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Proud to be a fellow and area mentor

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The Primary Science Teaching Trust helps improve the teaching and learning of science to children and young people in the UK.

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Earth in Space

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We created Wow Science to help children discover and enjoy learning. The resources are carefully selected and tested to make sure your child can enjoy the best science resources available on the website.

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Proud teacher!

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What do you think the image is and why?

What colours and textures do you see?

No right or wrong answer!

Which is the odd one out and why?

What do you think is happening?

What do you notice?

This video has no sound

Pause video

Have you ever felt a bone?

Could you walk if your bones were bendy?

What if my bones were bendy?

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What do you think the image is and why? What colours and textures do you see? No right or wrong answer! Which is the odd one out and why? What do you think is happening? What do you notice? This video has no sound Pause video Have you ever felt a bone?

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Free cpd units

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Primary Resources Science | Reach Out CPD

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Teach your primary science curriculum with confidence
Online CPD, developed with Imperial College London
Ideal for international curricula and mapped to the UK national curriculum

Why have we created Reach Out CPD?

by Professor Robert Winston

"If you're going to single out the most important job in our society, it has to be teaching.

Whenever I stand in front of a primary school class it's a bit terrifying because they will ask the most difficult questions about science.

It's often harder to teach an 8 year-old than an 18 year-old, but the rewards are massive because of the enthusiasm you gain. If we want a better society, we have to invest in these younger children.

Science isn't just for scientists

Primary science isn't just about nurturing the scientists of the future. It's about ensuring every child develops a natural curiosity about the world around them and starts to think analytically about situations.

Why should I eat this food or that food? Why is this product better than that? Why should I vote for this energy policy? Science is behind so many of today's decisions, let alone tomorrow's.

Helping teachers feel confident

Teachers are key to creating this science-literate society. They can inspire children to think more scientifically. Teacher confidence has been proven to impact children's outcomes in science, but, naturally, most primary school teachers don't have a science background.

That's why we have developed Reach Out CPD - to give every primary school teacher the professional development, support and materials they need to teach science with confidence. And to make it fun!

Imperial is proud to be championing this initiative."

Courses and resources to help you inspire young learners

Over 30 courses for teaching 5-11 year olds cover everything from plants to planets. Each one provides teachers with concise topic knowledge and a whole raft of resources to use in class, including captivating short videos, practical activities and experiments, whiteboard visuals and more.

Topics covered include:

Seasonal Changes
Environment and Habitats
Light and Sound
Forces and Magnets
Future of Energy
Working Scientifically

Food and Feeding
Body Systems
Plants
Planet Earth and Space
Animals and Humans
Rocks and Soils

A partnership between Tigtag and Imperial College London

Tigtag, a part of Twig Education, is an award-winning provider of captivating short films and resources for primary schools. Reach Out CPD includes a whole series of brand new films created by Tigtag to inspire teachers with imaginative classroom ideas.
Learn more about Tigtag
Imperial College London is one of the world's leading science universities. Imperial's move to support primary education is an extension of its existing outreach work, aimed at raising the aspirations of students and inspiring them to study science, technology, engineering and medicine. Through Reach Out CPD teachers will learn directly from Imperial experts about the science they need to cover in the classroom.
Learn more about Imperial College London

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Primary Resources Science | Reach Out CPD

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Primary school teachers, sign up now for free 20-minute chunks of subject knowledge and classroom resources.

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This presentation looks at many often misunderstood concepts such as: the spin of the Earth and how this explains day and night, the orbit of the Earth around the sun, the phases of the moon and eclipses of both the sun and the moon.
Introducing these concepts concepts visually through a presentation and providing ideas for practical activities will help children to gain a correct understanding of the science of the Earth, Sun and Moon.

Slide 22 may help with the misconception that the Moon makes its own light whereas it reflects the light of the Sun, just as the planets do. In fact, the bright part of the Moon is experiencing daytime.

The section on the Earth, Sun and Moon begins on slide 10 of the presentation.

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This presentation looks at many often misunderstood concepts such as: the spin of the Earth and how this explains day and night, the orbit of the Earth around the sun, the phases of the moon and eclipses of both the sun and the moon.Introducing these concepts concepts visually through a presentation and providing ideas for practical activities will help children to gain a correct understanding of the science of the Earth, Sun and Moon.

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PLAN Assessment Exemplar earth and Space

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PLAN Assessment Exemplar earth and Space

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They are all free just place them in your basket , checkout and you will receive an email with a download button.

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This document provides examples of work that meet the expectations of the knowledge statements for the Earth and space topic from Year 5 of the science National Curriculum for England. It shows examples of the work of one pupil who meets the requirements of the knowledge statements for the topic.


The activities featured are one way of delivering the content for the topic but they are not intended to illustrate a definitive way of teaching these statements.

This document provides examples of work that meet the expectations of the knowledge statements for the Earth and space topic from Year 5 of the science National Curriculum for England. It shows examples of the work of one pupil who meets the requirements of the knowledge statements for the topic.


The activities featured are one way of delivering the content for the topic but they are not intended to illustrate a definitive way of teaching these statements.

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Examples of work - Earth and space (Y5) - Isabella | PLAN

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This document provides examples of work that meet the expectations of the knowledge statements for the Earth and space topic from Year 5 of the science National Curriculum for England. It shows examples of the work of one pupil who meets the requirements of the knowledge statements for the topic.

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Purpose of study

A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world's future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.

Aims

The national curriculum for science aims to ensure that all pupils:

Scientific knowledge and conceptual understanding

The programmes of study describe a sequence of knowledge and concepts. While it is important that pupils make progress, it is also vitally important that they develop secure understanding of each key block of knowledge and concepts in order to progress to the next stage. Insecure, superficial understanding will not allow genuine progression: pupils may struggle at key points of transition (such as between primary and secondary school), build up serious misconceptions, and/or have significant difficulties in understanding higher-order content.

Pupils should be able to describe associated processes and key characteristics in common language, but they should also be familiar with, and use, technical terminology accurately and precisely. They should build up an extended specialist vocabulary. They should also apply their mathematical knowledge to their understanding of science, including collecting, presenting and analysing data. The social and economic implications of science are important but, generally, they are taught most appropriately within the wider school curriculum: teachers will wish to use different contexts to maximise their pupils' engagement with and motivation to study science.

The nature, processes and methods of science

'Working scientifically' specifies the understanding of the nature, processes and methods of science for each year group. It should not be taught as a separate strand. The notes and guidance give examples of how 'working scientifically' might be embedded within the content of biology, chemistry and physics, focusing on the key features of scientific enquiry, so that pupils learn to use a variety of approaches to answer relevant scientific questions. These types of scientific enquiry should include: observing over time; pattern seeking; identifying, classifying and grouping; comparative and fair testing (controlled investigations); and researching using secondary sources. Pupils should seek answers to questions through collecting, analysing and presenting data. 'Working scientifically' will be developed further at key stages 3 and 4, once pupils have built up sufficient understanding of science to engage meaningfully in more sophisticated discussion of experimental design and control.

Spoken language

The national curriculum for science reflects the importance of spoken language in pupils' development across the whole curriculum - cognitively, socially and linguistically. The quality and variety of language that pupils hear and speak are key factors in developing their scientific vocabulary and articulating scientific concepts clearly and precisely. They must be assisted in making their thinking clear, both to themselves and others, and teachers should ensure that pupils build secure foundations by using discussion to probe and remedy their misconceptions.

School curriculum

The programmes of study for science are set out year-by-year for key stages 1 and 2. Schools are, however, only required to teach the relevant programme of study by the end of the key stage. Within each key stage, schools therefore have the flexibility to introduce content earlier or later than set out in the programme of study. In addition, schools can introduce key stage content during an earlier key stage if appropriate. All schools are also required to set out their school curriculum for science on a year-by-year basis and make this information available online.

Attainment targets

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

Schools are not required by law to teach the content indicated as being 'non-statutory'.

Key stage 1

The principal focus of science teaching in key stage 1 is to enable pupils to experience and observe phenomena, looking more closely at the natural and humanly constructed world around them. They should be encouraged to be curious and ask questions about what they notice. They should be helped to develop their understanding of scientific ideas by using different types of scientific enquiry to answer their own questions, including observing changes over a period of time, noticing patterns, grouping and classifying things, carrying out simple comparative tests, and finding things out using secondary sources of information. They should begin to use simple scientific language to talk about what they have found out and communicate their ideas to a range of audiences in a variety of ways. Most of the learning about science should be done through the use of first-hand practical experiences, but there should also be some use of appropriate secondary sources, such as books, photographs and videos.

'Working scientifically' is described separately in the programme of study, but must always be taught through and clearly related to the teaching of substantive science content in the programme of study. Throughout the notes and guidance, examples show how scientific methods and skills might be linked to specific elements of the content.

Pupils should read and spell scientific vocabulary at a level consistent with their increasing word-reading and spelling knowledge at key stage 1.

Key stage 1 programme of study - years 1 and 2

Working scientifically

During years 1 and 2, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:

Notes and guidance (non-statutory)

Pupils in years 1 and 2 should explore the world around them and raise their own questions. They should experience different types of scientific enquiries, including practical activities, and begin to recognise ways in which they might answer scientific questions.

They should use simple features to compare objects, materials and living things and, with help, decide how to sort and group them, observe changes over time, and, with guidance, they should begin to notice patterns and relationships.

They should ask people questions and use simple secondary sources to find answers.

They should use simple measurements and equipment (for example, hand lenses, egg timers) to gather data, carry out simple tests, record simple data, and talk about what they have found out and how they found it out. With help, they should record and communicate their findings in a range of ways and begin to use simple scientific language.

These opportunities for working scientifically should be provided across years 1 and 2 so that the expectations in the programme of study can be met by the end of year 2. Pupils are not expected to cover each aspect for every area of study.

Year 1 programme of study

Plants

Pupils should be taught to:

identify and name a variety of common wild and garden plants, including deciduous and evergreen trees

identify and describe the basic structure of a variety of common flowering plants, including trees

Animals, including humans

Pupils should be taught to:

Everyday materials

Pupils should be taught to:

Seasonal changes

Pupils should be taught to:

observe changes across the 4 seasons

observe and describe weather associated with the seasons and how day length varies

Year 2 programme of study

Living things and their habitats

Pupils should be taught to:

Plants

Pupils should be taught to:

observe and describe how seeds and bulbs grow into mature plants

find out and describe how plants need water, light and a suitable temperature to grow and stay healthy

Animals, including humans

Pupils should be taught to:

Uses of everyday materials

Pupils should be taught to:

identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses

find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching

Lower key stage 2 - years 3 and 4

The principal focus of science teaching in lower key stage 2 is to enable pupils to broaden their scientific view of the world around them. They should do this through exploring, talking about, testing and developing ideas about everyday phenomena and the relationships between living things and familiar environments, and by beginning to develop their ideas about functions, relationships and interactions. They should ask their own questions about what they observe and make some decisions about which types of scientific enquiry are likely to be the best ways of answering them, including observing changes over time, noticing patterns, grouping and classifying things, carrying out simple comparative and fair tests and finding things out using secondary sources of information. They should draw simple conclusions and use some scientific language, first, to talk about and, later, to write about what they have found out.

'Working scientifically' is described separately at the beginning of the programme of study, but must always be taught through and clearly related to substantive science content in the programme of study. Throughout the notes and guidance, examples show how scientific methods and skills might be linked to specific elements of the content.

Pupils should read and spell scientific vocabulary correctly and with confidence, using their growing word-reading and spelling knowledge.

Lower key stage 2 programme of study

Working scientifically

During years 3 and 4, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:

asking relevant questions and using different types of scientific enquiries to answer them

setting up simple practical enquiries, comparative and fair tests

making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers

gathering, recording, classifying and presenting data in a variety of ways to help in answering questions

recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables

reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions

using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions

identifying differences, similarities or changes related to simple scientific ideas and processes

using straightforward scientific evidence to answer questions or to support their findings.

Year 3 programme of study

Plants

Pupils should be taught to:

Animals, including humans

Pupils should be taught to:

identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat

identify that humans and some other animals have skeletons and muscles for support, protection and movement

Rocks

Pupils should be taught to:

Light

Pupils should be taught to:

Forces and magnets

Year 4 programme of study

Living things and their habitats

Pupils should be taught to:

Animals, including humans

Pupils should be taught to:

States of matter

Pupils should be taught to:

Sound

Pupils should be taught to:

Electricity

Pupils should be taught to:

Upper key stage 2 - years 5 and 6

The principal focus of science teaching in upper key stage 2 is to enable pupils to develop a deeper understanding of a wide range of scientific ideas. They should do this through exploring and talking about their ideas; asking their own questions about scientific phenomena; and analysing functions, relationships and interactions more systematically. At upper key stage 2, they should encounter more abstract ideas and begin to recognise how these ideas help them to understand and predict how the world operates. They should also begin to recognise that scientific ideas change and develop over time. They should select the most appropriate ways to answer science questions using different types of scientific enquiry, including observing changes over different periods of time, noticing patterns, grouping and classifying things, carrying out comparative and fair tests and finding things out using a wide range of secondary sources of information. Pupils should draw conclusions based on their data and observations, use evidence to justify their ideas, and use their scientific knowledge and understanding to explain their findings.

'Working and thinking scientifically' is described separately at the beginning of the programme of study, but must always be taught through and clearly related to substantive science content in the programme of study. Throughout the notes and guidance, examples show how scientific methods and skills might be linked to specific elements of the content.

Pupils should read, spell and pronounce scientific vocabulary correctly.

Upper key stage 2 programme of study

Working scientifically

During years 5 and 6, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:

Year 5 programme of study

Living things and their habitats

Pupils should be taught to:

describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird

describe the life process of reproduction in some plants and animals

Animals, including humans

Pupils should be taught to:

describe the changes as humans develop to old age

Properties and changes of materials

Pupils should be taught to:

Earth and space

Pupils should be taught to:

Forces

Pupils should be taught to:

Year 6 programme of study

Living things and their habitats

Pupils should be taught to:

describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals

give reasons for classifying plants and animals based on specific characteristics

Animals including humans

Pupils should be taught to:

Evolution and inheritance

Pupils should be taught to:

Light

Pupils should be taught to:

Electricity

Pupils should be taught to:

Key stage 3

The principal focus of science teaching in key stage 3 is to develop a deeper understanding of a range of scientific ideas in the subject disciplines of biology, chemistry and physics. Pupils should begin to see the connections between these subject areas and become aware of some of the big ideas underpinning scientific knowledge and understanding. Examples of these big ideas are the links between structure and function in living organisms, the particulate model as the key to understanding the properties and interactions of matter in all its forms, and the resources and means of transfer of energy as key determinants of all of these interactions. They should be encouraged to relate scientific explanations to phenomena in the world around them and start to use modelling and abstract ideas to develop and evaluate explanations.

Pupils should understand that science is about working objectively, modifying explanations to take account of new evidence and ideas and subjecting results to peer review. Pupils should decide on the appropriate type of scientific enquiry to undertake to answer their own questions and develop a deeper understanding of factors to be taken into account when collecting, recording and processing data. They should evaluate their results and identify further questions arising from them.

'Working scientifically' is described separately at the beginning of the programme of study, but must always be taught through and clearly related to substantive science content in the programme of study. Teachers should feel free to choose examples that serve a variety of purposes, from showing how scientific ideas have developed historically to reflecting modern developments in science.

Pupils should develop their use of scientific vocabulary, including the use of scientific nomenclature and units and mathematical representations.

Working scientifically

Through the content across all three disciplines, pupils should be taught to:

Scientific attitudes

Experimental skills and investigations

Analysis and evaluation

Measurement

Subject content

Biology

Pupils should be taught about:

Structure and function of living organisms

Cells and organisation

The skeletal and muscular systems

Nutrition and digestion

Gas exchange systems

Reproduction

reproduction in humans (as an example of a mammal), including the structure and function of the male and female reproductive systems, menstrual cycle (without details of hormones), gametes, fertilisation, gestation and birth, to include the effect of maternal lifestyle on the foetus through the placenta

reproduction in plants, including flower structure, wind and insect pollination, fertilisation, seed and fruit formation and dispersal, including quantitative investigation of some dispersal mechanisms

Health

the effects of recreational drugs (including substance misuse) on behaviour, health and life processes

Material cycles and energy

Photosynthesis

Cellular respiration

Interactions and interdependencies

Relationships in an ecosystem

Genetics and evolution

Inheritance, chromosomes, DNA and genes

Chemistry

Pupils should be taught about:

The particulate nature of matter

the properties of the different states of matter (solid, liquid and gas) in terms of the particle model, including gas pressure

changes of state in terms of the particle model

Atoms, elements and compounds

Pure and impure substances

Chemical reactions

Energetics

energy changes on changes of state (qualitative)

exothermic and endothermic chemical reactions (qualitative)

The periodic table

Materials

Earth and atmosphere

Physics

Pupils should be taught about:

Energy

Calculation of fuel uses and costs in the domestic context

Energy changes and transfers

Changes in systems

Motion and forces

Describing motion

Forces

Pressure in fluids

Balanced forces

opposing forces and equilibrium: weight held by stretched spring or supported on a compressed surface

Forces and motion

forces being needed to cause objects to stop or start moving, or to change their speed or direction of motion (qualitative only)

change depending on direction of force and its size

Waves

Observed waves

waves on water as undulations which travel through water with transverse motion; these waves can be reflected, and add or cancel - superposition

Sound waves

Energy and waves

pressure waves transferring energy; use for cleaning and physiotherapy by ultrasound; waves transferring information for conversion to electrical signals by microphone

Light waves

Electricity and electromagnetism

Current electricity

Static electricity

separation of positive or negative charges when objects are rubbed together: transfer of electrons, forces between charged objects

the idea of electric field, forces acting across the space between objects not in contact

Magnetism

Matter

Physical changes

Particle model

the differences in arrangements, in motion and in closeness of particles explaining changes of state, shape and density; the anomaly of ice-water transition

atoms and molecules as particles

Energy in matter

changes with temperature in motion and spacing of particles

internal energy stored in materials

Space physics

Key stage 4

Teaching in the sciences in key stage 4 continues with the process of building upon and deepening scientific knowledge and the understanding of ideas developed in earlier key stages in the subject disciplines of biology, chemistry and physics.

For some students, studying the sciences in key stage 4 provides the platform for more advanced studies, establishing the basis for a wide range of careers. For others, it will be their last formal study of subjects that provide the foundations for understanding the natural world and will enhance their lives in an increasingly technological society.

Science is changing our lives and is vital to the world's future prosperity, and all students should be taught essential aspects of the knowledge, methods, processes and uses of science. They should be helped to appreciate the achievements of science in showing how the complex and diverse phenomena of the natural world can be described in terms of a number of key ideas relating to the sciences which are inter-linked, and which are of universal application. These key ideas include:

The sciences should be taught in ways that ensure students have the knowledge to enable them to develop curiosity about the natural world, insight into working scientifically, and appreciation of the relevance of science to their everyday lives, so that students:

Curricula at key stage 4 should comprise approximately equal proportions of biology, chemistry and physics. The relevant mathematical skills required are covered in the programme of study for mathematics and should be embedded in the science context.

'Working scientifically' is described separately at the beginning of the programme of study, but must always be taught through and clearly related to substantive science content in the programme of study. Teachers should feel free to choose examples that serve a variety of purposes, from showing how scientific ideas have developed historically to reflecting modern developments in science and informing students of the role of science in understanding the causes of and solutions to some of the challenges facing society.

The scope and nature of their study should be broad, coherent, practical and rigorous, so that students are inspired and challenged by the subject and its achievements.

Working scientifically

Through the content across all three disciplines, students should be taught so that they develop understanding and first-hand experience of:

1. The development of scientific thinking

2. Experimental skills and strategies

3. Analysis and evaluation

applying the cycle of collecting, presenting and analysing data, including:

presenting observations and other data using appropriate methods

translating data from one form to another

carrying out and representing mathematical and statistical analysis

representing distributions of results and making estimations of uncertainty

interpreting observations and other data, including identifying patterns and trends, making inferences and drawing conclusions

presenting reasoned explanations, including relating data to hypotheses

being objective, evaluating data in terms of accuracy, precision, repeatability and reproducibility and identifying potential sources of random and systematic error

communicating the scientific rationale for investigations, including the methods used, the findings and reasoned conclusions, using paper-based and electronic reports and presentations

4. Vocabulary, units, symbols and nomenclature

Subject content - Biology

Biology is the science of living organisms (including animals, plants, fungi and microorganisms) and their interactions with each other and the environment. The study of biology involves collecting and interpreting information about the natural world to identify patterns and relate possible cause and effect. Biology is used to help humans improve their own lives and to understand the world around them.

Students should be helped to understand how, through the ideas of biology, the complex and diverse phenomena of the natural world can be described in terms of a number of key ideas which are of universal application, and which can be illustrated in the separate topics set out below. These ideas include:

life processes depend on molecules whose structure is related to their function

the fundamental units of living organisms are cells, which may be part of highly adapted structures including tissues, organs and organ systems, enabling life processes to be performed more effectively

living organisms may form populations of single species, communities of many species and ecosystems, interacting with each other, with the environment and with humans in many different ways

living organisms are interdependent and show adaptations to their environment

life on Earth is dependent on photosynthesis in which green plants and algae trap light from the Sun to fix carbon dioxide and combine it with hydrogen from water to make organic compounds and oxygen

organic compounds are used as fuels in cellular respiration to allow the other chemical reactions necessary for life

the chemicals in ecosystems are continually cycling through the natural world

the characteristics of a living organism are influenced by its genome and its interaction with the environment

evolution occurs by the process of natural selection and accounts both for biodiversity and how organisms are all related to varying degrees

Students should be taught about:

Cell biology

Transport systems

the need for transport systems in multicellular organisms, including plants

the relationship between the structure and functions of the human circulatory system

Health, disease and the development of medicines

Coordination and control

Photosynthesis

Ecosystems

Evolution, inheritance and variation

the genome as the entire genetic material of an organism

how the genome, and its interaction with the environment, influence the development of the phenotype of an organism

the potential impact of genomics on medicine

most phenotypic features being the result of multiple, rather than single, genes

single gene inheritance and single gene crosses with dominant and recessive phenotypes

sex determination in humans

genetic variation in populations of a species

the process of natural selection leading to evolution

the evidence for evolution

developments in biology affecting classification

the importance of selective breeding of plants and animals in agriculture

the uses of modern biotechnology including gene technology; some of the practical and ethical considerations of modern biotechnology

Subject content - Chemistry

Chemistry is the science of the composition, structure, properties and reactions of matter, understood in terms of atoms, atomic particles and the way they are arranged and link together. It is concerned with the synthesis, formulation, analysis and characteristic properties of substances and materials of all kinds.

Students should be helped to appreciate the achievements of chemistry in showing how the complex and diverse phenomena of both the natural and man-made worlds can be described in terms of a number of key ideas which are of universal application, and which can be illustrated in the separate topics set out below. These ideas include:

matter is composed of tiny particles called atoms and there are about 100 different naturally-occurring types of atoms called elements

elements show periodic relationships in their chemical and physical properties

these periodic properties can be explained in terms of the atomic structure of the elements

atoms bond either by transferring electrons from one atom to another or by sharing electrons

the shapes of molecules (groups of atoms bonded together) and the way giant structures are arranged is of great importance in terms of the way they behave

reactions can occur when molecules collide and do so at different rates due to differences in molecular collisions

chemical reactions take place in only three different ways:

proton transfer

electron transfer

electron sharing

energy is conserved in chemical reactions so can therefore be neither created nor destroyed

Students should be taught about:

Atomic structure and the Periodic Table

Structure, bonding and the properties of matter

Chemical changes

Energy changes in chemistry

Measurement of energy changes in chemical reactions (qualitative)

Bond breaking, bond making, activation energy and reaction profiles (qualitative)

Rate and extent of chemical change

factors that influence the rate of reaction: varying temperature or concentration, changing the surface area of a solid reactant or by adding a catalyst

factors affecting reversible reactions

Chemical analysis

Chemical and allied industries

Earth and atmospheric science

Subject content - Physics

Physics is the science of the fundamental concepts of field, force, radiation and particle structures, which are inter-linked to form unified models of the behaviour of the material universe. From such models, a wide range of ideas, from the broadest issue of the development of the universe over time to the numerous and detailed ways in which new technologies may be invented, have emerged. These have enriched both our basic understanding of, and our many adaptations to, our material environment.

Students should be helped to understand how, through the ideas of physics, the complex and diverse phenomena of the natural world can be described in terms of a number of key ideas which are of universal application and which can be illustrated in the separate topics set out below. These ideas include:

Students should be taught about:

Energy

Forces

Forces and motion

Wave motion

Electricity

Magnetism and electromagnetism

The structure of matter

Atomic structure

Space physics

the main features of the solar system.

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National curriculum in England: science programmes of study

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A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world's future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science.

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Year 5 Earth and Space page 12 Knowledge Progression

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with the wonderful Helen Mason - lots of great ideas

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Helen Schell has prepared some videos and worksheets for children at home and primary schools.
Let's make it to Mars - Martian Challenge
The latest video 'Let's Make it to Mars - Martian Challenge' by Helen Schell has been made for the SunSpaceArt STEAM festival on Monday, 15th February, 2021. This video was made by Art Matters Now.
Make it to Space
The worksheets are called ' Make it into Space '. These provide some excellent information and ideas for creating STEM+Arts space activities. See Teachers' Resources, Art Resources to download these new worksheets.
The short 'Make It' Videos for Schools
Helen Schell has also made some short (10mins) 'Make It' videos for primary schools. These provide some great ideas for creative STEM+Arts space activities. See Teachers' Resources, Art Resources to watch these videos. These videos were made by Art Matters Now.

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Helen Schell has prepared some videos and worksheets for children at home and primary schools. Let's make it to Mars - Martian Challenge The latest video 'Let's Make it to Mars - Martian Challenge' by Helen Schell has been made for the SunSpaceArt STEAM festival on Monday, 15th February, 2021.

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Year 5 Teacher Knowledge Matrices Earth in Space page 8

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We have a slightly different view of the Moon each night. We describe how the Moon looks with the eight Moon phases, or shapes:

🌑 New

🌒 Waxing Crescent

🌓 First Quarter

🌔 Waxing Gibbous

🌕 Full

🌖 Waning Gibbous

🌗 Third Quarter

🌘 Waning Crescent

If you have looked into the night sky, you may have noticed the Moon appears to change shape each night. Some nights, the Moon might look like a narrow crescent. Other nights, the Moon might look like a bright circle. And on other nights, you might not be able to see the Moon at all. The different shapes of the Moon that we see at different times of the month are called the Moon's phases.

Why does this happen? The shape of the Moon isn't changing throughout the month. However, our view of the Moon does change.

The Moon does not produce its own light. There is only one source of light in our solar system, and that is the Sun. Without the Sun, our Moon would be completely dark. What you may have heard referred to as "moonlight" is actually just sunlight reflecting off of the Moon's surface.

The Sun's light comes from one direction, and it always illuminates, or lights up, one half of the Moon - the side of the Moon that is facing the Sun. The other side of the Moon is dark.

On Earth, our view of the illuminated part of the Moon changes each night, depending on where the Moon is in its orbit, or path, around Earth. When we have a full view of the completely illuminated side of the Moon, that phase is known as a full moon.

But following the night of each full moon, as the Moon orbits around Earth, we start to see less of the Moon lit by the Sun. Eventually, the Moon reaches a point in its orbit when we don't see any of the Moon illuminated. At that point, the far side of the Moon is facing the Sun. This phase is called a new moon. During the new moon, the side facing Earth is dark.

The eight Moon phases:

🌑 New: We cannot see the Moon when it is a new moon.

🌒 Waxing Crescent: In the Northern Hemisphere, we see the waxing crescent phase as a thin crescent of light on the right.

🌓 First Quarter: We see the first quarter phase as a half moon.

🌔 Waxing Gibbous: The waxing gibbous phase is between a half moon and full moon. Waxing means it is getting bigger.

🌕 Full: We can see the Moon completely illuminated during full moons.

🌖 Waning Gibbous: The waning gibbous phase is between a full moon and a half moon. Waning means it is getting smaller.

🌗 Third Quarter: We see the third quarter moon as a half moon, too. It is the opposite half as illuminated in the first quarter moon.

🌘 Waning Crescent: In the Northern Hemisphere, we see the waning crescent phase as a thin crescent of light on the left.

The Moon displays these eight phases one after the other as it moves through its cycle each month. It takes about 27.3 days for the Moon to orbit Earth. However, because of how sunlight hits the Moon, it takes about 29.5 days to go from one new moon to the next new moon.

Here's what the Moon looks like right now from Earth:

Interested in learning more about the Moon?

Related Resources for Educators

Daily Moon Guide
Moon Phases Simulation Viewed from Earth and Space
Our World: Moon Phases
Make a Moon Phase Calendar and Calculator

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for adults - good but complex explanation

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History of Astronomy Part 3: Copernicus and Heliocentrism

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Earth | NASA Space Place – NASA Science for Kids

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Articles, games and activities about our home planet

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Earth rotates on an axis. During the winter, the North Pole is tilted away from the Sun's rays. As Earth travels around the Sun, the tilt of Earth changes. By June, the North Pole is tilted towards the Sun and the days become very long. Earth takes a year to orbit the Sun and it is the tilt which creates the seasons.

After watching the clip, discuss the effects on our seasons of Earth orbiting the Sun. Teachers could demonstrate this phenomenon further by using a torch and an inflatable globe or ball. The pupils could be given different countries to locate on the globe and decide when would be the best time of year to take a 'sun-seeking' holiday there. Alternatively, pupils could research best locations and times for taking a skiing holiday, supporting their choices by explaining the position of the country in relation to the Sun at different times of the year.

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Earth's orbit of the Sun - KS2 Science - BBC Bitesize

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Earth rotates on an axis. During the winter, the North Pole is tilted away from the Sun's rays. As Earth travels around the Sun, the tilt of Earth changes. By June, the North Pole is tilted towards the Sun and the days become very long.

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Earth 3D Model | NASA Solar System Exploration

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Lesson that combine forces, space and football.

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Engaging practical science activities for upper KS2 (9-11 year old) primary school children, using links to football, other sports and space.

The Primary Science Teaching Trust has been collaborating with Leicester City in the Community (LCitC), Leicester City FC's charitable trust and The National Space Centre. Our Premier League Primary Stars ' City Science Stars' project aimed to engage primary school children in Years 5 and 6 who have low science capital by linking lessons to football, other sports and to space. Teaching materials for this project, created by PSTT College Fellow Sarah Eames and LCitC STEM Coach Dr Alex Evans, are now freely accessible to all teachers.

The downloadable materials provided include:

Lesson plans

Lesson presentations (Power Points) for use in the classroom

Additional lesson support materials, including a 'lab book' for children to use

Read Alex's blog about the project on our Wow Science website here.

Overview

Working with the National Space Centre in Leicester and with additional financial backing from the Premier League Charitable Fund, LCitC and PSTT have embarked on an ambitious programme of support for primary science teaching in Leicester. PSTT College Fellow, Sarah Eames, initially developed a series of lesson plans linking football and space and trialled these materials in local schools, with the ultimate aim of creating a resource that can be shared with other teachers. PSTT further supported LCitC's appointment of a science communicator and STEM coach, Dr Alex Evans, to disseminate and refine the programme within additional schools in Leicester and to develop additional resources. Working together on these materials, Sarah and Alex have created a collection of resources that are now available for use in primary schools with a target audience of upper key stage 2 (9-11 year olds). The resources were created to enable 'non-teachers' to support children in primary science; we would not expect experienced teachers to follow the detailed plans but to adapt the ideas to their own needs and circumstances.

The children involved have enjoyed the focus on their local Leicester City Football Club and National Space Centre (both were visited during the programme) and whilst these are not part of the lesson resources created, schools across the UK could utilise their local facilities to bring the sessions (called 'fixtures') further to life.

Lesson Plans

Space Olympics [170.34kB]

Children will learn about the importance of fitness and exercise.

Children investigate what it would be like to perform different sports on different planets in our solar system and learn about the importance of fitness and exercise for astronauts.
DOWNLOAD

Be A Sport [249.36kB]

Children will group, sort and classify different sports, then create decision trees (classification keys).

The children will use simple equipment to design their own sport.
DOWNLOAD

Match Fit [218.91kB]

Children will learn about the physical and mental skills that footballers and astronauts have in common.

This investigation is a data collection exercise. Children will test their own skills (balance, patience and resilience) and using the data they collect, they will use different types of statistical information - minimum, maximum, mean average values and descriptive data to analyse their results and draw conclusions.
DOWNLOAD

Kick Off to Lift Off [216.25kB]

Children will learn about the forces involved in kick-offs and lift-offs.

Using paper stomp rockets, children will investigate which angles provide the best trajectory for speed, height and distance.
DOWNLOAD

On the Wing [174.79kB]

Children will learn about aerodynamic forces that act on birds and planes during flight.

Using paper planes, children will investiagte which wing shape is better for distance and for airtime.

DOWNLOAD

Roar of the Crowd [243.29kB]

Children will learn about sound.

Using dataloggers, children can investigate how the number of people generating sound, the type of sound, and the distance from the sound source, affect the loudness.

DOWNLOAD

Lesson Presentations

Space Olympics [10.67MB]

Children will learn about the importance of fitness and exercise.

Children investigate what it would be like to perform different sports on different planets in our solar system and learn about the importance of fitness and exercise for astronauts.
DOWNLOAD

Be A Sport [4.70MB]

Children will group, sort and classify different sports, then create decision trees (classification keys).

The children will use simple equipment to design their own sport.
DOWNLOAD

Match Fit [72.77MB]

Children will learn about the physical and mental skills that footballers and astronauts have in common.

This investigation is a data collection exercise. Children will test their own skills (balance, patience and resilience) and using the data they collect, they will use different types of statistical information - minimum, maximum, mean average values and descriptive data to analyse their results and draw conclusions.
DOWNLOAD

Kick Off to Lift Off [9.36MB]

Children will learn about the forces involved in kick-offs and lift-offs.

Using paper stomp rockets, children will investigate which angles provide the best trajectory for speed, height and distance.
DOWNLOAD

On the Wing [27.78MB]

Children will learn about aerodynamic forces that act on birds and planes during flight.

Using paper planes, children will investigate which wing shape is better for distance and for airtime.

DOWNLOAD

Roar of the Crowd [12.82MB]

Children will learn about sound.

Using dataloggers, children can investigate how the number of people generating sound, the types of sound, and the distance from the sound source, affect the loudness.

DOWNLOAD

Additional Resources

City Science Stars [1.92MB]

Lab Book - includes children's worksheets for the first nine investigations
DOWNLOAD

Pitch Perfect [99.15kB]

Experiment Sort Activity - vocabulary sheet for describing working scientifically skills
DOWNLOAD

Pitch Perfect [33.99kB]

Challenge Cards - 7 group challenges to investigate growth of grass seeds
DOWNLOAD

Space Olympics [1.00MB]

Fact sheets - 5 planets (Saturn, Mars, Venus, Neptune, Earth)
DOWNLOAD

Survival of the Fittest [2.89MB]

Wild Cup Event - footballer templates, adaptations, habitat cards
DOWNLOAD

Survival of the Fittest [26.21kB]

Wild Cup Events - instructions
DOWNLOAD

Roar of the Crowd [154.86kB]

Results Tables - includes blank template
DOWNLOAD

Safety Notice and Disclaimer

The PSTT advises teachers to refer to either the CLEAPSS website or SSERC website for up to date health and safety information when planning practical activities for children.

The PSTT is not liable for the actions or activities of any reader or anyone else who uses the information in these resource pages or the associated classroom materials. The PSTT assumes no liability with regard to injuries or damage to property that may occur as a result of using the information contained in these resources. The PSTT recommends that a full risk assessment is carried out before undertaking in the classroom any of the practical investigations contained in the resources.

All materials are ©Primary Science Teaching Trust (PSTT) and are freely available to download and share for educational purposes. Whilst educators are free to adapt the resources to suit their own needs, acknowledgement of copyright on all original materials must be included. Rights to images included in the resource have been purchased for PSTT use only - as such, these images may only be used as part of this resource and may not copied into or used in other materials.

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space
football
sports
exercise
astronauts
mars
working scientifically

# data[].attributes.attachment_link.description
Engaging practical science activities for upper KS2 (9-11 year old) primary school children, using links to football, other sports and space. The Primary Science Teaching Trust has been collaborating with Leicester City in the Community (LCitC), Leicester City FC's charitable trust and The National Space Centre .

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Universe Size Comparison | Cosmic Eye (Original HD)

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Shooting Star Song

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What Is a Shooting Star? - They Might Be Giants

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Sandfield's School Website

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The Sun is a mass of incandescent gas

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The STFC Lunar Rocks and Meteorites Loan Scheme has been running since the mid 1980s.

STFC has six loan boxes available to schools for Borrow the Moon, each containing the same types of meteorite and rock samples, investigation equipment, and guides.

Hundreds of schools, colleges, universities, museums and astronomical societies throughout the UK have enjoyed the meteorite samples and NASA Moon rock discs since the scheme began. The moon rocks are presented in a permanently sealed Perspex disc which contains labelled lunar soil and rock samples of different types.

The normal loan period is one school week, Monday to Friday. The loan scheme is generally fully booked well in advance, so please try to apply with at least four months' notice of when you would like the loan box in your school.

How to apply to Borrow the Moon.

In order to make sure that the scheme remains useful to borrowers, STFC ask that all borrowers complete an evaluation form after they have borrowed the loan box. You can complete the evaluation form online.

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The STFC Lunar Rocks and Meteorites Loan Scheme has been running since the mid 1980s. STFC has six loan boxes available to schools for Borrow the Moon, each containing the same types of meteorite and rock samples, investigation equipment, and guides.

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Splitting light in Newton's bedchamber National Trust / James Dobson

Whilst escaping the Great Plague, Newton's enormously productive time at Woolsthorpe is often called the Annus Mirabilis, or the "Year of Wonders'. Read about this period of intellectual endeavour, with extracts taken from the new Woolsthorpe guidebook by Patricia Fara.

As coronavirus spreads around the globe, most of us are experiencing a new normal, from countries in lockdown to people practising social distancing. The similarity between the situation Isaac Newton found himself in Cambridge in 1665 and society today is striking.

Between the summer of 1665 and the spring of 1667, Isaac Newton made two long visits to Woolsthorpe in order to escape the plague affecting Cambridge. The bubonic 'Great Plague' of 1665-6 was the worst outbreak of plague in England since the black death of 1348.

It spread rapidly throughout the country. London lost roughly 15% of its population and the villagers of Eyam, Derbyshire, became infamous for their heroic quarantine to halt the spread of the disease.

Many town-dwellers, like Newton, retreated to the relative safety of the countryside. What is different is how he set his mind to work in this period. Whilst most of us are unlikely to come up with theories that change science and the world as we know it, it is inspiring what can be achieved, even in periods of isolation and change.

In later life, Newton stressed that these enforced absences were the most intellectually fruitful of his whole life:

These were intense periods of intellectual endeavour at Woolsthorpe. Freed from the restrictions of the limited curriculum and rigours of university life, Newton had the time and space to develop his theories on calculus, optics and the laws of motion and gravity.
Optics
Newton worked obsessively to further his understanding of light, obtaining a prism

At the time, people believed that glass prisms - often sold as novelties or used in chandeliers - changed white light into a coloured spectrum like a rainbow.

It is believed that he undertook his key experiment in his chamber at Woolsthorpe. Records tell us that the experiment took place in a room measuring 22 feet from the south-facing shutter to the wall on which the coloured spectrum fell, as does the room which has long been known as Newton's chamber.

Newton bored a tiny hole in the wooden shutters so that only a very thin pencil of light could enter the darkened room. Newton's crucial innovation was to take a second prism and put it in the path of a single-coloured beam coming from the first prism. When it emerged from the other side of the second prism, this ray was still the same colour, thus proving that the glass medium had not altered it.

Newton observed the orchard from his bedchamber (top right)

National Trust/James Dobson

Newton observed the orchard from his bedchamber (top right)

Laws of Motion and Universal Gravitation

In this period of intellectual contemplation, Newton's holistic approach enabled him to address the question 'How does the universe work?' Newton himself told the story that when he watched an apple fall from the tree outside his chamber window, he questioned why it falls straight to the ground.

In answering that question, Newton theorised that everything in existence is attracted to everything else and this attraction, the force of gravity, ties the universe together.

Years later he would publish his theories and share how this vision could be expressed in a mathematical formula, as relevant now as it was then.

Calculus

Not fully occupied with working on the problems of light or finding the glue that holds the whole universe together, Newton continued to tackle the mathematical problems that he had been contemplating at Cambridge.

Never shy of an intellectual challenge. Newton deliberately chose particularly complicated topics - his niece's husband, John Conduitt, commented that Newton:

By the end of 1666 Newton had completed three papers on fluxions (early calculus), which was the culmination of his most intensive period of mathematical creativity.

Isaac Newton returned to university life at Cambridge. Six months later he was elected as a Minor Fellow of Trinity College and two years later he was appointed as the second Lucasian Professor. With his academic position and income secure, he continued to develop his ideas and research from Woolsthorpe Manor.
Acknowledgement & passages taken from: Dr Patricia Fara - Isaac Newton at Woolsthorpe Manor

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Whilst escaping the Great Plague, Newton's enormously productive time at Woolsthorpe is often called the Annus Mirabilis, or the "Year of Wonders'. Read about this period of intellectual endeavour, with extracts taken from the new Woolsthorpe guidebook by Patricia Fara.

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Earth and Space Resource Links

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On this page you'll find a collection of films, articles and downloadable resources from across the Museum website to help support your teaching of the Earth and Space topic for primary science.

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Earth and Space - resources | Natural History Museum

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On this page you'll find a collection of films, articles and downloadable resources from across the Museum website to help support your teaching of the Earth and Space topic for primary science.

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Rocket Mice

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1 mouse template

1 plastic milk bottle (2-litre or 3-litre bottles work best)

Tape

Scissors

Pink rubber-glove material or paper and pens (optional)

Flexible plastic bottles such as milk bottles work better than firmer fizzy-drink bottles.

Making the cone-shaped body of the rocket mouse from the template can be fiddly for younger children to do single-handedly. Ask them to work in pairs with one person holding the template in shape while the other applies tape. Or consider pre-making the cones.

Advise children not to lean over the bottle when they are launching their rocket mice. Children should lean back and squeeze or 'clap' the milk bottle with their arms extended. This will ensure their faces are away from the rocket mouse when it is propelled upwards.

What is making the mouse move?

Which direction are you applying a force? Which direction is the mouse travelling?

What difference do the size of the bottle and the force of the push make?

Can you think of any other ways to make the mouse move?

Can you direct the mouse to hit a target?

What can you do to make the mouse travel further or faster?

What is the heaviest mouse you can launch?

Try adding measured quantities of modelling clay inside the mouse's nose cone and make a graph of weight and height/distance travelled.

A pneumatic drill uses compressed air to move the drill bill into the concrete or rock that it needs to break. Not only is the force strong enough to break very hard materials, but also the air explodes producing noise up to 100 decibels and vibrations that can cause a condition known as 'white finger'.

Air bags are used to raise delicate artefacts from shipwrecks, e.g. the Titanic. The pressure of the air inside is powerful enough to lift the huge weight of objects, or even pieces of the ship, through the water pressing down on them.

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1 mouse template 1 plastic milk bottle (2-litre or 3-litre bottles work best) Tape Scissors Pink rubber-glove material or paper and pens (optional) Flexible plastic bottles such as milk bottles work better than firmer fizzy-drink bottles. Making the cone-shaped body of the rocket mouse from the template can be fiddly for younger children to do single-handedly.

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The National Space Centre - An out of this world experience for the whole family.

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An out of this world experience for the whole family.

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NASA encourages you to visit NASA Kids' Club and use its games and activities to inspire the next generation.

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Educator Guide: Mission to Mars Unit | NASA/JPL Edu

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In this standards-aligned unit, students learn about Mars, design a mission to explore the planet, build and test model spacecraft and components, and engage in scientific exploration.

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The Rosetta spacecraft was sent on a mission to comet 67P Churyumov-Gerasimenko. Part of its mission was to deploy a lander, Philae, on the surface of the comet. This resource is also downloadable in the Welsh Language.

The resource contains seven activities themed around the mission:

Using interactive games, children will learn to recognise the names of the eight planets in the Solar System and they will learn that planets revolve around the Sun. This introductory lesson will give children an understanding of planets in the Solar System, in preparation for further topics on other objects, such as asteroids and comets.

Meteorites are heated on their path through the atmosphere of the Earth. Using this context, children will learn the difference between a star and a 'falling star', and how friction can cause heating effects. The activity suggests the use of meteorite samples, which can be borrowed for short loan periods.

In this activity, students learn about craters that can be created by impacts from space. The resource describes an activity to measure the size of craters by varying the mass of balls, or by varying the height dropped into sand. Children can create graphs to present their findings.

This activity uses the context of Philae's landing to: explain why unsupported objects fall towards Earth; explain why spacecraft need to make a soft landing; explain the meaning of speed and how it is calculated; design and test a landing device for an egg.

The series of activities in this resource helps children to understand the difference between mass and weight. They learn that weight is a force due to the gravitational pull of the celestial body, and so weight is different on the Earth compared to other planets and Comet 67P, which Rosetta is orbiting.

In this resource, children are guided through activities which will help them to use models to understand the scale of the solar system. By considering journey times using everyday modes of transport, such as a bicycle, the vast distances of the Solar System can be explored. Different ideas are suggested for building scale models, inside and outside the classroom.

Solar power is vital to the operation of satellites and to the Rosetta spacecraft. This activity requires children to make a solar powered vehicle, using solar panels, a motor and gear and other simple materials. The children will learn how the motor must be connected in a circuit to operate, and the light level must be sufficiently high to enable the wheels to turn.

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The Rosetta spacecraft was sent on a mission to comet 67P Churyumov-Gerasimenko. Part of its mission was to deploy a lander, Philae, on the surface of the comet. This resource is also downloadable in the Welsh Language.

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British Science Week 2018: Activity Packs!
The British Science Week theme is 'exploration and discovery' and the activity packs for 2018 are now live!
Packs encourage young people to think about everyday discoveries and how they affect their lives by exploring science in the world all around us.
Download the early years activity pack Download the primary activity pack Download the secondary activity pack
You can also download CREST project resources to help you get inspired!

Last year's BSW theme was "change" and encouraged young people to think about and investigate the changes happening in the world all around us; from seasons and climate, to materials and energy. If you missed them, you can download them here.
WOW! 10% discount on Bronze & Discovery CREST Awards!
As the official North West Regional Support Organisation for CREST Awards, we have a SPECIAL OFFER for you! Run Bronze or Discovery CREST Awards in the lead up to British Science Week and receive a 10% discount. Click for more...

BOOK NOW FOR THE BIG BANG NORTH WEST 2018!
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Big Bang North West 2017: The Movie!
Go Virtual with The Big Bang North West!
The Big Bang North West 2017: Your Amazing Feedback
The Big Bang UK Competition: Finalists & Award Winners!
Big Bang North West 2017: A Teacher's View

Follow All About STEM on Twitter here
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Follow The Big Bang North West on Twitter here
Like The Big Bang North West on Facebook
" Back To News

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British Science Week 2018: Activity Packs! | All About STEM

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The British Science Week theme is 'exploration and discovery' and the activity packs for 2018 are now live! Packs encourage young people to think about everyday discoveries and how they affect their lives by exploring science in the world all around us.

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ESERO-UK, also known as the UK space education office, provides free resources, support and information for teachers to enhance the teaching and learning of science, technology, engineering and mathematics (STEM) using space as a context.

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Brian Cox visits the world's biggest vacuum | Human Universe - BBC

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3-2-1 Blast Off! This simple and fun science experiment teaches children about Action and Reaction. Using everyday household items, children learn how the force of air moving in one direction can propel balloon in the opposite direction, much like a rocket!

Below you'll find a supplies list of everything you need, printable instructions, and the scientific explanation of how it demonstrates Newton's Third Law of Motion in a fun, hands-on way. It's so much fun, your kids will want to do it over and over with balloons of different shapes and sizes.

Watch the Balloon Rocket Science Experiment

Balloon Rocket Science Experiment

Supplies Needed

Balloon

Drink Straw

String

Tape

Two objects of the same height that you can tie a string to. I used chairs.

How to Create a Balloon Rocket

Step 1 - Position two objects of the same height (I'm using chairs) about 10 feet apart and grab a piece of string.

Step 2 - Tie one end of the string to one of the objects. Make sure it is securely fashioned.

Step 3 - Next, get a straight plastic drinking straw. If the straw is one of the "bendy" straws with the flexible piece, cut off the flexible part so you are left with a straight straw.

Step 4 - Place two pieces of tape on the straw.

Note: Be sure to position the two pieces of tape near the middle of the straw. If you put them near the ends of the straw it will bend when you blow up the balloon and the rocket won't move as quickly.

Step 5 - Thread the string through the straw.

Step 6 - Tie the loose end of the string to the back of your second object (I'm using another chair) and make sure the string is tight. If the string isn't tight, move the objects farther apart until it is.

Step 7 - Blow up the balloon and hold the end so the air can't escape and use the two pieces of tape to secure the balloon to the straw.

Step 8 - Move the straw and balloon to one end of the string. And once you are ready....

Step 9 - Let go of the balloon and watch as it rockets across the string! Then inflate the balloon again and repeat again and again.

How Does the Experiment Work?

The balloon flies across the string because of air and thrust. Thrust can be explained by Newton's Third Law of Motion. Newton's third law states that for every action there is an equal but opposite reaction. As the air is released out of the balloon in one direction, the force propels the balloon in the other direction. This equal but opposite force causes the balloon to fly across the string like a rocket!

I hope you enjoyed the experiment. Here are some printable instructions:

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3-2-1 Blast Off! This simple and fun science experiment teaches children about Action and Reaction. Using everyday household items, children learn how the force of air moving in one direction can propel balloon in the opposite direction, much like a rocket!

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July 20, 1969: One Giant Leap For Mankind - NASA

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July 1969. It’s a little over eight years since the flights of Gagarin and Shepard, followed quickly by President Kennedy’s challenge to put a man on the moon

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Astronaut Chris Hadfield Debunks Space Myths | WIRED

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Relative disance from the sun and playdough sizes of the planets.

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from Sheffield University

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Relative sizes of the planets

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Day and Night and a Year

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Earth's Movement: Rotation vs Revolution PowerPoint

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This PowerPoint explains the difference between the rotation of Earth on its axis and the revolution of Earth around the Sun. Students will learn how long each of these movements take to complete and the impact these movements have for life on Earth.

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A youtuber who does science - this time about the Moon

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youtuber talking about stars

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Joe Bradbury's Padlet of Earth in space ideas

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Joe Bradbury's Padlet of Earth in space ideas

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https://padlet.com/gmslp/earthandspace