Forum Replies Created
-
Posts
-
I really like how you have developed this foam rockets activity into a full inquiry-based lesson. Starting with The Way Back Home is a great way to engage children and connect literacy with science. I think the enquiry question is particularly effective because it encourages pupils to make predictions, test ideas and use evidence to explain their findings. The comparison with darts and paper aeroplanes is also a great extension as it helps children see how the same scientific ideas apply to everyday objects.
Foam Rockets Activity:
In this activity, pupils create their own foam rockets and investigate how rockets move. The children begin by looking at pictures of real rockets and discussing how rockets travel into space. They can then design and decorate their own foam rockets before testing how they move.
Using simple materials, pupils can build their rockets and make predictions about what will happen when they are launched. They can test different designs, compare how far the rockets travel, and discuss what factors might affect their movement. Children can record their results through drawings, measurements or simple charts.
This activity supports STEM learning by allowing pupils to take on the role of young engineers. They are encouraged to ask questions, solve problems, test ideas and make improvements to their designs. It also develops skills such as teamwork, communication, measuring and critical thinking.
A curriculum link could be with Science – Energy and Forces, as pupils explore how forces can cause objects to move. It also links with Maths through measuring distances and comparing results, and Art through designing and creating their own rockets. This hands-on activity would be a fun way to introduce space while encouraging curiosity and creativity.
I think your chosen activities support purposeful game-based learning and STEM education because pupils are actively exploring, testing ideas and solving problems rather than just learning facts. The investigations encourage curiosity, teamwork and critical thinking as children make predictions, collect data and explain their findings. A meaningful link to another curriculum area would be Geography, as pupils could explore different habitats, climates and environments around the world. They could create maps, compare locations, and discuss how weather conditions affect both humans and animals.
Chosen Activity: Activity Set – Weather: Investigating Children’s Coats
For this activity, I would choose Investigating Children’s Coats as I think it would be a meaningful and practical science activity for a primary classroom. Children experience different types of weather every day, so this activity gives them the opportunity to explore something that is directly connected to their own lives.
I would begin by showing the children a selection of different coats and asking questions such as, “Which coat would you choose for a cold day?” and “What makes one coat warmer than another?” The children could examine the coats by looking at the materials, thickness, fastenings and textures. They could make predictions about which coat would keep someone warmest and then test their ideas through a simple investigation.
This activity would develop important science skills such as observing, questioning, predicting, comparing and recording results. Children could work in groups to discuss their findings and explain their thinking. I would encourage them to use scientific language such as warm, waterproof, thick, thin and material.
A link to the Irish Primary Science Curriculum would be the strand Energy and Forces, particularly exploring heat and how materials can affect temperature. The activity could also link with SPHE as children learn about making appropriate choices for their health and wellbeing, such as dressing suitably for different weather conditions.
I would adapt this activity depending on the age and needs of my pupils by using real objects, visual supports and allowing children to record their findings through drawings, labels or written explanations. I think this activity would be engaging because it allows children to investigate a real-world question and discover answers through hands-on learning.
I really like this activity because it allows children to use their imagination while still making connections to the world around them. I think the comparison between the alien world and the school environment is a great idea as it helps children understand the difference between real and imaginary. It also encourages creativity, discussion and lots of fun during learning.
I would use the Activity Set: Stars in my 1st class because children are often fascinated by the night sky and have lots of questions about what they see. I would begin by creating a “wonder wall” where the children could share what they already know about stars and write down questions they would like to explore. This would allow me to see their ideas and use their curiosity to guide the learning.
For the activity, I would have the children create their own constellations using black paper, chalk, and star stickers. They could design a pattern of stars and create a story or character to go along with their constellation. We could then look at some real constellations and discuss how people long ago used stars to create pictures and stories. The children could also use a simple digital star map or interactive resource to explore what the night sky looks like.
I think this activity would be a great way to combine science, creativity and storytelling. It encourages children to ask questions, use their imagination and understand that stars are not just small points of light but part of a much bigger universe. It also develops skills such as communication, creativity and teamwork. I would record the children’s constellation designs and explanations digitally to create a class display of their learning.
Overall, I think the stars activity set would be a fun and meaningful experience for 1st Class pupils because it allows them to explore space in a creative and hands-on way while building their confidence as young scientists.
Hi Dean,
I would do something similar and I love the ideas you’ve given here! Will definitely steal them for good use 😀
I would use the activity set: The Moon in my 1st class classroom because it is a topic that naturally creates curiosity among young children. Many children have questions about the Moon, such as why it changes shape, why we can see it at different times, and whether it is always there even when we cannot see it. I think this activity set would allow children to explore these questions in a fun and hands-on way.
I would begin by asking the children what they already know about the Moon and recording their ideas. We would then observe the Moon over a number of weeks, using drawings or digital photographs to create a Moon diary. The children could record what they notice about the Moon’s shape and discuss any patterns they see. I would encourage them to make predictions and share their thinking with the class.
I like this activity because it allows children to learn through observation and investigation rather than just being given information. It develops important skills such as questioning, predicting, recording and explaining ideas. Using digital records, such as photos or a class slideshow, would also help children see the changes over time and make the learning more meaningful. I think this would be an engaging way to introduce young children to space while encouraging curiosity and a sense of wonder about the world around them.
Hi, my name is Muireann and I’ll be teaching 1st/2nd in September. My favourite space fact is that a day on Venus is longer than a year on Venus.
One inquiry-based activity I would use in my classroom is growing plants from seeds. I think this is a great way to get children interested in science because they can see changes happening over time. The children would work in small groups to plant seeds and make simple predictions about what they think the plants need to grow. For example, one plant could be left on a sunny window sill while another is placed somewhere with less light. Over the next few weeks, the children would observe the plants, draw pictures of what they see, and talk about any changes they notice.
I like this activity because it gives children the chance to learn by doing instead of just listening to the teacher explain it. As they watch their plants grow, they naturally begin asking questions and thinking about why one plant is growing better than another. I would support their learning by asking questions like, “What do you notice?”, “Why do you think this plant looks different?” or “What do you think will happen next?” These kinds of questions encourage children to think for themselves and share their ideas with the class.
I think this activity would work really well in a 1st class because it is simple, fun and hands-on. It also helps children build important skills like observing, working together, talking about their ideas and recording what they find. Overall, I think it would help create a classroom where children feel excited to ask questions, explore new ideas and learn from their own discoveries.