[Una Halpin]

Hi Leanne

I just looked up https://storytimefromspace.com/ as I hadn’t previously been aware of it. What a great trigger to have a story read by an astronaut!

I like your idea of using the idea of a spaceship to test materials for strength or other properties. Asking the children to brainstorm ideas on what properties the material for a spaceship would need to have is a great start that would really help the class to come up with a starter question. Guiding them towards testing strength first but then allowing them to suggest other properties to test would really make this a great inquiry based lesson.

[Una Halpin]

Hi Una

Using a story as a trigger is always good and it is great that you plan to use the story to discuss the idea of forces and how things move. Do you plan to introduce s ome questions to investigate with your balloon rocket? Even asking the children to come up with ways to control the direction of the rocket would allow them an opportunity to brainstorm before introducing the string. You might also try some fair testing by launching 2 rockets at once and allow some opportunities for prediction. Will the long balloon travel faster than the round balloon? Will the balloon with more air travel further?

• This reply was modified 3 years, 6 months ago by Una Halpin.
• This reply was modified 3 years, 6 months ago by Una Halpin.

[Una Halpin]

Hi Holly

That sounds like a lovely lesson with the story for your trigger and plenty of opportunity for the children to explore materials and discuss the properties that shoes need to have.  You might consider not pre-teaching the language but rather get straight into the investigation and teach the language afterwards. Through carrying out the investigation and testing the materials, the children will gain an understanding that some materials soak up water and hold onto it. Once they understand the concept you can then ask does anyone have a word to describe materials that act this way and they may be more likely to remember the word absorption that way.

[Una Halpin]

Hi Celine

You lesson shows great use of the steps of Inquiry based science and the steps of the DPSM / ESERO framework for Inquiry. The trigger of the gloved hands holding a cup gives plenty of scope for discussion around heat and heat transfer and you have lots of ideas for taking the next step. A little prior practice with reading thermometers would be very useful for this investigation if the children have not already used them.

 

 

 

[Una Halpin]

Hi Mary

That sounds like a great use of the steps of the DPSM/ESERO framework and a nice way to round out your lesson on floating and sinking and extend it into thinking about space. I particularly like the reflection piece and the emphasis on working as scientists. I’m sure your class will love it

[Una Halpin]

Hi Dervilla

I see you are having some issues with formatting your replies.  If you are typing the reply elsewhere and then cutting and pasting into the forum you need to right click in the comment box and then chose paste as plain text. That will get rid of the extra formatting.

[Una Halpin]

Hi Patrice

You have some lovely techniques there for making your lesson inquiry based with lots of room for discussion with the KWL chart at the start, the chance for children to discuss the differences between the planets  from looking at pictures, prediction of the outcome of their investigation and the think pair share at the end to discuss the outcome and what they have learned.

[Una Halpin]

Hi my name is Una and I’ll be helping Frances out by replying to a few posts here and there. I recognise a few names from our other courses and I love the friendly atmosphere here on your discussions. I think it’s fascinating that there are more stars in the sky than grains of sand on all the beaches on Earth.

[Una Halpin]

Hi Fiona

I like your trigger. I’m sure the children will all feel sorry for poor Teddy getting all wet in the rain and will want to make him a good coat and they will enjoy getting to discuss the various options.  You might add to your investigation by discussing what makes a good raincoat. Does it just have to keep the rain out or are other things important? Ask them to predict which materials will keep the rain out but also ask what else is important. Tinfoil might keep the rain out but would Teddy like to wear a tinfoil coat? I love the idea of a template to make the raincoat or umbrella. It would make it easier for younger children to make and test the final product on teddy after they have tested the materials.

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