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Heidi,
You have nicely matched the increasingly more complex rockets to the older classes. See also the “Rocket a Day” from Scoil Chaitríona Renmore, who are great supporters of Space Week each year.
http://junior.renmoreschool.com/Space/Index.html
With the foam rockets for 2nd class you have the opportunity to discuss fair testing, as different lengths of foam, different elastics and different distance the elastic is pulled will all make a difference to the distance travelled.
Veronica,
you can find a single page image of this activity as part of the ISS Primary Education Kit, at this link: https://esamultimedia.esa.int/docs/primedukit/en/PrimEduKit_ch2_en.pdf
on page 57.
There is a requirement for some fine motor skills to make this rocket, some children find it tricky to get the first part of the paper wrapped around the pencil. For those children you might consider this variant: https://www.nasa.gov/wp-content/uploads/2012/03/rockets-guide-20-321-puff.pdf?emrc=9e78ae
Eileen,
I like how you have planned to try two quite different rocket models, the Rocket Mice and the balloon rockets.
To make the balloon rockets seem more rocket-like you could fix the string vertically. We did a similar activity last year during Space Week, building up to “Heavy Lifters.” The heavy lifting task could be a “take the next step” for children who find the balloon rocket task straightforward.
Dayna,
thank you for sharing a lovely lesson outline, so suitable for infants.
Have you seen this site with further ideas and a delightful stop motion animation version of the story?
Aoife,
there is more information about the Drinking Gourd here. I’d suggest reviewing the night sky in class and then setting a homework of viewing it. You might use this resource from SpaceWeek.ie The Plough Clock with an older class, this will show the Plough in the correct orientation for the time of night and time of year.
Their own version of the Plough is part of this activity.
Both of these Plough themed activities can assist the children in identifying the asterism of the Plough, but I think it would be tricky to extend this into a true Inquiry activity that uses the full Framework of Inquiry as outlined in Module 1.
Fiona,
I have deleted your duplicate post.
I like how you have planned to feature Norah Patten (https://www.rte.ie/news/ireland/2024/0620/1455670-space-dr-norah-patten/), she is a great Irish role model, and has an active social media presence with regular video updates at https://www.facebook.com/SpaceNorah/
She is also a published author and did this Ask Me Anything in 2020.
Aaron,
connecting the imaginative world of aliens to the scientific details of their habitat is a great way to connect science into the topic. At Blackrock Castle we run a workshop on “Planets and Aliens” and make aliens from tin foil in a similar way to this:
https://youtu.be/mTQVrnCDRsQ?si=upFCK6PcSO2r_tuz
Aoife,
Do you have an outline for this activity? Heated Air is quite a general topic and I am not sure how it links to Sun and Shadows Toolkit.
It seems as if you might be considering making a hot air balloon, which I have seen done at second level, but not at primary.
Curious Minds has water fountain, which uses warm air to make water into a fountain. There is also PopTop.
With regards to the explicit teaching of “discussing the properties of gases and the kinetic theory of matter,” please note that the SESE Science curriculum refers to:
matter: anything that takes up space and has mass; all substances and materials can be called matter; solid, liquid and gas are the terms used to describe the three states of matter; it is possible to convert one state into another by either heating or cooling
In Junior Cycle Science students will “develop and use models to describe the atomic nature of matter … ”
When developing predictions at primary level I would not use the language of “hypothesis formulation,” but ask them to explain what they think might happen in terms of their own understanding.
You mention precise measurements and controls. What measurements would you expect them to make? A discussion about precision vs accuracy would be of interest to some of the more able children, but is generally a Leaving Cert Physics discussion. Controls in experiments tend to appear more in biology, so what would you expect the children to control? Would they keep one balloon at room temperature? Place another inflated balloon into the fridge? Place a third balloon into sunlight?
Heidi,
I like your connection to home via the Tiny Planet Book and a discussion about favourite planet. As commented earlier, at BCO we use Model Magic and it is a lovely material to work with that dries to a bounce.
They come out much like this: https://www.dianalevine.com/homeschool/2020/7/22/model-magic-planets
Ornaith,
the inquiry framework you have used is close to the 5E and shares some features with the Framework for Inquiry that is used by Science Foundation Ireland’s Curious Minds programme.
You have a prompt -picture or videos of day vs night.
I’d suggest that instead of “make observations about the sky,” that you make observations of the sky. The Moon can be seen in the daytime sky (see the material in Module 2) at some times of the month, this can be a direct experience that the children will remember.
It is less clear how working with torches and cutouts of the Moon and stars will help children to understand that the Moon and stars are luminous objects, since they will be lighting them up by shining a light on them, rather than observing them as lit objects of their own.
You might want to look as this ESERO activity Light and Darkness, to investigate “what objects look like when there is no light and look at
objects that give off light.”Anthony,
You will find a wealth of ideas from very many very experienced teachers who have taught in the junior end of the school in the forum, please do take the time to have a good look through.
You are quite right on the waterproof materials being easily accessible, this is one of the criteria of the Curious Minds programme, that the materials should be ‘everyday.’
Aaron,
this activity can be found in ESERO for older children as A Soft Landing.
I like the way you have structured it, since this allows the children to use their knowledge of materials as well as their understanding of forces.
A variant that we run at Blackrock Castle is to allow a small budget per group to ‘purchase’ materials. In this way, the children have to make decisions about what they think is essential. Top tip from my colleague is to have the string affordable!
Ciara,
thank you for sharing the link to the song. We like to produce an end of course summary with the recommendations from teachers. You can find the three previous iterations at spaceweek.ie as
https://www.spaceweek.ie/wp-content/uploads/2021/09/SpaceWeekJunior-1.pdf
https://www.spaceweek.ie/wp-content/uploads/2022/10/SpaceWeekJunior2022.pdf
https://www.spaceweek.ie/wp-content/uploads/2023/09/SpaceWeekJunior_2023.pdf
In what month do you usually cover “space,” October would be ideal to connect to World Space Week, but I know of teachers who prefer January when it is dark early.
Thanks for sharing these captioned videos of solar system songs. I think with your actions from the Planet activity you could discuss with the children if the planets ever do line up on one side of the Sun as implied in the video.
When planets do line up it is referred to as a conjunction. Conjunctions of 2 planets are reasonably common, three or more quite unusual. Mars and Jupiter will be in conjunction in August in the morning sky.
David,
a good summary of the various planetary missions is at the Planetary Society. I find this site useful since it includes the many space agencies around the world, not just the one that most children know.
