Want to keep learning?

This content is taken from the National STEM Learning Centre's online course, Teaching Primary Science: Getting Started. Join the course to learn more.

Skip to 0 minutes and 1 second [Teacher] Now, boys and girls, can you remember what we put inside the jug? What’s in here? [Pupil] Lemonade. [Teacher] Lemonade. Now have a look. What can you see in there? [Pupil] Bubbles. [Teacher] Bubbles. What are the bubbles doing? I don’t know. Fizz. It’s floating. [Teacher] How’s it look really closely. What can you see? I can see big bubbles. [Teacher] And what are the bubbles doing? Flying. [Teacher] Flying? No, no, no. They’re going up. [Teacher] They’re going up, aren’t they? If it floats, will it go to the bottom or the top? The top. Top. [Teacher] Top, and if it sinks where will it go? Bottom. [Teacher] The bottom.

Skip to 0 minutes and 45 seconds Now, if we put some raisins in here, what do you think might happen? Float. [Teacher] You think float. Float. Or sink. [Teacher] Or sink. So if it floats, where will the raisins go? I don’t know. I don’t know. Top. [Teacher] At the top. Shall we try and see? Yeah. [Teacher] Shall we put a couple in? Yeah. [Teacher] Do you want to put one in? And how about if you put that one in. I was right. [Teacher] Now, what’s happened to the raisins? They’re fizzing. [Teacher] They’re fizzing? Yeah. [Teacher] But where have they gone? Sink. Sink. [Teacher] They’ve sunk to the bottom haven’t they? Look! What’s happened now? It came up! The other one has. [Teacher] So, they started at the…

Skip to 1 minute and 21 seconds let’s watch these ones. They started at the… Bottom. [Teacher] Bottom. Whoo, one is going up. [Teacher] Now, have a look on the raisin. Can you see anything on the raisin? And bubbles! Bubbles. [Teacher] Bubbles, and what are the bubbles doing? They’re making it float up. [Teacher] They’re making it float up. Shall we put a few more in? Yeah! [Teacher] Girls, do you want to put some in? Yeah. [Teacher] There you are. Okay, thank you. Pop! [Teacher] Ooh, where have they gone? At the bottom! [LAUGH] [Teacher] Can you see what’s going up here? What? All these tiny bubbles. That’s going up. One more. One more. One more. One more. [LAUGH] They actually fizz there on the bottom and float up.

Skip to 2 minutes and 25 seconds [Teacher] They start at the bottom and they go up don’t they? [Teacher] Now that one’s gone up and down. Can you see it jumping up and down? Yeah. Yeah. It still got bubbles. [Teacher] Are there any others jumping up and down?. Yeah. I just saw one jumping up [LAUGH] [Teacher] I wonder why it’s going up and down. Because there’s bubbles in it. When it goes down it pops up, and when the bubbles get under again, they go up. [Teacher] So what do you think is making it go up and down? The bubbles. [Teacher] The bubbles. So what do you think might happen when all the bubbles have gone? They go flat. [Teacher]What will happen to the raisins? Flat.

Skip to 3 minutes and 2 seconds [Teacher] The raisins all go flat? But will they keep jumping up and down? Yeah. [Teacher] Or will something else happen? They will still on that bottom. [Teacher] They’ll stay on the bottom will they, cuz what do they need to jump up and down? Bubbles! [Teacher] They need the bubbles, and if there was no bubbles what would happen? They’ll stay, they will stay on the floor. [Teacher] They would stay at the bottom wouldn’t they? Yeah. Bubbles taking a long time up there. We’ll see. [Teacher] It has hasn’t it. Aah, it’s coming back down. I see a little one going down. [Teacher] There’s a lot at the bottom. A big one going up and down.

Skip to 3 minutes and 33 seconds [Pupils] So we keep those nice and still. I’ll hold it. So it’s thumbs-up. That was one centimeter. One centimeter. Now the pattern magnet, which you have we move to this side because only the sides over here are magnetic. Okay, put the screw there. Move it gently, I’m holding the ruler. Want it to be nice and still. That was about. Two, that was two centimeters. Two centimeters. Two centimeters. Now, let’s try it with the fridge magnet. So we move it to this side. Okay, put the screw there. I wanted- Nice and gentle. Yeah, yeah. Tilt it a little bit so we can actually move it, like, yeah. That didn’t attach. It doesn’t. It didn’t. Let’s try with a donut magnet.

Skip to 4 minutes and 38 seconds See the force? Actually, do you wanna see the force of it compared with this one to this one? Yeah. That was two centimeters. You guessed it. I don’t think this, the donut magnet one attached because see. It’s got two sides. It won’t touch. Let’s just try- Hold on. Let’s try it like this. Yeah. Two centimeters. So if the, we can tell if it’s the weaker it is then the stronger it is, because if you move it closer, and because the one that touched the one centimeter are the weak ones. Because it’s not attaching that far, the two centimeter ones are actually the stronger ones, because they touch from more further.

Skip to 6 minutes and 8 seconds [Teacher] If I was to look at these, boys, what would I look for to help me with my identification chart? What could I look for? If they’re the same. [Teacher] Okay, are they the same, are they? No. [Teacher] No, okay. Can you tell me something else that I might look for? You might look for the shape of the leaf of it? [Teacher] The shape of the leaf. So how are these leaves different? Look at those two leaves. [Teacher] So this one’s almost got like these spikes coming out of that, hasn’t it? You see that, and this one, well it’s just like one big almost not quite round, it’s one big bit, one spike at the end.

Skip to 6 minutes and 51 seconds This has got maybe one, two, three, four, five little spiky bits. Can you tell me something else that’s different? [Pupil] That one’s green and that one’s brown. [Teacher] Yeah, so and that might help us with choosing our different charts to help us with that. [Pupil] I wish somebody found all of them. [Teacher] That looks very similar doesn’t it? Why does it look similar to us? Because something couldn’t open, so which one of these. It’s like it has its own leaves. It has, and that’s got little leaves sticking out. But it’s smaller. [Teacher] It’s smaller, okay. Why do you know it’s not that one? Because that one’s shorter. [Teacher] It’s shorter. Any other reason? That one’s green and that one’s brown.

Skip to 8 minutes and 3 seconds [Teacher] Good idea. Can you see anything else with the shape of the leaves? That one’s out a bit, and that one’s… [Teacher] Yeah. The width of the leaves. And that’s spiky. [Teacher] Are they spiky? No. [Teacher] No, okay. [Pupils exploring leaves] No, it’s three.. Well, it may have died mightn’t it? That one. Is it? No, it’s brown. Yeah, that is it. Yeah, but. Maybe it probably died.. I think… That one. That one. Yeah. What is it called? Now you cut off one of those, but. Well, I’ll check with this on my little chart here. It’s that one. No, it’s that one. No, it’s that one. It’s a beach. See it’s there beach. It must be that one. No. No.

Skip to 8 minutes and 28 seconds Yeah, it is. No. Yeah. Well, let’s look. The other. I’ve got a little bit off the end there. Yeah, it maybe. Yes. It is. Put it in the bag. If you imagine it bigger, what would it look like? The, I know what it is. Which one? It’s like from one of these. No. It’s like from one of them. Is it that? I guess. Yeah, it is one of these! Yeah. Because look it’s got- I knew it. That. No, but, let me hold that a sec. Because look it’s got the same thing there. So it’s two in a rows. Isn’t it? Yeah. Because look. But look it’s got lines on it. Yeah.

Skip to 10 minutes and 10 seconds But- [Teacher] Can you see another one that’s got that bit on it? [Pupils] There. A birch. We thought it was a birch. No, it’s one of these. If you look on the back, its got some spikes. So, it might be a birch. [Teacher] What did you find? [Pupils] A silver birch. [Teacher] A silver birch! And what made you think this one was a silver birch? Because it looked like it and it’s got spikes. [Teacher] So you looked inside, it had all these little spikes on the outside edges. Which of your charts did you use? This one. [Teacher] Can you show everybody which one you used? Why did you use that one rather than the other one?

Skip to 10 minutes and 41 seconds Because it’s kind of yellowy. [Teacher] Because it’s those colors. Fantastic, thank you boys. What did you decide that one was? A willow leaf. [Teacher] A willow leaf. What told you that was a willow leaf? Because that’s long, and that looks long. [Teacher] Okay, so you looked for the length of it. Anything else that told you that that was a willow leaf? How did you know it was a willow leaf and not a horse chestnut? This one here. [Pupils] Horse chestnut has smaller leaves than a willow. And it has five. [Teacher] Of course that’s got five leaves on it whereas that one is just? One long one. [Teacher] One long leaf, fantastic.

Skip to 11 minutes and 7 seconds [Teacher] All right, today we are going to be learning about pitch. You can speak to the people next to you and see if you can come up with what you think pitch is. Have a quick chat. [Pupils discuss] [Teacher] So what do we think of pitch is over here? [Pupils] Like when you play the piano on the left side each time you go down it gets- Higher. No it gets lower. [Teacher] Lower, okay. [Pupil] And then when we go up it gets higher, because the sound changes, it gets much squeakier when it goes high, and then when it goes low, it’s a very like- [Teacher] Can anybody help him?

Skip to 11 minutes and 54 seconds So if the pitch is high, you get quite a squeaky sound- [Pupil] It’s a scary noise. [Teacher] Okay, so a scary noise for low. So like a deeper noise I would say, so like when we can change our voices, our pitch and our voices so we can have kind of a low sound just like [SOUND] or you can have a really high sound, so can you give me a high sound? So this is a deep sound, which is quite low, what would- [Pupil] It’s like a scream, but very squeaky. [Teacher] Yeah, so we change our voice. This is a high sound it sounds like a little mouse. [Pupil] Yeah.

Skip to 12 minutes and 25 seconds [Teacher] We imagine a mouse to say something like that wouldn’t we? Yeah, lovely job there. [Pupils investigate] So that one’s louder. [Playing xylophone] I think this one is high pitch and this one is low pitch, because of the size, and this one is bigger so it’s low, so the sound is lower, and this one is high cuz it’s smaller. Yeah. [High pitch] Yeah I think that one’s more higher. [Low pitch] Yeah. It’s that one, then that one, then that one, that one, that one, that one. [High to low pitch sounds] But if you were doing it that way that’s the first, second, third, fourth, fifth. It’ll get more low pitched as you go along from that side.

Skip to 13 minutes and 39 seconds Then it will get more higher pitch as you go on. [Boomwhackers tapping] Because of the… Like we said before cuz of the size, this one is bigger, cuz it’s lower, and this one is smaller so it’s higher. The small ones are both high pitched and the long ones are both low pitched. [Boomwhackers] Them two are the same, and them two are the same. [Guitar] Maybe if you try the different strings, and we can tell which one’s higher. I think. [Guitar strings plucked] I think the thicker ones are the lower ones and the thin ones are the higher ones. Yeah. Yeah. Try it with this one, you might be. I think it’s from the. It goes more lower pitch.

Skip to 14 minutes and 56 seconds The sound goes lower. When I get my finger farther and farther from here it gets lower and lower. [All objects played] I think from that string, that string, that cord, and that one, they’re all the- They’re high pitched. That one, that one, and that one are all the high pitch. I think, cuz that’s right at the end that’s the smallest and that’s high pitched. This is very small, so that’s high pitched, and this is very high pitched, but as you go up, it’s high pitched.

Skip to 15 minutes and 44 seconds But these have a pattern, cuz you start from here and you’ll going like down so it goes more low pitch, then when it goes up to here, it’s like going up to this one on there, cuz that’s very low pitch and this is low pitch as well.

Identifying enquiry types

This video shows four classes of children involved in different types of science enquiry.

The lessons in the video are:

  1. Materials (Year 1, age 5-6) 0m07s.
  2. Magnets (Year 3, age 7-8) 3m41s.
  3. Leaves (Year 2, age 6-7) 6m06s.
  4. Sound (Year 4, age 8-9) 11m04s.


For each class in the video can you identify and comment on the different types of enquiry that you believe the children are involved in? Why do you think it is this type of enquiry?

Share this video:

This video is from the free online course:

Teaching Primary Science: Getting Started

National STEM Learning Centre