A good turnout for the second week, although some pupils hadn’t shown up despite the stories about marshmallows and spaghetti. Apparently this is a regular issue for after-school activities in primary school. Several kids were enthusiastic about telling me the scientific things they’d been doing, including building more structures with kitchen ingredients. So I think we can count the first week as a definite success!
Balloon Car Racers seemed a good next activity; simple materials, a clear outcome and hopefully something to take home. As with the other activities, the materials from the Ri ExpeRimental project gave us pretty much everything we needed.
We had 12 kids but plenty of leftovers (most earmarked for future sessions). These cost £4 from the pound shop.
- 250 straws
- 50 balloons (x2)
- 100 BBQ skewers
Plus tape, card and bottle lids from general classroom resources and the local scrap store. I’d suggest collecting milk carton lids in the staffroom for a few weeks if possible.
I started by asking about things that go and what makes them move. With each example – which I also used as a chance to get some more names – I added another step to the car. The video was blocked (primary school with YouTube issues) so I couldn’t use the section linking reaction forces to swimming, which was a shame.
I asked the pupils to tell me which they thought was more important – how far the car went, or how fast it traveled. Predictably, there was a mixed response! With more time I would have finished by running a ‘race’ and giving two different rankings, one for speed and the other for distance.
I used a timer on the IWB, set to 20 minutes, for the building time. This was a little ambitious, it turned out! All students had built or nearly built a car by the end of the hour session, and perhaps half had raced them against each other.
Some pupils struggled with the fine motor skills needed to use the sellotape. I don’t think I emphasized enough the need for the axles to be parallel to each other, and perpendicular to the ‘exhaust’ straw – perhaps next time draw lines on the card for them? With more time I’d have them make two, a ‘first draft’ and an ‘improved’ model. This would have been an excellent way to introduce the make/test/improve cycle, perhaps using photos of their cars to illustrate the progress. But it would have taken longer – this could easily be done over a week of lunchtimes, perhaps taking a photo each time to show the development visually. I suspect spreading it out over more time would be difficult with such young students, although at KS3 it might make a good structured project.
Pushing the skewers through the lids also proved difficult for many. Next time some preparation would have been useful – especially for some lids! I’d add an awl or corkscrew for the teacher, and blu-tack to press into. A balloon pump to make up for little lungs and reduce slobber might also have been useful!
For future sessions, I’ll think through a specific ‘skills list’ before we start. Ideally the class teacher would be able to suggest particular points likely to cause problems, but I can probably manage. I’d do this automatically for my usual age group – what can they do easily, what do I need to explicitly teach – but I made guesses based on my own kids, who have always enjoyed crafty activities from Lego to junk modelling, (They haven’t a clue about football skills however, just like me.)