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Una, I really enjoyed reading your idea. I like how you start by getting the children thinking about different things that fly before introducing rockets, as it’s a great way to spark their curiosity. Bringing in the history of space travel is a lovely way to make the lesson more meaningful and link it to other subjects. I also think comparing different rocket designs is a great idea because it encourages children to test, observe, and think about what works best. Finishing by decorating their rockets adds a fun, creative element that the children would really enjoy.
For Space week I would turn the classroom into a science lab where every child becomes a Potion Scientist! I would tell them that they have to make a potion that will convince a group of Aliens that their own planet is a better place than Earth! I would give each group a small cup of vinegar (the magical liquid), a spoon of baking soda (the magic powder), food colouring, glitter (optional), and a small plastic bottle. I would ask the children, “What do you think will happen when we mix our magical ingredients?” The children are encouraged to add a few drops of food colouring to the vinegar before carefully tipping in the baking soda. Suddenly, their potion fizzes, bubbles, and foams! I would ask them to watch, listen, and describe what they notice. Can they hear the fizz? Can they see lots of tiny bubbles? I would then explain that the baking soda is a solid, the vinegar is a liquid, and together they create a gas called carbon dioxide, which makes all the exciting bubbles. Finally I would finish with a Fizz Detective Challenge! Ask the children to find and point to the solid, liquid, and gas in their experiment. They can then draw their bubbling potion, label each part and give their potion a name. They would then explain how their potion is going to make the aliens return to their home planet.
Rachel, I really like how you’ve connected this lesson to children’s own experiences and highlighted the importance of inclusion. Extending the activity with local landmarks is a great idea, as it helps make learning more meaningful. Ensuring every child’s home is represented also creates a welcoming classroom where diversity is valued and every child feels a sense of belonging.
When teaching my 1st and 2nd class all about weather, I would use a STEM activity to develop their understanding of why we choose the clothes we wear on a day to day basis. I would start by chatting with the class about today’s weather. Is it sunny, rainy, windy, or cold? I would ask pupils what they chose to wear and why. This helps them make real-life connections between weather and the clothes they wear every day. Next, I would place a collection of clothing items in the centre of each table. Each group would be given a weather card (e.g., sunny, rainy, windy or snowy) and some cardboard. Their challenge is to work together to create and dress their weather person for the conditions – including lots of discussion by asking questions like, “Why did you choose a raincoat?” or “Would sandals be a good choice today?” Once everyone has finished, each group will be invited to share their weather person with the class and explain their choices. This is a great opportunity to introduce simple scientific thinking as pupils consider how different materials help keep us warm, cool, or dry. We would finish by stepping outside to observe the real weather and get the children to investigate if everyone dress appropriately today? What might they choose differently tomorrow?
I really like this idea. I think the countdown and rocket launch is a great way to get the children excited from the start. The playdough and craft materials would really encourage their creativity, and I like how naming their alien adds a fun literacy link. It sounds like an engaging lesson that children would really enjoy.
For my 1st and 2nd class I would use the Activity set of Space and Aliens. To start the lesson, I would ask the children if they think aliens might exist and explain that nobody knows for sure. We would have a short discussion about what different planets are like and how an alien might need special features to live there. This would encourage the children to use their imaginations while thinking about different environments. Next, I would give each child some modelling clay and art materials to design their own friendly alien. They could decide how many eyes, arms, or legs it has and think about any special features that help it survive on its planet. Once they have finished, the children could give their alien a name and tell the class a few facts about it, such as where it lives and what it likes to do. To finish, we would have an “Alien Gallery” where everyone shares their creations.
I really enjoyed reading about this lesson. I think using a globe and a toy boat is a great way to get children thinking and asking questions. The hands-on activity would keep them engaged, and I like how it encourages them to discover for themselves that the Earth is round through exploration and discussion.
With a 1st and 2nd class I would focus on the activity of the planets with the aim that the children will identify the eight planets in our solar system and recognise that they all orbit the Sun. I would begin by showing a picture of the solar system and asking the children what they already know about space. I would then introduce the names of the eight planets and explain that they all travel around the Sun. The Planets Song would then be introduced and the children encouraged to sing along while pointing to each planet as it is mentioned. We would repeat the song to help reinforce learning. Next, each child would be given a planet picture card. As I call out the planet names, children hold up the correct card. Then, working in pairs, pupils arrange the planet cards in the correct order from the Sun. I would then finish with a creative activity where children create a simple paper solar system. Invite volunteers to share one interesting fact they learned. To adapt this for an older class I might incorporate the size and unique characteristics of each planet and allow children in pairs or small groups to research a specific planet and get them to present their findings to the class.
I really like this lesson because it gets the children thinking and asking questions from the start. The experiment is simple, hands-on, and gives everyone a chance to make predictions and see what happens. I also like the discussion afterwards, as it helps children explain their ideas and understand how gravity affects the objects they tested.
Hi. My name is Louise and I will be teaching 1st and 2nd class next year. A fun space fact that I like is astronauts grow taller in space because there’s no gravity compressing their spines!
My Inquiry based activity would be:
How Can We Build a Space Explorer?
What materials are best for building something that could travel in space?Learning Intentions
Learn about space and why spacecraft need strong materials.
Explore the properties of different materials.
Design and build a simple model spacecraft.
Test and improve designs.I will show pictures of rockets, satellites, and astronauts and ask:
What do astronauts need in space?
What would happen if a rocket was made of paper?
Why do you think spacecraft are made from different materials?
I would then introduce the challenge to the class:
“Today you are engineers. You need to build a space explorer that can survive a journey into space!”
Children would be allowed to investigate a range of materials using the following prompts to guide them in their choice of materials:
Which material is strongest?
Which is lightest?
Which bends easily?
Which keeps water out?
We would then discuss their findings. Following on from this the class would be given time to work on their engineering challenge following the specific criteria for the challenge:
Build a spacecraft using at least three different materials. It should:
Hold an astronaut (toy)
Stand on its own
Be strong enough to be moved around the classroom
Following the allocated time on working on the challenge, children would present and share their models answering questions based on the activity, e.g. which material worked best? What would you change? Why did you choose those materials?This activity would encourage children to investigate, predict, test, and improve—placing inquiry and hands-on learning at the centre of their exploration of space and materials.