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Matthew,
I see Marvin and Milo as more of a science kick starter rather more than literacy, since they are tagged as “DO try this at home” so I would use them as practical impetus. Are there particular ones that you would consider using or sharing with your class?
Other teachers have mentioned balloon rockets, but I like the homemade sunset: https://spark.iop.org/sites/default/files/media/documents/32%20-%20Marvin%20and%20Milo%20-%20Homemade%20Sunset%202019.pdf
Do note, that sometimes the language can be a bit complex, as in Eerie Blue Water (https://spark.iop.org/sites/default/files/media/documents/62%20-%20Marvin%20and%20Milo%20-%20Eerie%20Blue%20Water%202019.pdf)
Perfect stuff Dayna, thanks for sharing. I really like the simple mathematics that you have included. Did you know that some of the rovers and spacecraft made by NASA have hidden patterns?
https://science.nasa.gov/planetary-science/programs/mars-exploration/rover-basics/
Hi Ciara,
You’ll find the majority of resources from Curious Minds can be used with classes and are designed to not require a lot of equipment.
The fingerprints prompt is great for getting the children interested and then active in wondering and exploring how fingerprints are viewed and a little bit about how they are different for different people. The task of viewing the fingerprints could be the subject of an investigation itself, as the children might suggest trying different ways to get a good look at a fingerprint. Younger children could consider how much you should blow up the balloon, older children might consider the material that should be used to make the prints, using perhaps different amounts of pencil or perhaps a different colour contrast.
Niamh,
would you touch on the role of light pollution in limiting our view of the sky? A long running project that asks participants to report on their view of a certain constellation each month is Globe at Night.
During the darkest part of the month you are asked to go outside about an hour after sunset and compare what you see to magnitude charts. For October 2024 the dates are
24 September 2024 – 03 October 2024 and then 24 October 2024 – 02 November 2024 for Cygnus and Pegasus.
The closer to the winter solstice you leave this activity, the earlier they will be able to go outside.
Sharon,
as you have noted, spaceweek.ie hosts resources for teachers to use in the classroom and also family activities and club activities.
Make a Spacecraft is presented as a family activity, so you may want to review which parts of the curriculum you intend it to support.
To review how rockets have changed over time, see the resource from the NASA rocket educators guide: https://www.nasa.gov/wp-content/uploads/2012/03/rockets-guide-20-history.pdf?emrc=231d29
There is also a powerpoint on scoilnet, that is sourced from http://www.spacekids.co.uk/spacehistory.
Finola,
see also the activity from Project Astro on Constellation Detectives (https://astrosociety.org/file_download/inline/808cd9d5-3a2e-4880-88d0-c29a6ecb60d5).
We have these printed A3 size, laminated, and tape them to the undersides of desks for children to lie on their backs and look up at the ‘stars’.
Some “simple star constellation template sheets” can be found at Mayo Dark Skies as https://www.mayodarkskypark.ie/wp-content/uploads/2023/11/MDSP-Constellations-v1.pdf
or you could use the Stellarium software (described in Module 4) to show constellation outlines and artwork on the IWB.
Matthew,
thanks for sharing that book recommendation. It appears to be one of a series of books by a prolific writer of non fiction for children.
https://www.goodreads.com/series/243967-out-in-space
There are limited previews of the book available, but it appears to have photographs and very simple text.
We have used a simple set of night sky drawings to help children find constellations, you can find them at Constellation Detective from Project Astro: https://astrosociety.org/file_download/inline/808cd9d5-3a2e-4880-88d0-c29a6ecb60d5
Niamh,
making parachutes to slow down falling objects is a good way to engage the children and to help them express their understanding of forces.
The connection between weight and falling is rather more tricky, and has been not well understood over the years until the 1600s when Galileo explored this with actual experiments. He used ramps and measured the time it took different balls to roll down a ramp. In this case the ball rolled slowly enough that he could measure the time it took.
See this Nova show that outlines the thinking of Aristotle and Galileo:
https://www.pbslearningmedia.org/resource/nvmm-math-fallingbodies/galileos-falling-bodies/
and includes the hammer and feather experiment from the Moon.
Deirdre,
Floating and sinking is a staple of the infant classroom and allows children to closely observe and describe what they see as they attempt to sense build around ideas related to materials and to forces.
I’d be cautious about accepting “guesses” (even though that is the language of the primary curriculum skills for infants in Science), since their prediction should be linked to their emerging science understanding. If they are merely guessing they might as well flip a coin to state if an object will sink or float, and they have no understanding that can be improved on.
I’d suggest that you let them play with a variety of objects, group them according to if they float or sink, use similarities between the floaters or the sinkers to establish a simple understanding, and then, with that understanding let them choose other objects (an ‘informed guess’) that they believe will behave in the same way – either by floating or sinking.
The glossary in Science states:
floating: the tendency of an object to remain on the surface of a liquid; an object will float if its density is less than that of the liquid; the weight of a floating body is equal to the weight of fluid displaced; the force up and the force down on the body are equal
This is the only place where density is mentioned.
In work on weight and capacity, density may be referred to, but generally children might refer to a material as being heavy for its size (a metal cube) vs light for its size (a plasticine cube).
Hi Brenda,
In October this year the Moon has the following phases:
Oct 2: NEW, 10: 1st Quarter, 17: FULL , 24: 3rd Quarter
so it will be visible in the afternoons during Space Week, as a tiny sliver at the start of the Space Week to beautifully placed low in the late afternoon sky by the end of Space Week.
If you wanted to view the Moon in the morning sky, then wait another two weeks to catch it at 3rd quarter.
As noted in some other responses, phases of the Moon is not part of the primary curriculum, so we recommend treating the changing appearance of the Moon as an example of shadows across a 3-D object, in essence that night on the Moon is because the Moon is solid (much as night on the Earth is because the Earth is solid and only one side can be lit at a time).
Lauren,
what an engaging prompt, although, as you have remarked in response to another teacher, an actual physical scenario can be striking too. I would expect the physical letter, (slightly water stained?) would be very effective.
The scenario you proposed would lend itself to testing materials that hold or surround the mermaids tail when it is submerse. Did you make the mermaid tail out of card or sugar paper? If so, it would be very easy to see if the tail had become wet when submersed.
I found this craft of making a mermaid from a paper towel roll: https://www.thecrafttrain.com/cardboard-tube-mermaids/
There could be an interesting discussion with an older class on the breakdown of plastic in the ocean. See this adult level article: https://www.kqed.org/science/1941258/after-3-years-in-the-ocean-these-supposedly-biodegradable-bags-are-still-intact
Linda,
by including the blubber activity you are connecting the children’s science understanding to a testable investigation.
Polar Bear Blubber – Science Fun
has the “Extra Experiments” which could easily arise as ‘take the next step’ and in each case the children could make predictions to their own starter question and extend their learning.
Try to use other types of insulators such as butter, cotton balls, or sand. Which one works as the best insulator?
Try using room temperature water or water that is 100 degrees Fahrenheit (Be careful with hot water when you are testing it). Does the glove work in these situations?
Lorraine,
thank you for sharing your relevant and detailed account of Houses / Where do you Live?
It is imperative for students to begin with what they themselves are familiar. In identifying different kinds of houses, it gives a focus on different types of houses, suited to different environments and different climates. I love the planning, designing and making of 3D models of the different pigs’ houses and then their own houses.
By sharing their own house styles, this can lead to comparisons and discussions. An “Architect’s Walk” of the local area would enhance learning in this area too, and also embed new vocabulary learned. There is a nice overlap with other lessons on weather and climate, on materials, and of course on art and on make & design activities.
Aaron,
I can see a 2nd class really getting a lot from this activity sequence.
Some of the suggestions appear from Twinkl, such as https://laxey.sch.im/site/uploads/pages/114/_media/20201118_b7ecd8e8/Solar_System_Code_Breaker.pdf
Information on Mae Jemison might include Mae Jemison by Mary Nhin (https://youtu.be/tuMVjqvIuTI?si=ryx11ucXE21RxkXY) or Mae Among the Stars by Roda Ahmed (https://youtu.be/tuMVjqvIuTI?si=ryx11ucXE21RxkXY)
The NASA Rocket Educator’s Guide has a short history of rocket design at https://www.nasa.gov/wp-content/uploads/2012/03/rockets-guide-20-history.pdf?emrc=231d29
Rachel,
you have captured the essential elements of inquiry learning in your summary of the lesson activity. SESE Science skills use the language of guess
Predicting
• guess and suggest what will happen next in structured situations
What will happen to the ruler if we place it in water?
I think it will float/I think it will sinkbut for children to improve their science thinking they need to use their understanding to make a prediction based on their understanding. This often means that the children will need to play with a bowl of water and a range of items to get a sense of what is happening before they pose a starter question and predict in relation to it.
The child who has noticed that it isn’t just the mass of the object that matters, but its density (phrased as ‘heavy for its size’) is showing a deep understanding of a complex idea, and an idea that can be tested.