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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.