because it is fun, hands-on and sparks children’s natural curiosity. I would introduce a closed box with a mystery object inside and let the children explore it by shaking, tilting or gently feeling it. They could then talk about what they notice, share their ideas with a partner and explain why they think the object might be a certain item. As they gather more clues, they can change or build on their predictions before finally opening the box to see if they were correct.
What I like most about this activity is that there isn’t a right or wrong answer straight away. It encourages children to think, discuss their ideas and realise that it is okay to change their minds when they discover new evidence. It also helps to develop important skills like observing, predicting, communicating and working together. I think this would be an enjoyable way to introduce scientific inquiry in my classroom. It is simple to organise, can be adapted to lots of different topics and creates plenty of opportunities for discussion and curiosity. Most importantly, it shows children that science is about asking questions, exploring ideas and learning from the evidence they find.
