The Big Balloon Blow-Up

The aims of this toolkit are to:

• give young learners the opportunity to get hands-on with real-life science
• give them a positive and realistic experience of science
• how how science is done
• reveal that anyone can do science
• provide access to current scientific research
• promote inspiration around STEM subjects and careers in STEM

Through bringing this toolkit into your classroom, your learners will have the opportunity to practice the same scientific skills as professional scientists:

• using the scientific method through developing their own investigation
• developing their practical skills through handling equipment
• being creative when designing their investigation and predicting its outcome
• their critical thinking skills through observing, analysing data, evaluating results, making decisions and problem solving
• strengthening their communication skills through working with their peers and sharing their science with others

Scotland’s Curriculum for Excellence:

Science

Second level (8-11 years old):

I can identify and classify examples of living things, past and present, to help me appreciate their diversity SCN 2-01a

I have contributed to investigations into the role of microorganisms in producing and breaking down some materials SCN 2-13a

Through research and discussion I have an appreciation of the contribution that individuals are making to scientific discovery and invention and the impact this has made on society SCN 2-20a

 

Third level (11-14 years old):

I can sample and identify living things from different habitats to compare their biodiversity and can suggest reasons for their distribution SCN 3-01a

I have contributed to investigations into the different types of microorganisms and can explain how their growth can be controlled SCN 3-13b

 

Numeracy: data & analysis skills

Second level (8-11 years old):

Having discussed the variety of ways and range of media used to present data, I can interpret and draw conclusions from the information displayed, recognising that the presentation may be misleading. MNU 2-20a

I have carried out investigations and surveys, devising and using a variety of methods to gather information and have worked with others to collate, organise and communicate the results in an appropriate way. MNU 2-20b

 

Third level (11-14 years old):

I can display data in a clear way using a suitable scale, by choosing appropriately from an extended range of tables, charts, diagrams and graphs, making effective use of technology. MTH 2-21a / MTH 3-21a

I can work collaboratively, making appropriate use of technology, to source information presented in a range of ways, interpret what it conveys and discuss whether I believe the information to be robust, vague or misleading. MNU 3-20a

When analysing information or collecting data of my own, I can use my understanding of how bias may arise and how sample size can affect precision, to ensure that the data allows for fair conclusions to be drawn. MTH 3-20b

Literacy

Second level (8-11 years old):

Writing skills

By considering the type of text I am creating, I can select ideas and relevant information, organise these in an appropriate way for my purpose and use suitable vocabulary for my audience. LIT 2-26a

 

Listening & talking skills

When I engage with others, I can respond in ways appropriate to my role, show that I value others’ contributions and use these to build on thinking. LIT 2-02a

When listening and talking with others for different purposes, I can:

• share information, experiences and opinions

• explain processes and ideas

• identify issues raised and summarise main points or findings

• clarify points by asking questions or by asking others to say more. LIT 2-09a

 

Reading skills

To show my understanding across different areas of learning, I can identify and consider the purpose and main ideas of a text and use supporting detail. LIT 2-16a

To show my understanding, I can respond to literal, inferential and evaluative questions and other close reading tasks and can create different kinds of questions of my own. ENG 2-17a

 

Third level (11-14 years old):

Listening & talking skills

When I engage with others, I can make a relevant contribution, encourage others to contribute and acknowledge that they have the right to hold a different opinion. I can respond in ways appropriate to my role and use contributions to reflect on, clarify or adapt thinking. LIT 3-02a

When listening and talking with others for different purposes, I can:

• communicate information, ideas or opinions
• explain processes, concepts or ideas
• identify issues raised, summarise findings or draw conclusions. LIT 3-09a

I am developing confidence when engaging with others within and beyond my place of learning. I can communicate in a clear, expressive way and I am learning to select and organise resources independently. LIT 2-10a / LIT 3-10a

 

Reading skills

To show my understanding across different areas of learning, I can:

• identify and consider the purpose, main concerns or concepts and use supporting detail
• make inferences from key statements
• identify and discuss similarities and differences between different types of text. LIT 3-16a

To show my understanding, I can comment, with evidence, on the content and form of short and extended texts, and respond to literal, inferential and evaluative questions and other types of close reading tasks. ENG 3-17a

 

Writing skills

By considering the type of text I am creating, I can independently select ideas and relevant information for different purposes, and organise essential information or ideas and any supporting detail in a logical order. I can use suitable vocabulary to communicate effectively with my audience. LIT 3-26a

 

England’s National Curriculum

Science

 

Upper Key Stage 2 (9-11 years old):

Working Scientifically

Living things and their habitats

 

Key Stage 3 (11-14 years old):

Working Scientifically- experimental skills and investigations, analysis and evaluation

Biology - structure and function of living organisms, material cycles and energy

Links to literacy and numeracy can be made, see the above links noted in the Scottish Curriculum for Excellence.

Whilst every effort has been made to ensure the accuracy and safety of this science project The University of Edinburgh is not liable for the actions or activity of any person who uses the information in this resource or in any of the suggested further resources. The University of Edinburgh assumes no liability with regard to injuries or damage to property that may occur as a result of using the information and carrying out the practical activities contained in this resource or in any of the suggested further resources. These activities are designed to be carried out by children (8 to 14 years old) under the supervision of a teacher or other appropriate adult. The adult involved is fully responsible for ensuring that the activities are carried out safely by the children.

All our Project Science investigations have been fully risk assessed by the University of Edinburgh. If you wish to have a copy of our risk assessment please email ebsoc@ed.ac.uk and list the name of the investigation. 

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