1. Opening circle (10 min)
How do you feel now, what are your expectations?
What would you like to happen in this programme? What are you afraid of?
2. Like/ Dislike (10 min)
Tha facilitator puts two hula hoops on the floor, a smiley face printed on a sheet of paper in one of the hoops and a sad face in the other.
Students get a block of post-its and write all their school subjects separately on post-its.
They place the post-its in one of the hula hoops, depending on whether they like the subject or not.
Participants look at the result together, count which subjects are the most/least favoured. This will prove to be valuable information later on and should be taken into consideration.
3. Science and life (20 min)
Everybody chooses a card with a subject (see Annex 1). Depending on the number of participants, two children can choose the same subject. Although some of the subjects might be unfamiliar, because they haven’t studied them yet, students should try to explain what they think that field of science deals with. The students can help each other.
The students form three groups. All the groups get the pictures in Annex 2. They discuss which pictures can be connected to which fields of science. They make notes. Several different good solutions can be accepted. Students should be encouraged to propose various interpretations of the pictures.
The groups present their findings in a big circle and try to find examples of how science is present in everyday life.
4. Let’s make music! (15 min)
Various objects are placed on a table that can be used to make musical instruments (e.g. glasses in various sizes, empty cans, plastic bottles, rice, tape, matchboxes, rubber bands, etc.).
The students make various musical instruments from the available objects and try to present a song of their choice. The facilitator makes note of the origin of the sound, how it spreads and points out that this is part of Physics.
4. Closing circle (5 min
What will you take with you from this workshop? What was the best/ most difficult?
Annex 1
Annex 2
