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I love the idea of integrating literacy into the SESE lesson. I often do this with history lessons. I will make sure to check out the book you mentioned!
As I have 2nd class I would be keen to adapt the lesson on Stars. Here is how I would extend the learning for the children in my class.
Objective:
Students will observe and record the night sky to enhance their understanding of stars and constellations.Duration:
1 week (daily 10-15 minutes, with a 30-minute class discussion at the end).Materials:
Star chart, observation diary, pencils/markers, optional telescope/binoculars.
Introduction:
Explain star patterns and constellations. Provide students with a star chart and observation diary. Each night, they will spend 10-15 minutes observing the stars, noting the constellations and any changes in their diary.Observation:
Students will record their observations daily, including date, time, weather, and drawings. Encourage them to notice patterns, brightness, and any changes in the stars’ positions.Class Discussion:
After a week, students share their findings, discussing which constellations they saw, any changes, and how weather affected visibility.Follow-Up:
Students create their own constellation and myth based on their observations.I would choose the ‘Where is the Shadow’ experiment. I would take students outside on a sunny day to observe their shadows. Ask them to trace their shadows on the ground at different times (morning, midday, and afternoon) and predict how the shadows might change over time.
As the day progresses, have students revisit their traced shadows and compare them, noting changes in length and direction. Discuss why shadows move and change size, introducing the concept of the Earth’s rotation and how the Sun’s position in the sky affects shadows.
I really love that these lessons can be made so hands-on as it can be overwhelming at times to tackle such an abstract topic with younger children.
This activity promotes observation, prediction, and critical thinking, helping students understand the relationship between the Sun’s position and shadows through hands-on, inquiry-based learning.
Hi all, I am Marcella and will be teaching 2nd c;ass again next year. My favourite space fact is that a day on Venus lasts longer than a year on Earth!
Mind Map:
<p style=”text-align: center;”>What is Space?</p>
<p style=”text-align: center;”>Outer Space</p>
<p style=”text-align: center;”>The Universe
Stars and Planets
Black Holes
Mysterious Stuff (Dark Matter & Energy)
Space Exploration</p>
<p style=”text-align: center;”>Exploring space
Satellites and telescopes
Traveling in space
Problems we face in space</p>
For an enquiry based activity in my class, I would start with the prompt question: “How do rockets fly?” Introduce the concept by showing a simple video of a rocket launch. Ask students what they think makes the rocket go up.
Next, conduct a hands-on activity where students build and launch their own mini rockets using materials like paper, straws, and balloons. Guide them to observe how the rocket moves when air is released from the balloon, demonstrating the principle of action and reaction.
Encourage students to modify their designs to see how changes affect the rocket’s flight. Discuss why some rockets go higher than others, linking this to the forces acting on the rocket.
This activity aligns with the SESE Science curriculum, specifically the Energy and Forces strand, promoting inquiry, experimentation, and understanding of scientific principles through active engagement and hands-on learning.
Hi Leanne, I actually used to use these songs while teaching the planets to my 1st and 2nd class as well, they are a fantastic resource and a great way to incorporate music into the lesson as well!
The activity I would use is the Lunar Landscape as there are so many options for integration with oral language, maths and art. I would use the four and cocoa powder to symbolise the moon’s surface, then allow the children to throw the rocks into the tray to symbolise the craters on the moon. We can talk about why the craters are different shapes and sizes, talk about the textures of the rocks in comparison to the flour and cocoa powder etc. This links nicely in with the Astroedu activity of using fabric and fibre to create our own moon and ask questions about what the moon would feel like if we could touch it. Finally, we could link it in with materials in the science curriculum, the properties and characteristics of materials.
I love this trigger, it makes the investigation appropriate to the child’s world as I am sure many of them have a rubber duck for their bath times!
Hi my name is Marcella and I’ll be teaching multigrade next year.
The experiment I would chose to do with my class would be about floating and sinking, this is always a hit with the younger children. I would bring out the objects to be tested and have them in a bag so the children have to use language to describe the materials. Then we would predict how each object would react in the water tray – would it float or sink? Children can draw a smiley face on their whiteboards if they think they will float and a sad face on it if they they think it will sink. We can then test each material and see if it floated or sank. We could then talk about where they see objects floating or sinking at home, what materials were these things made from? As my reflection I would assess whether the children can use the appropriate language of flaoting and sinking, can then name materials such as plastic, wood, rubber etc.
