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I will be teaching First Class next year, so based on the advice shared by Frances in the start of this module, I hope to make balloon rockets with them.
- https://www.sfi.ie/site-files/primary-science/media/pdfs/col/rocket_launch.pdf
- https://www.sfi.ie/site-files/primary-science/media/pdfs/irish/col/roicead_a_theilgeadh.pdf
- SpaceWeek_2023_HeavyLifters.pdf
Engage:
Prompt: Firstly we will read some space-themed books, e.g.
- Seachain do Bhrístín
- Rita agus an tEachtrán
- Turas sa Spás (Céim ar Chéim 8)
- Anseo atá Muid
- Seachain: Na heitil chuig an ngealach ar an Apollo 13!
- Spluff Splaifeirtí agus an tIonradh ar an bPláinéad MARZ
and watch the video of the launch of Vega which was shared in this module. We will chat about ways of travelling into space, including rockets.
Wondering: We will then look at and chat about this cartoon: https://spark.iop.org/sites/default/files/media/documents/19%20-%20Marvin%20and%20Milo%20-%20Balloon%20Rocket%202019_0.pdf (translated to Gaeilge) and chat about how a balloon rocket might work.
Exploring: We will then explore a selection of balloon rockets and how they are launched.
Investigate:
Starter Question: The pupils will be encouraged to think of a starter question, e.g. will the amount of air in the balloon will make any difference to how fast the balloon rocket travels (faster or slower or no difference)
Predicting: Pupils will be asked to predict the result of the investigation
Conducting the Investigation: Pupils will create balloon rockets as outlined in the videos below:
They will complete a fair test on the question selected for investigation so only one variable will be changed: e.g. if we are testing whether the amount of air in the balloon will make any difference to how fast the balloon rocket travels, the type and size of balloons used, the type and length of straws used, the type and lengths of string used, the amount of tape used, the type of clothes pegs used, will all remain constant.
Sharing/ Interpreting the Data/Results: The children will measure the time the balloons take to travel from one end of the string to the other and record this.
Take the Next Step:
Applying Learning: We will discuss how the air coming out of the back of the balloon pushes the balloon forward and this is how rockets work – the hot burning gases rushing out the back of the rockets push them forwards, so they need enough fuel to burn in order to move fast enough and far enough to travel into space. The pupils will then watch this short clip: https://www.youtube.com/watch?v=g6cy1iCyqKA to see how this concept could be developed further.
Making Connections: The children will learn about the first animals and people in space as part of history. The facts shared will be kept quite basic given that the pupils will be in First Class, but they will be shown footage of Neil Armstrong walking on the moon for the first time and watch this short video clip: https://www.youtube.com/watch?v=pHH_tJBRf70
I love the idea of having the pupils learn more about Dr. Norah Patten. What a fantastic role model and inspiration for the children!
Just to clarify, I’m hoping to find the Irish version of this:
We created an activity around designing clothing for Polar regions as part of Polar Star. You can find it here in English and Irish and other European languages too,
Thanks!
I was delighted to discover the “EU Universe Awareness Programme Evaluation Guide” (https://www.unawe.org/static/archives/guides/pdf/EU_UNAWE_evaluation.pdf) while completing this module, and look forward to using it as both a teaching and assessment resource in the coming year.
I will use the “First pre/post activity template: Drawing the night sky” before I teach the pupils about the constellations (as outlined in my post for module 3) and again afterwards so that I can assess what they have learnt from what I have taught.
I will use the prompt questions from “Pupil survey (8-10 years)” to gain additional insight into what the pupils have learnt from what I have taught, what they have (and may not have) enjoyed, and what they would like to learn about in the future.
The “Astro Cards” would be a wonderful resource to use before and after teaching the pupils about the planets, to establish their prior knowledge beforehand and to identify what they have understood and retained afterwards.
In addition I could use the “Teacher Workshop Survey” as a prompt for self-reflection.
I’m delighted to have discovered this resource, and look forward to using it to enhance my teaching and assessment practices next year.
Hi Frances,
Could I please double check where I could find the link to the task card in Irish please? The hyperlink for Irish doesn’t seem to work on my computer. Thanks.
Stars for First Class
I would firstly show the pupils this clip https://www.youtube.com/watch?v=ubZrAmRxy_M (N.B. 1:41) and facilitate a discussion on how the stars in the night sky can be used for navigation. https://theconversation.com/how-far-theyll-go-moana-shows-the-power-of-polynesian-celestial-navigation-72375
I would read the picture book “Zoo in the Sky” by Jackqueline Mitton to the pupils and discuss it.
I would show the pupils Stellarium on the interactive whiteboard and ask them to identify any constellations they know of or we read about in the picture book. Then I would name some constellations to them and ask them if they are able to find them. Given that I teach in a Gaelscoil I would do so as Gaeilge referencing the names listed here https://telescoper.blog/2023/08/29/celestial-echoes-the-night-sky-in-irish-folklore/. I would then compare their names as Gaeilge agus as Béarla using this song: https://www.youtube.com/watch?v=SjBGpA2Muyc We could also consider the meaning behind the different names: https://assa.saao.ac.za/astronomy-in-south-africa/ethnoastronomy/
I would then have the pupils complete the Draw Your Own Constellation activity. As suggested previously I would use black sugar paper, gold star stickers and some chalk. I dot the sugar paper in advance to indicate where the pupils should stick the stars before linking the stars with chalk. I would then guide pupils to use pegboards as well as playdoh and toothpicks to create constellations and to cut string or straws to connect them. We could vote to name various stars/ constellations as suggested earlier in the forum too.
We could also create some star lanterns, and use the constellation cards shared by Frances above https://inventorsoftomorrow.com/wp-content/uploads/2017/02/ccf58-viewerfile.png as a guide to punch the lanterns.
I would invite the pupils to choose a constellation and paint it, taking inspiration from one of hte following artworks which were shared earlier in this forum:
Vincent Van Gogh – Starry Night Over the Rhone
James Whistler – Nocturne in Black and Gold
Rita Oates – A Star
We could complete the Plough Clock activity to conclude this unit of work.I love all of these ideas, Ursula, and look forward to adapting them to use with my First Class next year!
I love the ideas you have included here Tracy. Some great videos shared that I will most certainly use next year. Thanks very much for sharing!
Mindmap:
https://mm.tt/app/map/3391660439?t=s9VmKCxX1FEngage:
The Trigger: Read “Oíche Mhaith a Bhéirín” (Irish language version of “Can’t you Sleep, Little Bear?” to the class?
Wondering: How are the shadows in the illustrations being created? What is creating the shadows?
Exploring: Allow pupils to use torches and objects from their pencil cases to create shadows. Have them experiment with using different objects and moving the torch (light source) into different positions.Investigate:
Starter Question: How does the size of a shadow change when the object moves closer to the light sources?
Predicting: Pupils predict whether the size of a shadow will get bigger, smaller or stay the same when the object creating the shadow moves closer to the light source.
Conducting the Investigation: Provide children with a torch, a white screen (e.g. bottom of a box with a sheet of plain A4 paper stuck to it), an object (e.g. a spoon or a fork) and a ruler. Ask them to devise their own investigation to discover what happens to the size of the object’s shadow when the distance between it and the torch (light source) changes?
Sharing, Interpreting the Data/Results: Guide the pupils to record their results in a table and a bar graph.Take the Next Step:
Applying Learning: Have pupils go out to the school yard in the morning (away from any space where buildings would cast a shadow) and work in pairs to trace around each other’s shadows in white chalk. Then return again later in the day to repeat this task. Have pupils compare the shadows created and discuss how the position of the sun affects the shadow created.
Making Connections: Create shadow puppets and use the learning from earlier to figure out how to make the characters’ shadows grow taller and shorter by adjusting the distance between the objects and the light source.
Thoughtful Actions: Use the shadow puppets to stage a little play for the infants. Incorporate the characters getting taller and shorter (shadows getting longer and shorter) into the plot.
