[Elaine Hanna]

Hi Tommy,

 

I really like how you prioritise questioning in your plan and encourage the children to question too.

[Elaine Hanna]

I would use the rocket activity with First Class.

Engage:
Read aloud The Darkest Dark by Chris Hadfield. Then watch a video of Chris Hadfield in the International Space Station. You could also watch a video showing a manned rocket launch. Then have the children each play with foam rocket launchers.

Investigate:
Investigate the question ‘How do rockets launch?’.
Now try to make our own mouse launcher/ Rocket Mice: https://youtu.be/GUKCT2L3DjA
This involves some paper, tape, milk cartons, water bottles, soda bottles.
Extend using different sized bottles.
Introduce questions such as ‘Why does it fly?’, ‘What makes it fly farther/ higher?’, ‘Does the rocket move farther/ higher if I squeeze slowly or quickly?’.
Encourage recognition of force.

Next Step:
Make connections to other objects with fins to connect with PE curriculum. Or recycle paper to make paper airplanes to connect to SESE/ SPHE.

Reflection:
Did the children recognize and name force as the means to launch their rockets?

[Elaine Hanna]

This sounds like a super hands-on learning activity.

[Elaine Hanna]

I have chosen the Where do you live? activity. I would aim it at First Class level.
Engage:
– I would bring the children on a walk around the local area to look at the different types of buildings
– A checklist could be used to give vocabulary and provide an extra level of engagement
– When we return to the classroom we would create a mind map detailing the different buildings and their properties
Investigate:
– We could use google earth to virtually travel to different addresses
– Draw a map showing their own home and the landmarks or buildings in the surrounding area
Next step:
– Use clay to create a 3D model of their home
– There could also be stations and the activity could be extended i.e. lego, blocks, magformers, etc.
Reflection:
– Carousel: pupils walk around the classroom to look at their peers’ creations, they stop when the music stops to leave a positive comment. Post it notes can be left beside each piece for feedback or for younger pupils feedback can be sought and given after each pause.

[Elaine Hanna]

Hi Siobhan,

I hadn’t spotted your post until after I popped my own up but I chose the same story. It’s a lovely story isn’t it? And it has a cute selection of fun and friendly aliens.

[Elaine Hanna]

Activity: Why is Earth Special?

Class level: First Class

I would use a combination of the two Special Life lessons. Additionally, I would use some resources that I have collected throughout the years and added into my pack on the theme of Space.

Engage:
– Begin with a read aloud of “There’s an Alien in your Book” by Tom Fletcher
– This is an interactive book with the main character of a little alien
– play the ‘We are all special and different game’. All children stand up and teacher calls out traits and talents i.e. I have brown hair, I am good at gymnastics, I have 2 brothers.

Investigate
– In the end one child is left standing and similarities and differences can be discussed.
– Ask the children to suggest what makes the Earth special and to draw and label their favourite things about earth i.e. animals, trees, flowers, people

Next Step
– Show images of the other planets and encourage the children to imagine what martians on that planet might look like
– show a selection of alien illustrations i.e. The Smeds and the Smoos, Aliens Love Underpants, etc.

Reflection
– Ask the children to choose a planet and to draw a martian that may live there
– classroom carousel at the end to view and give peer feedback. Play music and stop at the nearest piece of work when music stops. Comments can be sought after each pause or a post it note can be left beside each space.

[Elaine Hanna]

Hi David,

This sounds like a lovely active activity to do with the little ones. I can imagine their suprise when they return and the shadows have moved.

[Elaine Hanna]

I chose one of the activities from Dr. Maeve Liston’s booklet of activities that explore the Sun.
I will be working with First Class in September so I have tried to pick an appropriate activity for that age range. I also think that the sun being visible throughout the school day and familiar to younger children makes it more engaging and a good starting point to explore further concepts about space, the moon, and the planets.

Activity: Measure and Compare Temperature of Different Places at Different Times

Engage:
– watch a weather forecast
– discuss the need to know the temperature
– move outside and explore different areas both external and internal
– introduce the thermometer

Investigate:
– ask the children to find what they think is the warmest area
– then ask them to find the area that feels the coolest
– discuss the difference
– place a thermometer in each area for 5 minutes
– predict the outcome
– record the outcome

Next Step:
– discuss findings and compare the temperature outcomes
– question

Reflection:
– repeat but throughout a given day to note temperature differences i.e. early as sun rises, midday, and as the sun sets.
– ask for similar sources of heat and extend

[Elaine Hanna]

I really love your idea to engage the children. I can imagine that one being a core school memory for them.

[Elaine Hanna]

Hi all,

My name is Elaine and I will be teaching First Class in September and have taught First Class for the past number of years. The Over the Moon chapter on astronauts first sparked curiosity in my class and has since become a popular annual theme. I look forward to learning more about space and adding to the thematic unit.

Space Fact: Mars is home to the largest volcano in our solar system, Olympus Mons. It is nearly three times taller than Mount Everest.

Inquiry-based Activity

Title: How to Stay Warm in Cold Weather?

Engage: Tell the students you forgot your coat and you are on yard duty. Ask for ideas to keep warm. Create a mind map displaying the different suggestions.

Investigate: Gather different pieces of clothing from all seasons i.e. swimsuits, scarves, shorts, jumpers, caps, hats, sunglasses, gloves, etc. Explore the items by touch. Maybe use a mystery bag where students touch and describe the items unseen first. Then have the students try some items on and test them against the elements. Have the students design an experiment that could fairly test and rank all items. With the junior classes perhaps a simple happy or sad face and with the older classes perhaps a rating out 5 for effectiveness.

Next Step: Sort all fabrics by their properties. Discuss fabrics and their properties that are most effective against the cold weather.

Reflection: Consider extending this inquiry i.e. hot weather, cold water, windy, sunny.

 

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