Albert Einstein


  1. Practise the exercise in focusing and
  1. Remember the activity that was done last week, and get someone to re-tell what was done, and the outcomes. Take any further observations and
  1. Read the story ‘Albert Einstein’.
  1. Continuing to reinforce the work on content and theme, ask children to think of two questions relating to the content of the Today let these be addressed to the class, so that half a dozen pupils have the opportunity to ask questions.
  1. Moving to the theme, give pupils time to consider what, for them, is the main After sharing the theme and reasoning with a partner, each pair should join with another pair to make a small group. Each person should then give their theme and reasons for their choice. The group should discuss these, then choose a group theme from those discussed.
  1. On the board a list of the group themes should be built up, drawing links as in past weeks.
  1. Move to the dialogue through using the ‘Questions for Thinking’ to begin the process.
  1. Ensure children understand the ‘Thought for the Week’, and what they should

Albert Einstein

Physicist (1879-1955)

Albert opened his eyes. There was a feeling of excitement inside him but he couldn’t remember why. Was it a holiday from school?

Then he remembered. It was his birthday. Today he was five! Albert jumped out of bed and ran downstairs to where Mama and Papa were having breakfast.

‘Happy birthday, Albert!’ they said, hugging the little boy.

His mother gave him a flat parcel. Albert opened it. Inside was some violin sheet music. ‘A new piece for you to learn to play,’ she said.

‘And I have something for you too,’ said his father, handing him a small parcel.

This seemed more exciting. Albert fiddled to open the string and paper.

‘Hurry up’, said his mother. ‘It’s time you went to school. Come on – I have much to do.’

At last Albert took out the small object and looked at it. It was a bit like a small ‘It’s a clock.

‘No. It’s a compass,’ said his father. ‘It is this small object that guides sailors at sea. You see the needle with red point?’

Albert looked. Inside the round case under the glass a small metal arm seemed to float about. One end of it was painted red and pointed towards the window.

‘Look’, said his father. ‘Here are the different directions. North, south, east and west. Now, hold the compass flat in your hand so that the needle floats, then turn the compass around.’

Albert did so. To his surprise whichever way he turned the compass, the red needle always pointed towards the window.

‘The earth is like a giant magnet’, said his father. ‘The needle will always point north. Even if you are in the middle of the ocean, you can find your way with a compass. In clear weather the sun and the stars can guide you, but when it’s cloudy, you need your compass.’

Albert stared at the object in his hand with wonder. There were so many exciting things to learn about the earth and the universe – and he was going to find out about them. This was the best birthday present ever!


1.    ‘Albert stared at the object in his hand with wonder’. What is wonder?
2.    Have you ever had something happen that caused the same feeling? Can anyone give an example?

3.    It seemed that Albert had a curiosity to find out about things. He later went on to become a famous scientist. What is curiosity?

4.    Why are we curious or have curiosity? What is the result?

5.    Do you think curiosity is linked to philosophy? If so, how?
6.    Is curiosity linked to learning? If so, how?
7.    Is curiosity the same as nosiness? How are they the same? How are they different?
8.    Is it good to be curious about things? What is the result?
9.    Is it good to be nosey about things? What is the result?