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Thanks Christine. This is a well structured lesson plan for science week with some lovely ideas and cross curricular links for each day. Lots of useful links provided which the pupils would love.
DESIGN AND MAKE A PAPER ROCKET Suggested Class Level Middle and Senior
Introduction Discussion and background information with whole class Real rockets get their energy from burning fuels emitting gases from the back of them, which send them forwards. Moving air can move many things. A light breeze can move leaves on trees, while a hurricane can cause great damage to buildings and even blow ships onto rocks. Electricity is made on wind farms from moving air. Sailing ships rely on moving air to drive them.
Trigger questions What is the hardest part about going into space?). Why is this? How does something huge and heavy like a spacecraft manage to break away from Earth’s gravity? What is a rocket? How does it work? Where do these gases come from? For something to burn what do you need. But there is no air in Space! So how do the fuels burn?
Watch a launch rocket video clip on YouTube
Making the rocket:
Materials: A4 sheet of paper, straw (wide diameter if possible), scissors, pencil (of approximately the same diameter: as the straw), Sellotape and measuring tape. Activity Children should be encouraged to Design and Make their own rocket, given the above materials.
Cross-curricular links: maths: The children should predict how far their rocket will go. What instrument will they choose to measure the actual distance? How will they decide what to measure in order to make it a fair test? They should launch their rockets a number of times, firstly estimating the distances travelled, and then measuring them and taking the average distance. Does the angle make a difference to the distance travelled? Geography: Planet Earth in Space Art: Rocket Design.
Conclusion Can you think of any other ways of making a paper rocket which might go further? Follow-up activity: Try out different lengths of rocket. Does a longer or shorter rocket make a difference to the distance it travels?
DESIGN AND MAKE A PAPER ROCKET Suggested Class Level Middle and Senior
Introduction Discussion and background information with whole class Real rockets get their energy from burning fuels emitting gases from the back of them, which send them forwards. Moving air can move many things. A light breeze can move leaves on trees, while a hurricane can cause great damage to buildings and even blow ships onto rocks. Electricity is made on wind farms from moving air. Sailing ships rely on moving air to drive them.
Trigger questions: What is the hardest part about going into space?). Why is this? How does something huge and heavy like a spacecraft manage to break away from Earth’s gravity? What is a rocket? How does it work? Where do these gases come from? For something to burn what do you need. But there is no air in Space! So how do the fuels burn?
Watch a launch rocket video clip on YouTube
Making the rocket: Materials: A4 sheet of paper, straw (wide diameter if possible), scissors, pencil (of approximately the same diameter: as the straw), Sellotape and measuring tape.
Activity Children should be encouraged to Design and Make their own rocket, given the above materials.
Cross-curricular links: maths: The children should predict how far their rocket will go. What instrument will they choose to measure the actual distance? How will they decide what to measure in order to make it a fair test? They should launch their rockets a number of times, firstly estimating the distances travelled, and then measuring them and taking the average distance. Does the angle make a difference to the distance travelled? Geography: Planet Earth in Space Art: Rocket Design.
Conclusion Can you think of any other ways of making a paper rocket which might go further? Follow-up activity: Try out different lengths of rocket. Does a longer or shorter rocket make a difference to the distance it travels?
Hi Irene,
A really nice lesson on where people live. It would be really interesting for all the children but especially EAL children. It would give them a platform to show case their cultures, houses and climate from different countries of the world.
Online Resources and Tools
Some of the resources I would love to use with the pupils would be the Stellarium web site and Astronomy picture of the day. As an introduction I would show an astronomy picture each day and encourage discussion about the details of each picture. I think with older pupils it would instill a sense of wonder and curiosity. I would follow up by using the Stellarium web to give them a platform to investigate the night time sky by clicking on an image in the sky which will bring up instant information and identify on what they are seeing at that moment. They can zoom into the landscape to identify objects or focus on the constellations. As a follow up activity, I would use drawings to assess understanding from the EU Universe awareness programme using the pre-activity template before observing the night-time sky and using the post activity template after observing the sky. Another follow up activity from the EU universe awareness programme I would use are the Astro card game for identification and classification of planets, star clusters or galaxies. I also like the feature that they can keep a record of their observations using the log book, they can use their own location or view from any other location and they have the option to change the time and date. I am looking forward to using this fantastic resource in the classroom.
Activity Set: Stars-The Constellations Class:3rd/4th
Introduction: Begin by introducing the topic of constellations with the students. Discuss the importance of stars in the universe and their role in the night sky. Pose questions and facilitate a class discussion on the following: Where do these points of light come from? How do they form? How do they shine and why do they twinkle? Why do scientists study stars? Why are stars important? Are stars all the same? If stars are born do they die?
Watch the YouTube Clip GAIA and 1 billion + stars: This provides a visual to stimulate their imagination and curiosity and enhance their interest to learn more about the constellations. Literacy: Students read about ‘the world of constellations’ from module 5 universe in a box resource and discuss. Art Activity: Draw their own constellation using the template from space week, then look at their drawing and discuss. History: link to the history of astronomy and its Greek origin. Read constellation stories from (universe in a box). Conclusion: Teacher would ask the same questions as at the beginning of the lesson and the children would answer them. The children would reflect on what they have learnt and recap on the key vocabulary they have learnt. Science/Art follow up activity: Make a star lantern using science week resource sheet.
As a fun activity and with the permission of their parents they could become star gazers for a particular night at home weather permittingHi Jennifer, I loved your lesson on the constellations suitable for older children. I was interested in the ‘Stellarium’ app you mentioned for digital learning and I will certainly try it out. I also liked your use of visuals especially Van Gogh’s ‘starry night’
Thanks!
Hi Sinead, I really loved the link to ‘the size of space’ It would really capture the interest of the children and give them an idea of the different sizes of the planets and their position in space. Thanks!
For this lesson, I would focus on the Moon. I would begin by using KWL to find out what the students know about the moon already. Working with older students I would try to capture their interest by showing a video about Neil Armstrong and the First Moon Landing with discussion questions before and after the video and linking it to our history lesson. The students will be encouraged to supply the new vocabulary to make a mind map. For independent pair/group work the students could research the phases of the moon. For drama/music the students could perform a phases of the moon song or rap and explain it. Finally, the students could make a 3-D moon shape from paper mache. In a follow up lessons, I would use the many resources and links provided in the course to further explore the properties of the moon.
My name is Veronica and I am teaching in SET.
Inquiry based activity A Magnetic Race
Materials: Paper and scissors, A large sheet of cardboard, Crayons or markers, 2 steel paper clips, 2 pencils, 2 small magnets / fridge magnets, 4 thick books or 4 glasses, A table
Exploring Facts Magnets attract magnetic objects through other materials.
Objects made from iron, steel, nickel or cobalt will stick or be attracted to magnets. These are called magnetic objects or magnetic materials. Magnets attract magnetic objects through other materials, for example cardboard, water, glass or plastic. Let’s use these facts to make a fun magnetic game.
How to make
1. Draw 2 small cars about 5cm long and 2cm wide.
2. Colour each car.
3. Tape the steel paperclip to the bottom of each car.
4. Draw two courses on the cardboard. Mark the start and finish on each course. Colour in. Place the cardboard on the glasses or books. This will allow you to put your magnet wand underneath the cardboard.
5. Tape the magnets to the end of each ruler. This is your magnetic wand.
6. Position the two magnetic wands underneath the cardboard, under the two cars, so that you can move the cars along the courses with the magnetic wands. Invite one of your family to race with you. Enjoy! What is happening? The magnet attracts the steel clips through the cardboard, moving them along the race course.
Finally I encourage students to ask more questions and think about other challenges and solutions.
Challenge Place a paper clip in a glass of water. Challenge somebody to take the paper clip out, but without putting a hand in the water.
My name is Veronica and I am currently teaching in SET
I would use the following inquiry based activity in the classroom-Floating and sinkingEngage: Present the children with a wide range of materials.
Pose various questions to the children such as “ Do you think this plastic will float or sink?” Materials: Container of water
Various objects (wooden block, plastic toy, metal spoon, rubber ball, foam ball)
Notebook or chart paper
Pencil or markers
Wondering- The children will brainstorm ideas on what makes an object float or sink. Exploring- Allow the children to go through the items and try classify objects according to whether they float or sink Investigate: Starter question-why do some things float and why do some things sink? Prediction-Do you think the items will float or sink-record your predictions on worksheet
Have children predict whether each object will sink or float based on its characteristics.
Fill the container with water and invite children to take turns placing objects in it.
Record observations in notebooks or on chart paper.
Facilitate a discussion on similarities between sinking and floating objects.
Summarize and encourage reflection.
