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For Module 5, I decided to focus on the Balloon Rockets activity, which is perfect for young students in first class. This activity is simple, fun, and an excellent way to introduce basic concepts of movement and air pressure in a way that’s easy for young students.
In my class, I would gather the children and talk about rockets. We’d discuss how rockets fly by pushing out air or gas, just like how a balloon flies when we let it go. I’d use simple language and lots of visuals to make sure everyone understands.
After our discussion, we would make our own balloon rockets! The children would work in pairs to tape a straw onto a balloon and thread the straw onto a piece of string stretched between two points in the classroom. Once they blow up the balloon, they’d hold it tight and get ready for the big moment—letting go to see how far the balloon rocket flies along the string!
Each child would have a turn to launch their balloon rocket, and we’d measure how far it travels. We would talk about what makes the balloon go further or not as far, using words like “more air” and “less air” to describe what’s happening.
I’d also get the children to decorate their balloons like real rockets, adding a bit of creative fun to the lesson. This activity would not only teach them about movement and air pressure but also get them excited about space and science in a way that’s easy to understand and full of hands-on fun.
Hi guys!
For my first class, I would choose the “What Clothes to Wear?” activity from the module. This inquiry-based activity allows students to explore the connection between weather conditions and the type of clothing people wear. The activity would start with a discussion on different weather conditions (sunny, rainy, cold, hot) and how they affect our choice of clothes. Students will then be asked to predict what types of clothes are suitable for each condition and why.
To make the activity more engaging, I would use an interactive approach by showing them various clothing items (e.g., raincoats, winter hats) and having them match these items to specific weather scenarios. This hands-on approach not only reinforces their understanding of the relationship between weather and clothing but also encourages them to think critically and communicate their reasoning.
This activity aligns well with developing core scientific skills such as questioning, observing, and predicting while making learning fun and relevant to their everyday lives.
Hi Lorraine,
I absolutely love this idea, I have first class in Sept and this is definitely an idea I’ll be using!
Hi guys,
I chose the “Create an Alien” activity because I think it’s a fantastic way to engage 1st class by combining creativity with basic science concepts. In my class, I would begin by talking with the students about what makes living things special—like how fish have fins to swim or how birds have wings to fly. Then, I would ask them to imagine a fun, friendly alien that lives on a faraway planet. We would discuss how this alien might look different because of the planet it lives on.
Students would then draw their own alien, thinking about what it needs to survive on its planet—maybe it has long legs to walk on hot sand or big eyes to see in the dark. This activity encourages them to use their imagination while also thinking about how different environments can affect living things. Afterwards, they would share their drawings with the class, explaining why their alien looks the way it does. This helps them build confidence in sharing ideas and reinforces the connection between environment and physical features in a fun and age-appropriate way.
Hi Niamh,
I love this idea, I had said I would do something similar – get the children to observe and draw their shadows at different times of the day. I would definitely incorporate the songs you’ve mentioned into my lesson – thanks for the idea!
Lauryn 🙂
Hi everyone, Lauryn here 🙂
I would focus on the “Sun and Shadows” activity set from the module. This activity is definitely effective for helping students understand the concepts of light, shadow formation, and the movement of the sun. In my classroom, I would start by taking the students outside on a sunny day to observe their shadows at different times—morning, midday, and afternoon.
Students would trace their shadows with chalk and compare how the shapes and lengths change throughout the day. This hands-on activity would be enhanced by a discussion on how the sun’s position in the sky affects shadows.
By engaging in this inquiry-based activity, students would not only tap into the science behind shadows but also develop their critical thinking skills as they make predictions, observe changes, and reflect on their findings. This approach makes abstract concepts like the sun’s movement more understandable for young students.
Hi! Lauryn here. Here is my mind-map and my reflection.
Mind Map:
– Planets in our Solar System: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune
– Stars and Constellations: The Sun, Orion, Big Dipper
– The Earth’s Movements: day and night, seasons
– Space Exploration: Astronauts, Rockets and SatellitesInquiry based activity:
For an inquiry-based activity, I would focus on the concept of moon phases. I would introduce the activity by discussing the moon and showing them images of the different phases. Then, I would provide each student with a very simple “Moon Diary” where they could draw what they observe about the moon each night for a week or so.
This activity is beneficial because it encourages daily observation and reflection, encouraging a habit of inquiry. The students will hopefully begin to notice patterns in the moon’s appearance, leading to questions about why the moon changes. This inquiry-based approach engages students in active learning and helps them develop a deeper understanding of the moon’s phases through personal experience and observation.
