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I would use the lesson ‘Spacecraft’ in my classroom. I would begin by showing the children images of things that fly – aeroplanes, hot air balloons, birds, rockets. We will then focus in on rockets and note any similarities and differences between where a rocket goes and where the other objects. Depending on the class level this could discuss distance or atmosphere.
We would then explore the idea of rockets, look at the history of rockets going into space- the first rocket as mentioned in the lesson being sent from the Soviet Union, then looking at people etc. Over Space week this could be further explored by looking at bringing people to the Moon and the idea of bringing people to Mars in the near future.
After looking at how rockets use downward force to send them up in videos and images, we would begin the creation of our own rocket following the lesson plan provided. We could build on the inquiry point of the lesson by using a variety of designs ensuring we have some to complare the importance of using a sharp nose and fin to drive through the air.
Later the students will have the chance to decorate their own rocket.Hi Elaine,
I love this idea for the infant classes. They will be so hooked into the lesson and engage positively with science exploration and inquiry. As you said, wonderful opportunity to develop turn taking skills and sharing with their peers too. How fun!
One online resource I would use would be Astronomy Picture of the Day. I would use this weekly to make it more practical in my classroom, for example on a Monday to start the week. I would ask the students to observe the image and, as a class, note their observations. This could then be added to during the week as students learn more about the topic. Keeping a list of observations would also serve as a way to track learning over a number of weeks and allow students to see how their thinking develops over time.
Given that each image features a description written by a professional astronomer, the students will engage in learning new vocabulary and astronomical or space-specific content. Following an inquiry approach, we can then, as a class, pick out ideas or words that spark our curiosity from the description or image. Using mind maps or posters, students can record these learnings and create their own visuals to match. I think this would be a great way to encourage discussion, critical thinking, and collaboration while also developing students’ science skills. It would also provide opportunities to integrate literacy, digital learning, and STEM in a meaningful and engaging way.
Hi,
I completely agree r.e. collaboration being key to teacher development and enhancing our own skills especially in STEAM. We can learn so much from the teachers around us once we are given the time to do so, as you mention peer observation being a really practical way to learn and also establish comfort and open door policies amongst staff!
I would use the activity set ‘A Special Life’ in the classroom as I feel it provides ample opportunity to explore with the students and integrate into a variety of subjects like Art and Drama. Building on the understanding that Earth provides us the necessities of life – air, water, sunlight, we would establish that as far as we know there is no life on other planets.
I would then show children some videos of aliens, cartoons, images that people have imagined and think how this has been fascinating to humans for so long in the past and will be in years to come. Then we would launch into the lesson and give the students the time to draw and imagine their alien. I would give the children time to do this and ask them to consider things like – do they have different eyes to us, eat in a different way, have different ways of being.As a slight change to the acting out part of the lesson, instead of students only guessing, I would build on this by ‘hot seating’ the students and have their classmates question ‘the alien’. Questions that ask what their planet is like to live on, do they live in homes, do they have families, where do they get their food from and what they do for fun will be explored to allow children not only use Drama but also develop Oral Language and active listening skills.
I like the idea of thinking what alien would need to survive as well. Helps children connect to the environment and allows another branch of creativity if they are to describe or create another planet too!
The Moon
I would begin by showing the children a collection of images that show the moon in different stages – full, half, crescent etc. We would discuss what is different and what is the same amongst the images.
We will use a calendar to track the different stages of the moon, find the moon stage for that week and the next full moon etc. We will link this to maths, days of the week, dates and counting on using the calendar.
To demonstrate the stages of the moon as visible to us, I will use a torch and model of the moon (football, or small ball) to allow the children understand the phases.
Next, I will put the students into groups and give them the opportunity to make their own moon out of given materials. It could be 3D, 2D and at any stage in the cycle.
Once finished the students will have to then label the phase their moon is in and given the calendar for the month will put a date under their moon phase as well.Hi Edel,
I like the idea of different groups studying a planet each and teaching their classmates. You could also use a jigsaw method for doing this which I think the students would love too. I feel they get really into it when they have a narrow focus i.e. taking a planet each in depth rather than just a brief overview of all.
Inquiry Lesson based on Properties of Materials :
Begin by dropping something in the classroom that is not precious, e.g. two blocks together/two pieces of Duplo/cubes etc. The objects will come apart and this will serve as the prompt. Have you ever dropped something and had it break? What is something we can do to protect fragile objects? I will lead the children into the idea of protecting objects from damage.
Can you think of objects we do this with? Cases on phones, iPads, laptops, bubblewrap on items, helmets, shin pads etc.I will ask the children to come up with some ideas of materials we could use as protection. With a list we will explore the texture, feeling, thickness of a variety of materials provided to the class. I will ask children in pairs to design a case that will protect a given item. This could be blocks etc. as mentioned or hard boiled eggs as these will show the cracks.
Children can explore and run tests in their groups investiaging which material provides must protection for their object, taking notes on a recording sheet of what went well, what could be changed, what did they note in terms of sound or visual of the protected object.
Finally they will choose a given design and can share with the class.
Following this, we will look at why some materials serve as better shock absorbers than others and learn what is happening when the object hits the ground.
We will then apply this further, how could we design covers/protection for larger items, as mentioned; helmets, cases, shinpads. What would we need to consider for these objects, what tests could we run to ensure the protection is safest possible before it is made and sold.
Hi Edwina,
I like your idea of discovering ‘Where does the sun go at night?’. It is such a relevant question to children of that age, and will prompt great interest. Using the torch to investigate is really practical and provides a strong visual to aid in understanding too.