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I would introduce rockets to the children by showing them a short video of a rocket launch. I think seeing a rocket actually launch into the sky would immediately spark their curiosity and lead to lots of questions. I would ask, “How do you think the rocket gets off the ground?” and “What makes it travel so far?” We would discuss their ideas before introducing the concept of forces and how rockets are launched. The children would then have the opportunity to design and create their own model rockets using recycled materials. They could experiment with different-sized bottles and designs, giving them ownership over how their rocket looks. Before testing them, each child would estimate which rocket they think will travel the furthest and explain why. We would then launch the rockets and compare our results with our predictions. I think this would be a fun, hands-on activity that encourages curiosity, creativity, teamwork and scientific thinking. Give the children time to look at their first rocket and discuss what they could change: the size of the bottle, shape, fins, nose cone, etc. They then redesign their rocket and test it again.
For 2nd class, I would explore space and aliens through a creative investigation where the children design an alien. I would begin by asking, “If life existed on another planet, what do you think it might look like?” We would discuss how planets have different conditions and how this might affect what an alien could look like. The children would draw and label their ideas, thinking about features such as the number of eyes, legs, size and colour, and why their alien might need these features. I would then challenge them to create a 3D alien using recyclable materials such as cardboard tubes, boxes, bottle tops, yoghurt pots and foil. This activity allows the children to be imaginative while developing their STEM skills in a fun and meaningful way. They could present their aliens to the class and explain how their design would help their alien survive on its planet.
I really like how you give the children responsibility for their own learning by allowing them to ask their own questions and explore the topic themselves. I also think offering different ways for the children to show their learning is a great idea. Having the option to use drawings, photographs, voice recordings or writing means that children can choose a way that suits their learning style and strengths. This would help to keep all of the children engaged and make the activity more enjoyable and accessible for everyone.
For 2nd class, I would explore space and aliens through a creative investigation where the children design an alien. I would begin by asking, “If life existed on another planet, what do you think it might look like?” We would discuss how planets have different conditions and how this might affect what an alien could look like. The children would draw and label their ideas, thinking about features such as the number of eyes, legs, size and colour, and why their alien might need these features. I would then challenge them to create a 3D alien using recyclable materials such as cardboard tubes, boxes, bottle tops, yoghurt pots and foil. This activity allows the children to be imaginative while developing their STEM skills in a fun and meaningful way. They could present their aliens to the class and explain how their design would help their alien survive on its planet.
Síle I love how you’ve allowed the children to work in groups and show their creativity creating their own towns.
For 2nd class, I would use hands-on activities to help the children understand how different materials keep us warm or cool and how animals adapt to their different climates. I would begin with a clothing investigation using the pupils’ own coats and various fabric samples.. The children could predict which materials would be best for cold or hot weather and record their findings. Next, we would connect this to how animals survive in extreme environments, showing pictures of polar bears, penguins, seals, and Arctic foxes to discuss what physical features act like their natural “coats.” I would still include the ‘blubber’ experiment using rubber gloves so the children can compare a thick layer of fat to the insulation provided by heavy winter jackets when placing their hands in cold water. Finally, we could sort both the clothing materials and different animals according to the climate they belong in, such as hot, cold, or temperate. These activities would encourage curiosity, prediction, observation, and teamwork while making the learning highly relevant and engaging for the children.
Hi Andrea, I love this idea and how you’ve integrated across the curriculum including the arts strands.
I would start by bringing the children outside, which I know would immediately excite them as they love getting out of the classroom. In pairs, they would trace around their partner’s shadow and we would come back to it later to see if it has changed. I would ask, “What do you think will happen to your shadow?” and “Why do you think that?” This would allow the children to make predictions and share their ideas. Back inside, we would discuss what we noticed and I would use a globe, small bears and a torch to demonstrate that it is actually the Earth spinning, rather than the Sun moving around us. To extend the activity, I really liked the idea of making a simple sundial with the children. We could mark where the shadow falls at different times during the day and observe how it moves. I think this would be a fun, hands-on way for the children to see and understand how the Sun and shadows are connected.
I would use an enquiry-based activity with my class based on the question, “Which material is waterproof?” I would begin by showing the children a selection of everyday materials, such as paper, kitchen roll, fabric, cardboard, plastic and aluminium foil. We would talk about what it means for something to be waterproof and look at examples of waterproof objects we use every day. I would then ask the children to predict which materials they think will be waterproof and explain their reasoning. In small groups, the children would test each material by placing it over a piece of dry paper and adding a small amount of water to the top. They would observe whether the water stays on the surface or passes through onto the paper underneath. The children could record their results using drawings or a simple table. We would then discuss their findings and compare them with their predictions. This activity would develop skills including questioning, predicting, observing, investigating, recording and communicating.
