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Please note: Activities marked with * were created to support distance learning
Please note: Activities marked with * were created to support distance learning
Science Inquiry
Science Inquiry
Science Inquiry
Science Inquiry
Science inquiry provides pupils with an opportunity to take part in inclusive, open-ended, child-led investigations. Through Science inquiry, pupils are building and testing their knowledge and developing their scientific skills by focusing on questions or problems rather than answers.
The following questions could be used to begin inquiries with pupils:
Are all magnets the same strength?
What material is the most waterproof?
What is the best material to stop an ice cube from melting?
When is my shadow the longest?
Pupils can also be encouraged to devise their own inquiry questions and use this to direct their investigations. Some questions that pupils ask may not be testable questions but they might be able to research the answer to these questions themselves. The image below shows a list of testable questions capturing a scientific inquiry into shadows, a video examining this activity in greater detail can be viewed here.
Investigation sheets, such as the example linked below, can be used to guide pupils through the process of investigating and experimenting.
Living Things
Living Things
Plants and Animals
Plants and Animals
Can you twig it?*
Can you twig it?*
By using the skills of observation and investigation, pupils will identify trees in their environment. Pupils can use the key provided by Woodland Trust to distinguish between trees by observing the different features on the twigs and branches.
Additionally, pupils could be provided with a key to identify trees based on leaves. Thus making a more informed identification.
Pupils should be encouraged to record their findings using a format of their choice. When pupils identify trees in their garden, they should be encouraged to explain their reasoning e.g. I saw a sycamore tree in my garden. I knew it was a sycamore tree because the leaves were very broad and the branch was long, smooth and thick.
Materials
Materials
Materials and Change
Materials and Change
Materials Detective*
Materials Detective*
Encourage your pupils to become detectives and embark on a materials hunt around a room of their choice at home. Using the detective prompt sheet linked in the image, pupils will record and communicate their findings. This activity requires pupils to identify the properties and characteristics of various materials, for example, whether the material is rough or smooth, natural or manufactured or magnetic/non-magnetic.
Energy and Forces
Energy and Forces
Sound
Sound
Tune In!*
Tune In!*
In this activity, pupils will explore how the thickness and length of rubber bands affect pitch (low/high sounds). Pupils will need rubber bands of varying length and thickness, a shoe box lid or a biscuit tin lid.
Suggested Approach:
Pupils experiment with stretching rubber bands of different lengths around the lid. Ensure the rubber bands are of equal thickness and are placed evenly across the lid.
Pupils pluck the bands with their fingers or with a pencil and compare the sounds produced. Which bands make the lower sounds? Pupils will record their findings.
Next pupils will undertake a similar experiment but this time the variable is thickness. Pupils will predict the bands that will make the low and high sounds.
Compare the sounds made by the different bands, which bands thick or thin made the higher sounds?
Pupils should now combine thickness and length and compare the sounds produced by a long thin band, a long thick band, a short thick band and a short thin band.
Light
Light
Mirror Writing*
Mirror Writing*
In the following activities, pupils will investigate reflection. Reflection occurs when light hits a shiny surface and bounces back. In these activities, when pupils look in the mirror, the top of their drawing becomes the bottom of the drawing and vice versa. Invite your pupils to investigate the following:
Write your name on a piece of paper while looking at the mirror rather than looking at the paper.
Write the words LOVELY JELLIES - 70C, and CHOICE DICE and look at these using the reflection of the mirror. What do you notice? Can you explain the difference?
Activity adapted from Discover Primary Science.
Forces
Forces
P. 1 - 2
Falling Leaves
Falling Leaves
In this activity, pupils will investigate falling leaves. Invite pupils to choose three different leaves from the selection available to them. Explain to pupils that the question that will be investigated is 'Which leaf will fall to the ground first?' and encourage discussion around how this investigation could be completed within pairs/pods in the classroom. Remind pupils of the importance of ensuring a fair test, the following prompts could be used:
What will we keep the same?
What will we change?
What will we observe?
What will we measure and how?
Before testing, pupils should record and explain their predictions for the investigation. Pupils carry out their investigations in pairs or pods. Upon completion of the investigations, pupils can discuss their findings with the whole class and discuss any variance in results. A sample investigation sheet/imscrudú eolaíochta to guide pupils through this investigation can be accessed by clicking on the images.
Lch. 3 - 4
Think on your Feet!
Think on your Feet!
This activity requires pupils to investigate how the shape of objects affects floating and sinking by different paper cut-outs on water. Invite pupils to take two pieces of paper and fold them in half. On one piece of paper, pupils can draw an animal/dinosaur with four large feet and on the other piece of paper, pupils draw the same animal/dinosaur with small feet. Cut-out the creatures and fold the feet out as shown in the image (Sellotape or glue can be used to keep the creature attached at the top).
Explain to pupils that the question that will be investigated is 'Does the size of the feet affect floating and sinking?' and encourage discussion around how this investigation could be completed. Remind pupils of the importance of ensuring a fair test, the following prompts could be used: What will we keep the same? What will we change? What will we observe? What will we measure and how?
Before testing, pupils should record and explain their predictions. Upon completion of the investigations, pupils can discuss their findings with the whole class. Encourage pupils to consider the following questions: What would happen if card was used instead of paper? If you gave your creature two more legs would this help it float? What would happen if you kept the feet the same size but made your creature bigger?
A sample investigation sheet/imscrudú eolaíochta to guide pupils through this investigation can be accessed by clicking on the images.
Lch. 3 - 4
P. 1 - 2
Magnetism and Electricity
Magnetism and Electricity
Gone Fishing!*
Gone Fishing!*
In this activity, pupils have an opportunity to investigate static electricity and its effect on materials.
To begin pupils cut out fish shapes from tin foil. If they wish, they can trace the shape of the fish onto the foil with a pencil before cutting.
The worksheet linked on the right can be used to record pupils engagement and learning with the task. The following questions could be used to guide pupil's investigations:
How might you get the fish to 'jump' up to the ruler without touching it?
What do you think will happen if you rub the ruler on your jumper before holding it over a fish?
Why does this happen?
What do we call this?
To extend the activity pupils could be encouraged to investigate the following:
· What would happen to fish made from different materials e.g. paper, card, foam, tissue paper?
· What happens when you try to make fish of different sizes ‘jump’?
· How long does the fish stay attached to the ruler?
· What happens when you rub the ruler for more/less time?
· Can you make the fish 'jump’ from the ruler to your sweatshirt and back again?
· What other examples of static electricity have you seen or heard about?
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