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ASSIGNMENT
Choose from one of the activities or activity sets outlined in this module:
- Activity: The Spherical Earth
- Activity Set: The Planets
- Activity Set: The Moon
- Activity Set: The Sun and Shadows
How would you use the activity in your classroom? Post a reflective piece to the forum (150 words min) as a reply to this post. You may include digital records of the activities.
Please also respond to at least one other participant’s post.
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I would choose the activity set : The sun and Shadows, as there is a wide variety of different ways you can explore the sun and how it affects shadows etc.
One fun activity to explore the sun and its shadows in the classroom is to create a sundial. You can place a stick or a pencil in a container filled with sand or playdough and observe how the shadow changes throughout the day as the sun moves across the sky. This hands-on experiment can help students understand how the position of the sun affects the length and direction of shadows. Additionally, you can have students track the movement of the shadow by marking the position of the shadow at different times of the day. It’s a great way to learn about the sun’s apparent motion and how shadows are formed!
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Module two assignment
I would choose the activity set about the planets and I aim this lesson at 2nd class.
To start the lesson I would get the children to form a circle. I will show the children a picture of the planets. I will pass it around one by one. I will ask the children to describe what they see. The person holding the picture can speak while the rest of the group listens. I will able to gauge their current knowledge by their contributions.
We will then listen to the “The Family of the sun” song about the planets. We can do this a few times as the children can sing along with the lyrics.
We can learn the mnemonic ‘My very educated mother just showed me nine planets’ to help remember the order of the planets from the sun. I’m sure the issue of Pluto not being a planet will come up here.
Assuming there is 27 in my class I will put the children in 3 groups of nine. I will give each child in the group an either a picture of a planet or a label with the name of a planet. I will ask the children to work together to order the planets from nearest to farthest from the sun. I will hold the picture of the sun as a starting point.
Children will be put in groups of 3 to learn about planets and to do a mini project. We can use the ESERO resources for this. We also have access to the Chromebook’s so we can do some research about their planet. Children can print pictures and write facts and stick them to a A3 sheet. All 9 projects can be displayed in the room in their order from the sun.
As an extension activity each group can plan and make papier mache model of their planets. These can be painted and decorated using the knowledge from their research project. These can be hung from the ceiling alongside their planet projects.
Finally we could play a fun kahoot quiz on the planets to reinforce their learning and also to assess learning.
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Anne,
I like that you have incorporated listening to the children to first gauge their knowledge. I do this when groups come to me at BCO, where classes might do a “Mars” workshop. I ask them to talk to each other and choose their favourite Martian fact, and to have one in reserve in case another group share that same fact. If they have no facts I ask them to identify something that they would like to know.
There are a good set of planet images that are card sized as part of this ESA resource, the images by themselves are here.
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The activity set I would choose to teach would be the ‘Sun and Shadows’ as it’s a topic I feel that could be reached in a fun and educational manner. A manner in which child could participate in a hands on way and engage rather than a traditional sit and listen approach.
I would begin the lesson by introducing the idea of our own individual shadows. Have the children ever noticed there shadows ? Why do there shadows continuously follow them around ? I would let the children thoroughly discuss their ideas and swap them back and forth .
Following this and depending on the environment (outdoor or indoor) I would have the children 1. Go outside and pair up, in these pairs the would aid each other in tracing their shadows onto the tarmac using chalks. 2. I would have them divide into groups, within these groups the students would each have a lamp and freedom to place whatever objects they would want in front of it in order to create shadows which they could trace with pencil etc on the paper . With method 1 I would have the children revisit the shadow traces later in the day and observe have the shadows moved if they were to stand in the original position. While with method 2 I would simply have the children alter the lamps angle to recreate the sun changes positions.
Finally I would finish the lesson by discussing all that the children have learnt about shadows today , in order to solidify the knowledge further.
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A lesson on The Planets
Introduction:Gather the children in a circle and read a picture book about planets.
Discuss the different planets and their unique features, using a large solar system poster as a visual aid.
Discussion:Show images of each planet and briefly describe them (e.g., “Mars is the red planet,” “Jupiter is the largest planet”).
Ask simple questions like, “Which planet is your favorite?” or “What color is Earth? Activity:Provide each child with playdough in various colors.
Give them printable planet templates or images to guide their creations.
Instruct children to mold playdough into the shapes of planets they learned about.
Encourage them to use different colors and add glitter or beads to represent features like rings or moons.Exploration:Allow children to explore and combine colors to create unique planets.
Encourage them to imagine what it would be like to visit their planet and what they might find there. Have each child show their playdough planet to the class and share one thing they remember about it.
Display the playdough planets on a table or poster board as a class “solar system.” -
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What a fantastic idea to use playdough to create the planets. I definitely think using the Planets as an Aistear theme almost or rather maybe constructing a Planets lesson and using the methodologies of Aistear to teach it would be particularly engaging for infant pupils and allow them to really discover and embrace all aspects of the planets. I also (despite my obsession with not mixing playdoughs usually!!!) love the idea of mixing the colours of the playdough to get the accurate colour for each planet and I think displaying these would make the pupils more proud of their work and also serve as a reference point for future learning.
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Hi Matthew, as an infant teacher I think your idea to give the children coloured playdough and asking them to make the planets in the correct colour and put the markings on them is a great idea for aistear. This could also be integrated into Maths language by making them by size also. The planet song would be lovely to do with this lesson.
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Hello there, This is how I would teach the Activity Set; The Sun and Shadows.
I would start by showing photos of daytime to the children and asking them to descibe the photo, focusing in on words such as sun, daytime, daylight, bright etc. I would then ask what activities we do during these hours e.g. have our breakfast, go to school, play, eat lunch etc. I would ask what is the opposite, i.e. nighttime and the moon, look for words such as bedtime, dark, stars etc. Not only would I compare daytime and nightime light, darkness, different activities etc I would also compare heat and temperature etc. Explain how we get heat and light from the sun etc.Pull the blinds down in the classroom, put on a bright light, as the children to face the light, is it bright? Ask the children to turn 180 degrees so they are now facing away from the light, is it still bright or has it gotten darker??
Put the children into pairs, head outside to the yard and ask the children to trace each others shadows using chalk at a given time during the day. Come back again a while later and see has the length of the shadow changed or is it gone completely etc? ehy is that? The earth has moved etc.
For a follow up activity about the sun and shadows, get seeds and two pot plants. Divide the seeds and plant them in two different pot plants. Place one pot plant on the window sill in sunlight and give it water. Place the other pot plant in the press without light and water. Compare the pot plants after two weeks or so; do they look alike now etc? No, the seeds need water and sunlight to grow, hence, the pot plant in the press did not flourish.
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There are lots of ways I think I could incorporate the moon into the Infant Classroom perhaps by doing some very simple stations:
Station 1: Watching the moon landing on Youtube – a short clip of Neil Armstrong and his famous “One small step for man, One giant leap for mankind”
Station 2: A moon walk station- Using foam, bubble wrap, cushions etc to recreate what It would have felt like to walk on the moon.
Station 3: Dress up station for Astronauts where they pretend to be Neil Armstrong landing on the moon.
Station 4: Sending a short and simple postcard home from a spaceship. Focus on To and From and a simple sentence with support.
Station 5: Using chalk to draw the moon and including the craters.
There are also so many fantastic space resources online to support teaching in the classroom.I would definitely use some of the songs suggested on this forum and in module 2.
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Hi Claire,
I find your idea of using stations to teach science really interesting. Station teaching in the main is reserved for maths and literacy in our schools, why not science. I think the structure of station teaching allows children to learn at their own pace. It promotes social learning and also caters for different types of learners
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I use learning stations with my infants and can’t praise them enough for allowing the children to engage with each other. Lots of chat organically happens through this type of teaching. Having the preparation done and resources ready allows the students to chat about the same theme (space) from different perspectives and a good level of success / inclusion is almost guaranteed for all involved.
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I absolutely love this activity for infants especially for ‘Aistear’. This year as part of the yearly Aistear programme in our school we are using the theme of ‘Space’ as a monthly topic of exploration and I am so looking forward to letting the children explore all about space/moon etc., I will be letting the children take into the role of Neil A walking on the moon wearing an astronaut costume with a helmet and jumping into his rocket ship as well as letting the children send notes through the earths atmosphere back home as they are stranded on the moon etc., This is an excellent lesson based on the Moon Claire.
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I really like the idea of doing stations to teach the moon. I use station teaching mostly for Maths and Literacy, but never thought of using it for a space activity. The more teachers I could get involved, the more engaging and more opportunities for oral language development, questioning, critical thinking etc. Excellent idea!
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Hi Grace,
I’ve been similar to you in using stations mainly for literacy and numeracy and had never thought to use them in this way for teaching space but it makes so much sense in terms of keeping the children really engaged by giving short targeted input and building on it by using a range of different activities. I can imagine that this would work really well at any class level and tactile activities such as the activity mentioned in this module whereby the children create craters like on the moon could be so effective when used in this manner.
I think I would incorporate some Inquiry Based Learning by having a station based on the appearance of the moon and craters using images of the moon and the flour activity as a basis, another station based on the moon phases and how it appears in the sky, another on gravity etc.
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I would base my lesson on ‘The Planets’.
There are so many opportunities here for cross curricular links in areas such as Music, Art and P.E.I would begin with a KWL chart to see what children know about The Solar System/The Planets.
Song: ‘The Plants Song’Learn about and gather information about the planets in groups, assign each group a planet and ask each group to make a fact file on their planet. Provide the class with books about the planets and use ICT to gather information too, Epic app is great. You can assign various books about the planets (or any topic) to each individual child on the app and they can further research their assigned planet and add to their fact file.
I also like the idea of circle time using an inflatable planet to share knowledge of the planets with each other and feedback what we have learnt.Art lesson: Make the planets using paper mache.
P.E: The Planet game using hula hoops in the hall ‘Journey Through the Solar System: Lesson 1’. This is a great way for children to know and recognise the planets names and grasp a better understanding of the planets revolving around the sun.
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I would base my lesson on ‘The Planets’.
There are so many opportunities here for cross curricular links in areas such as Music, Art and P.E.I would begin with a KWL chart to see what children know about The Solar System/The Planets.
Song: ‘The Plants Song’Learn about and gather information about the planets in groups, assign each group a planet and ask each group to make a fact file on their planet. Provide the class with books about the planets and use ICT to gather information too, Epic app is great. You can assign various books about the planets (or any topic) to each individual child on the app and they can further research their assigned planet and add to their fact file.
I also like the idea of circle time using an inflatable planet to share knowledge of the planets with each other and feedback what we have learnt.Art lesson: Make the planets using paper mache.
P.E: The Planet game using hula hoops in the hall ‘Journey Through the Solar System: Lesson 1’. This is a great way for children to know and recognise the planets names and grasp a better understanding of the planets revolving around the sun.
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There are lots of ways I would incorporate lessons on ‘The Moon’ into my classroom.
First, I would show the children the moon landing on Youtube – a short clip of Neil Armstrong and his famous “One small step for man, One giant leap for mankind”.
Next, I would teach some facts about the moon, space travel & astronauts probably using a powerpoint from Twinkl and also using facts from the websites mentioned in this module aswell as Youtube videos. For English we would do some factual writing and draw pictures on the topic of the moon. After this, I would allow the children to dress up as astronauts during Aistear where they pretend to be Neil Armstrong & Buzz Aldrin landing on the moon. For Art, we would use paint to create the moon and include the craters. There are lots of great resources online & listed in this module to support the teaching of this in the classroom. -
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The activity set that I would choses is ‘ The Sun and the Shadows’. I would introduce the children to the topic of shadows with a game of ‘ Shadow Chasing’ in the playground, followed by some chalk shadow tracing. I really like the idea of giving the children the task of creating a sun dial in their groups with which they could monitor the sun and it’s movements. There are so many great integration opportunities with this idea also: Maths – lines and angles, time zones etc, Science – Earth’s rotation, History – ancient civilisations use of sun dials, Art – construction. In groups, the children would work together, using paper plates, lollypop sticks, a protractor and a compass to construct a working sun dial. They would then observe and record the movements of the sun throughout the course of the day.
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Aideen – Making a sundial outside is lovely idea. It doesn’t even have to be as complicated as using protractors and compasses. You can trace out a circle on the ground and go out at various points during the day marking where your shadow was and what time to slowly construct a working one. You could discuss the limitations of a sundial, like how it doesn’t work when it’s not sunny.
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I would do a lesson with 1st class about Sun and shadows. As ice breaker i would put children in pairs and ask them to come up with three words to describe the sun.
woukd be hoping to get a mix of vocabulary like yellow; hot; warm; star;would then go onto explain to children that the sun is a star that gives us light and heat energy.
I would use the kids academy YouTube clip to introduce the concept of how light makes shadows https://youtu.be/fy7eoMef3e8?feature=shared
this clip is good at showing the idea of how shadows change depending on position of sun during day. Shadows can be long or short depending on sun position during day and what objects are allowing light to pass through. It also provides the vocabulary of transparent and opaque. This can provide further scientific exploration by children in later lesson to identify items/ materials that demonstrate these properties.
When light is blocked a shadow is formed.
children go outside to yard in morning and trace shadows in pairs.
day 2; go out to yard after midday and trace shadows in pairs.take photos on each day and compare shadows so that children can observe differences.
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Claire, you’re so right. The What the Moon Looks Like video here looks like so much fun and so engaging.
I love the idea of getting the children to pretend they are on the moon and showing them the moon landings is a great idea as they would possibly have no idea that man did actually land on the moon.
Writing a letter home is a great way of incorporating literacy into the lessons and the play involved would be fantastic. This module reallly is full of fantastic ideas.
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Learning about the moon is a great introductory point to exploring space with younger classes. Children will already be aware of its existence and the fact that it goes through a cycle every month allows the children to observe frequent changes in its shape as well as its position in the sky. I would use several resources from this Module in a unit of learning about the moon. I would start with a general class discussion on the moon to ascertain what the children can tell me about it. I would use a mind map with pictures to show this. We would then recite and learn the Man in the Moon poem. In the next lesson, we would watch an appropriate video on the moon landing to prompt further discussion and imagination on being an astronaut. This would be used as the theme for our Aistear activities for the week, including Role-play as Astronauts, Small World play using astronauts, and construction activities building rockets/ spaceships. The main body of this lesson would be the Make your Own Moon project in the activity set. The third lesson would introduce the phases of the moon. There would be some direct teaching here but this would hopefully be heavily influenced by the children’s questioning. I would introduce the worksheets tracking the phases of the moon each week, and the children would complete the first week’s entry. This would continue in discretionary learning time throughout the month. The final lesson I would do with the children would be part of a PE lesson. The children will do the |”Dance the Phases of the Moon” activity from the activity set. This unit of work would provide a great introduction to exploring space while keeping the lessons fun, active, and child- centred.
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Mark,
I like how you have planned this as a unit, and it’ll probably take place over the month as you have suggested.
In the autumn, the 3rd quarter Moon is high in the sky in the mornings. It will be great to view last week of September and last week of October at around 10am. Either of these times would be great to start this unit, since we must (I hope) get at least one sunny morning in a week!
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Nice description here of how Newgrange was designed and how it’s not quite the same now. From RTE news 2011: RTÉ’s Richard Dowling speaks to Professor Tom Ray of the Dublin Institute for Advanced Studies inside the Passage Tomb at Newgrange.
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Firstly, I really enjoyed the idea of the polar bear and penguin role play. We do Polar Regions as a theme during Integrated Learning through Play. We do a lot about ‘Why polar bears don’t eat penguins?’ when starting off. I like that now, I can take it a step further and it will be a lovely precursor to the theme of Space Travel Agent.
The main activity that I will look at today is the moon. Often I focus more on the Moon Landing so with the activities in this set, I will be able to develop it further.
The Trigger
Video of moon landing.
Wondering & Exploring:
What is happening? Where are they? How did they get there? Why do you think they went there? What does the ground look like?
Using ‘Moon Stories from Around the World’ stories and images ( https://nightsky.jpl.nasa.gov/docs/MoonStoriesASP2019.pdf ), show pictures of the moon. What can you see now? What does the ground look like now? Explain the word ‘crater’. Do all of the craters look the same? How do you think these craters were formed? Why are some craters smaller/bigger than others? Discuss what might have hit the moon to create the craters.
Starter Question & Predicting:
What happens when moving objects hit the surface of the moon?
Conducting the Investigation:
Explain that we are going to use basins of sand, flour and rice to pretend to be the surface of the moon and we are going to drop objects on them to make our own craters. Discuss what objects would be best and why? Initially focus on spherical shaped objects. For further development, examine what happens when they’re not spherical.
Divide children into groups of 4/5 and give each group a choice of which ‘surface’ they are going to use. Ensure that at least one of each ‘surfaces’ is used. Using various sizes of spherical objects suggested, the children will drop these balls one at a time into each box and observe what happens to the sand/rice/flour.
Interpreting Data/Results:
Examine and discuss what happened to the ‘surfaces’ after the objects were dropped? What is the same about the craters? What is different about the craters? How was the biggest one made? What about the smallest one? Why were they different? Which ‘surface’ made shapes most like the moon? Why do you think this is? What happens if we use objects that aren’t spherical?
Applying Learning, Making Connections & Thoughtful Actions:
Based on what they have discussed, children continue to make their own surface of the moon, similar to the Meet Our Neighbours: Moon activity. Depending on the class, this activity could be done in pairs or small groups to encourage further peer discussion about the surface and how to represent it best/ Show and tell their moon to the class
Reflection:
Through higher order questioning, teacher observation and the creation of their moons, along with the group work, the teacher will assess the children’s development of the concept. To further encourage more questioning in relation to the moon, the children will watch Paxi & Our Moon
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Introduction: To view day and night in the context of the Earth spinning on its axis.
Needed: a balloon (inflated), string, paper, pen, scissors, torch.
Draw the shape of Ireland onto paper and cut it out.
Tie the balloon so it is free hanging.
Place the picture of Ireland on the balloon in its approximate global position.
Shine the torch onto one side of the balloon.
Slowly turn the balloon.
Try holding the balloon to show these times: midnight, sunrise, midday, sunset.Exploring size – Earth, Sun, and Moon.
If the Sun and moon are different in size, why do they appear to be the same size in the sky?
Needed: A tennis ball (moon); A Basketball (sun); Outside space.
Allocate roles to the children.
One person to be the moon, one the sun and one the Earth.
The Earth will stand in front of the moon (holding the tennis ball) and the sun (holding the basketball).
The Earth will ask the sun to move backwards until it appears to be the same size as the moon.
Swap roles so everyone has a turn at each position. -
Hi Sinéad ,
the children might not get the reference any more, but I always describe this as a ‘Father Ted’ moment — this cow is nearby and small, that cow is far away and big!
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Topic The Moon : cross curricular links : literacy, art, maths, SESE, PE
start with the story What ever next by Jill Murphy . This story is about a bear that wants to go to the moon, it discusses what he needs to get there and who he sees along the way and what the moon is like ! In class The children could think about if someone wanted to go to the moon in real life, who would go, what would they need to get there. What would the moon look like? Would anyone else be there This could then lead onto a lesson about the moon , what it looks like, how far away it is, is there anything on the moon, has man ever been to the moon. The children could brainstorm their questions prior to this and then answer the questions together. Using clay the children could make a clay moon . Using junk art , the children could make rockets and try fly them standing on a chair. For PE we could learn the song and Dane to zoom zoom zoom we are going to the moon , then move around as aliens, astronauts , shooting stars etc
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Jill Murphy’s “Whatever Next” is a great book as a starting point for space and the moon. I have used this in the past too. Other books are the Oliver Jeffer’s books – “The way back home” and “How to catch a star” both fabulously illustrated. Love the idea of Junk Art – it allows such artistic expression as well as allowing them to use lots of descriptive language when telling about what they have mad- in this case a rocket.
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I really like all the cross curricular links in this lesson. I think it is important to tie in as many subjects as possible to make planning less challenging and also to ensure that the children get a deeper understanding of the topic. I also love the idea of Junk art-it is simple to implement however the scope for imagination is huge.
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It’s great the small tips and tricks you can pick up on this course. I am enjoying the forums and saving all the tips and resources I see.
I have not ever (in all my years) tracked the sun light from within the classroom. I always felt this was an outdoor activity. Simple and not time consuming but keeps the children interest high doing it in the classroom! I am in a big corner room next year and I will be using this idea.
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How would you use the activity in your classroom? Post a reflective piece to the forum (150 words min) as a reply to this post. You may include digital records of the activities.
I would use the story “Can’t you sleep little bear” as a stimulus for engaging the class.
I would start by discussing the differences between night and day with the class.
What do we see at night? The moon and stars
What do we see at day? The sun
Then we would discuss the different activities we do on the day and night and create a list.
We would read the story can’t you sleep little bear and discuss why little bear had trouble sleeping.
The children would identify that little bear was afraid of the dark which comes at night time.
We would identify how Big bear tries to help little bear, Then we would discuss and name different sources of light- torch, fire, light, candle, etc.
Then we would discuss how Big bear and little bear leave the cave and see the light from the moon and stars.
We would discuss the moon and do an experiment to show how light and dark (day/night) occurs using a globe and torch.
Finally we would create pictures of the night sky over little bear and bug bear.
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For this lesson, I would focus on the Moon. I would begin by using KWL to find out what the students know about the moon already. Working with older students I would try to capture their interest by showing a video about Neil Armstrong and the First Moon Landing with discussion questions before and after the video and linking it to our history lesson. The students will be encouraged to supply the new vocabulary to make a mind map. For independent pair/group work the students could research the phases of the moon. For drama/music the students could perform a phases of the moon song or rap and explain it. Finally, the students could make a 3-D moon shape from paper mache. In a follow up lessons, I would use the many resources and links provided in the course to further explore the properties of the moon.
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Assignment – Module 2
Using the “Planet Song” is an engaging way to introduce junior infants to the wonders of space. This catchy tune makes learning about the planets fun and memorable. I would start by playing the song during circle time, encouraging the children to listen and sing along. The repetitive lyrics and rhythm help reinforce the names and order of the planets.
To enhance the experience, I would use visual aids like posters or a projector to display colorful images of each planet as they are mentioned in the song. I would use pictures of the planets (created by the children in art) for the children to hold. As the song plays, the children could take turns holding up the corresponding planet pictures, fostering active participation and making the learning process interactive.
I would follow up with a hands-on activity, such as creating a simple solar system mobile using balloons/paper plates. This multi-sensory approach ensures a fun, educational experience that helps young learners develop a lasting interest in space.
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The planets song is a lovely way to introduce the name of the planets to the children. I have used this song before The Planet Song – 8 Planets of the Solar System Song for Kids | KidsLearningTube (youtube.com).
Another way to introduce the lesson could be to read the book ‘My first book of planets’ – that could be a cross curricular link to Reading. This book could be read before the end of school each day.
The children could simply ‘make’ planets from balloons and paper mache. This is great fun and the planets can be easily identifiable from their size and colour. E.g red for Mars, blue and green for Earth. The balloons could also be blown up big(ger) and small(er) to demonstrate the size of the planets.
Before the lessons about planets I would slowly introduce the vocabulary needed for the lessons such as Solar System, orbit, planets, moon, space, stars, The Sun, The Milky Way.
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The spherical nature of the earth – Sourced from PDST website.
Read the children the story, ’The small and mighty book of Planet Earth’ . Ask the children to describe what they think the earth must look like from space. Then, get the children to record their thoughts pictorially. Show children actual images of the earth, the moon and the sun from space. Show the children a ball and a circular disc cut from card. Ask them which they think best represents the earth. Introduce the word spherical and relate this to how our world is represented with a globe.(will have introduced the globe as a model of our world in Infant graphicacy work) Make spherical models of the earth using balloons and papier máche. The Size of the balloons should vary depending on the size of the planet. Paint to differentiate between land and water.
Questions
What does The Earth look like?
What shape is it?
Which colours is it made up of?
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Orla,
appears to be the source, but unfortunately is incomplete. It has “Show children actual images of the earth, the moon and the sun from space. [see suggested web-sites below] ”
I would suggest for images of the Earth from Space to use one of the most famous of all Earth in Space images, Earthrise.
https://en.wikipedia.org/wiki/Earthrise
use met.ie for current images:
https://www.met.ie/latest-reports/satellites/world-visible
Helioviewer (https://student.helioviewer.org/) is a powerful platform to show a range of satellite images of the Sun, a guide on its use appears in https://www.spaceweek.ie/wp-content/uploads/2021/09/MagneticSunandSpaceWeather.pdf
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I would choose the Activity: The Spherical Earth
The children will be asked to observe the moon at night as part of their homework.
The following day I would begin by engaging children with the phenomena of the moon such as a video of how the moon changes in appearance. We will look at comparisons/differences the moon might have with earth such as the spherical shape.
I will then compare the earth shape to a ball and the children will then watch as I drop a ball from a height. We will discuss how the ball drops straight down and not sideways. We will discuss why this might be – it is because it wants to go to the centre of the Earth and when we use the word down we really mean towards the center of the Earth. We will then look at a globe and see what direction toward the centre is. The children will then participate in the role play activity ‘The Ice Bear and the Penguin’ from Universe in a Box – realising that neither the bear nor penguin are upside down.
The children will then create a ‘earth mosaic’ using the template provided to them. Above the dashed line the children will draw houses, mountains and forests and below the line they will draw the seabed or mines or rocks. The children will then place their template on the floor and we will discuss ‘up and down’ and how there is no real ‘up and down’.
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The lesson I would chose is the Sun and Shadows. Firstly, I see the interest that shadows create within the classroom when they form naturally on a sunny day. Sometimes when the interactive whiteboard is coming on the children can see my shadow and they think this is great fun. To introduce the lesson I would get the children involved in a matching activity which they could do in small groups. I would make out some packs with images and their shadows and get the children to match the correct picture to the shadows. Then we would engage on discussion about shadows and how do they know they have matched them correctly etc? From here we would go out to the yard and look for our own shadows and see how else we could make shadows making shapes with our hands etc. When we would go back into the classroom I would question the children how could we make shadows in the dark and then I would introduce the idea of using torches to create shadows and allow the children time to explore this.
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I would choose The Moon activity set and focus on the different shapes of the moon on the lunar cycle.
Introduction- show the pupils an old ad for jaffa cakes which showed someone eating a jaffa cake referring to each bit as full moon or half moon. Discuss why the lady in the ad is referring to eating a jaffa cake in terms of the moon.
Development of the lesson- watch the video from this course Paxi and our Moon from you tube as he explains the 1 month lunar cycle.
Conclusion -each child gets a jaffa cake. As a whole class we eat our jaffa cakes in sync while recapping on the information given by Paxi.
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Susanne,
I did not know that ad, but mentioned it to a (younger) colleague who instantly knew it!
Full Moon, Half Moon, Total eclipse!
https://youtu.be/mQJutuutRII?si=b5k716n34PXoqzti
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All of these activity sets are filled with opportunities for meaningful and engaging learning experiences.
One of the activity sets that could be used is the Planets Activity set. A sample activity I would use is for introducing young children to the names of the planets.
I would begin by using one of the planets songs or reading a storybook to the children to introduce them to the names of the planets. We would then learn a little bit more about each planet. I would split the children into groups and assign each group with a planet. During playtime/Aistear/Art, the group will make a model of the planet using paper maché. If possible, we would then try and display the planets in some way, such as hanging them from the ceiling, to make a model of our solar system.
As an extension activity, or during PE, we would play the planet game using hula hoops, as a consolidation task for our learning, and try to remember the names of our planets.
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Activity Set: The Sun and Shadows
The children investigate what a shadow is, how it is formed, and whether
a shadow changes during the day.
Take the children outside to the playground. Organise the children into pairs. Give each pair chalk. One child will draw and the other needs to stand still. Ask all the children who will be standing still to face
in the same direction. The other children use chalk to draw around
the shadows of their classmates. They should also draw around the feet of the children who are standing still. This will help them to remember where they were standing when they come back in a couple of hours. Draw the children’s attention to the direction of the sunlight. Does this match the position of the shadow?Return to the classroom ask this question: ‘What made your shadow?’ The rays of light from the Sun were blocked by the children’s bodies. So there was no direct sunlight behind the children. You could see a dark shadow. Explain that you cannot have a shadow without a source of light. Encourage the children to name some sources of light.
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I love this idea Laura. I did something similar with my class last year except we used our own shadows and drew them in the yard at 3 different times during the school day. The children were so fascinated how although we were standing in the same marked spot each time, the location of our shadows had changed as the Earth had moved.
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Laura,
were they amazed at how far their shadows had moved?
We often don’t think that the Sun moves that quickly, since it takes a whole daytime to go from the east to the west, but in the time it takes to draw two people’s shadows, the first person can’t fit back into their own shadow!
We did this in a summer course a few years ago, and it was remarkable to see the teachers who hadn’t tried this before react to their changed shadows.
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I would choose the activity set ‘The Moon’.
Engage;
Introduction: Listening to the recording of the man landing on the moon & showing a visual of the moon. Eliciting the children’s prior knowledge of the moon, what it is like, size, shape, colour, does anyone live there, why not? Asking the children how did the man get to the moon etc.
Investigate:
Showing the children various images of the moon paying particular attention to craters. Explaining what a crater is. Experiment with basins of flours and a few round items that the children can drop into the flour to understand the concept of the crater. Discuss.
Elicit from the children the different shapes of the moon and at what times of the day/night do we see them. List on the board.
Teach the phases of the moon and show a youtube video on it. Record phases on the whiteboard with names. Divide children into groups. Distribute paper plates. in groups they must create the various phases of the moon with a black crayon and paper plates and lots of discussion!
Conclusion:
Groups present their phases of the moon to the class. Finish with reading Chris Hatfield’s book ‘The darkest dark’
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Catherine,
The cratering activity is such an open activity. I’d suggest providing a range of items to drop, including irregular shapes. This will let the children test if round craters only come from round objects.
The Curious Minds activity outline: https://www.sfi.ie/site-files/primary-science/media/pdfs/col/meteorites_activity.pdf
suggest this for 1st class and up and proposed just spherical objects.
We do this with children in workshops, and find that they need a certain initial ‘play’ with the materials to get a sense of what can be discovered with this set up. Once they have that familiarity they can carry out an extended inquiry into the factors that interest them. Very often fair testing gets ‘thrown out the window’ as they drop different objects from different heights!
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Here’s how I would teach about the planets in my classroom.
1.Introduction: Start by introducing the concept of the solar system and the planets that orbit the Sun. Show models of the planets to engage students.
2.Planet Song: Introduce the planet song to your students. Encourage them to listen to the song and follow along with the lyrics.
3.Visual Aids: Use PowerPoint of the solar system to help students visualize the planets and their positions relative to the Sun.
4.Interactive Activities: Play the Planet Game and ask children what names of planets they can remember at the end. Do the Planet Dance.
5.Sing Along: Have a sing-along session where students can sing the planet song together. This can be a fun way for them to memorize the order of the planets while enjoying a musical activity.
6.Planet Facts: Share interesting facts about each planet as you go through the song. Encourage students to ask questions and spark discussions about interesting facts of each planet. Memorise the order of the planets from the song using GoNoodle – My Very Excellent Monkey Just Served Unicorn Noodles.
7.Assessment: To reinforce learning, children will complete a kahoot quiz on the planets.
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<p class=”MsoNormal” style=”margin-bottom: .0001pt; line-height: normal;”><span style=”font-size: 13.5pt; font-family: ‘Times New Roman’,serif; mso-fareast-font-family: ‘Times New Roman’; color: black; mso-fareast-language: EN-IE;”>Hi Saoirse,</span></p>
<p class=”MsoNormal” style=”margin-bottom: .0001pt; line-height: normal;”><span style=”font-size: 13.5pt; font-family: ‘Times New Roman’,serif; mso-fareast-font-family: ‘Times New Roman’; color: black; mso-fareast-language: EN-IE;”>That is a lovely lesson with lots of engaging activities and movement for the children . Another nice resource that I’ve come across is https://neal.fun/size-of-space/ is great too for the children to grasp the size of planets and space items.</span></p> -
<p class=”MsoNormal” style=”margin-bottom: .0001pt; line-height: normal;”><span style=”font-size: 13.5pt; font-family: ‘Times New Roman’,serif; mso-fareast-font-family: ‘Times New Roman’; color: black; mso-fareast-language: EN-IE;”>Hi Saoirse,</span></p>
<p class=”MsoNormal” style=”margin-bottom: .0001pt; line-height: normal;”><span style=”font-size: 13.5pt; font-family: ‘Times New Roman’,serif; mso-fareast-font-family: ‘Times New Roman’; color: black; mso-fareast-language: EN-IE;”> </span></p>
<p class=”MsoNormal” style=”margin-bottom: .0001pt; line-height: normal;”><span style=”font-size: 13.5pt; font-family: ‘Times New Roman’,serif; mso-fareast-font-family: ‘Times New Roman’; color: black; mso-fareast-language: EN-IE;”>That is a lovely lesson with lots of engaging activities and movement for the children . Another nice resource that I’ve come across is https://neal.fun/size-of-space/ is great too for the children to grasp the size of planets and space items.</span></p> -
Hi Saoirse,
That is a lovely lesson with lots of engaging activities and movement for the children . Another nice resource that I’ve come across is https://neal.fun/size-of-space/ is great too for the children to grasp the size of planets and space items.
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Hi Saoirse,
That is a lovely lesson with lots of engaging activities and movement for the children . Another nice resource that I’ve come across is https://neal.fun/size-of-space/ is great too for the children to grasp the size of planets and space items.
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Sounds like a great lesson/lessons Saoirse. The more resources and stimuli the better for infants! I like the idea of a Kahoot quiz at the end to assess their learning and great fun too. The children love the planets song this particular one is also a hit https://www.youtube.com/watch?v=mQrlgH97v94
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<p class=”MsoNormal”>The planets has so many opportunities for cross curricular integration. I really liked the idea of when opening a discussion/ recapping on points learned, having the children sitting in a circle and rolling a “sun” to the child, having them respond and rolling it back.</p>
<p class=”MsoNormal”>I would teach the children the planet names through song, such as https://www.youtube.com/watch?v=Qd6nLM2QlWw . To allow children understand that different planets are closer/further away from earth I would use the entire yard and mark out the planets. I would then call out the different planets allowing children to run from planet to planet. This will help consolidate planet names, allow them to recognise that some planets are tiny e.g mercury, some have different shapes, e.g. Saturn.</p>
<p class=”MsoNormal”></p>
<p class=”MsoNormal”>I would also do a group art activity whereby children would paint and decorate the different planets in their groups. This would be displayed in the classroom. I feel such a piece of work would be very eye catching and would give a great sense of pride to the children in the class.</p> -
<p class=”MsoNormal”>Activity Set – The Planets</p>
<p class=”MsoNormal”></p>
<p class=”MsoNormal”>The planets has so many opportunities for cross curricular integration. I really liked the idea of when opening a discussion/ recapping on points learned, having the children sitting in a circle and rolling a “sun” to the child, having them respond and rolling it back.</p>
<p class=”MsoNormal”>I would teach the children the planet names through song, such as https://www.youtube.com/watch?v=Qd6nLM2QlWw . To allow children understand that different planets are closer/further away from earth I would use the entire yard and mark out the planets. I would then call out the different planets allowing children to run from planet to planet. This will help consolidate planet names, allow them to recognise that some planets are tiny e.g mercury, some have different shapes, e.g. Saturn.</p>
<p class=”MsoNormal”></p>
<p class=”MsoNormal”>I would also do a group art activity whereby children would paint and decorate the different planets in their groups. This would be displayed in the classroom. I feel such a piece of work would be very eye catching and would give a great sense of pride to the children in the class.</p> -
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I would choose the Planets set to focus on as the starting point for learning about space with infant classes. I would build the lessons around the Tiny Planets Book which I think is a fantastic resource to manipulate.
– I would enlarge the outlines of each planet to a large size to display for the class and mount on cardboard – elicit from the children how we might decorate each planet – however, we need to investigate the reality of the planet to do so. The facts in the booklet will help as a starting point.
I would have a copy to display on the interactive whiteboard and also integrate the song : https://www.youtube.com/watch?v=F2prtmPEjOc
By working on a different planet each day or two, we could build an entire unit on planets and slowly discover each one. Children choose colours, in Aistear use textiles to decorate etc.
Once displayed in the classroom I would again use this booklet to look at bitesize pieces of information to recall about each planet – linkage with home – homework to look at the page of their booklet about the planet we are working on and listen to the song.
As we progress with the lessons, I would play games where pupils play Who am I ? offering a fact – eg: I am very hot— pupils guess which planet this is.
Pair work – share a fact you know about your planet.
I think senior infants could certainly engage well with all these activities in Aistear and science, Junior infants could even pair up with an older class to work on making the mini books for each child and have the facts read to them as they work to colour in their booklet appropriately.
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I like the idea of looking at the area in Aistear and then so much could be done with it. I also loved the idea of using the hoops *for sun and planets and creating an interactive game where the children travel through them. I have previously done a to scale of the earth, moon and sun and the distances between them (with an older class) which they enjoyed.
I would love doing more work around the planets and I also loved the crater lesson which then could consider which made the biggest crater and why and then switch to balls. This would be another lovely activity to do in Aistear (and its something I previously have done succesfully). I think key to success of the children’s learning is to faciliate it with questions and allwo them time to think alone, together and to respond. I think an activity such as the craters could be guided in Aistear.
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Hi Ursula,
This all sounds like a great way to teach about the planets. Using a variety of methods such as using large displays, books, games and building knowledge slowly over a period of time will really allow the children to interact with the lessons. I have definitely found when teaching about space in the past that you need to take it slowly with teaching about the planets as it is a lot of information to take in and can be overwhelming if you try to fit too much into your lessons. A fun art activity that we also did was where the children designed their own planet. This was completed after we had covered the planets and it was interesting to see the children draw on what they had learned to make their own planet.
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Activity Set: The Sun and Shadows
Begin by explaining what shadows are. “A shadow is a dark shape that appears when an object blocks light. The shadow changes depending on where the light is coming from.”
• Outdoor Shadow Exploration:
• Take the kids outside on a sunny day. Find a spot where the sunlight creates clear shadows.
• Place various objects (toys, blocks, or cut-out shapes) on the ground.
• Let the kids observe the shadows created by these objects. Ask them to notice how the size and shape of the shadows change as the sun moves across the sky.
• If the sun is moving too quickly or it’s not a sunny day, use a lamp indoors instead.
• Get the children to draw around the shadow of the object with chalk (on ground outside) or on paper.
• Get the children to draw their friends shadows on the ground outside with chalk- they love this.
• Bring the children back outside later on and see if they stand in the same place as previous, will their shadow be in the same position and explain why it won’t be- because the sun moves.-
Hi Kate,
If the sun is moving too quickly
if we get a sunny day this week run outside and see how fast the Sun moves. I’ve found that you just about have time to get a full chalk drawing of a person before the Sun has moved enough that they don’t fit into their own shadow.
Depending on what is in your school grounds, children could place cones to mark the shadow of a tree – and for older children this could be linked to the directions South, East and West and how this shows us the time of day.
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For this lesson, I would focus on the Moon. I would start out by eliciting the children’s prior knowledge on the moon. I would then get the children to draw what the moon looks like. Next up, I would show the children a video about Neil Armstrong and the First Moon Landing. I would question the children on the events of the video. I would then link this back to the children’s original drawing of the moon. After this, I would divide the class into groups to sequence the First Moon Landing using cards. I would then call upon the children to describe their sequence of events using their own words. In a follow up lesson, I would explore the properties of the moon. There are many links for learning when teaching about the Moon.
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I would chose ‘The Sun and Shadows’ as a lesson for infant children .
I can actually remember my own teacher doing this type of lesson when I was in primary school which was a long time ago. It fascinated me that you didn’t need a watch to tell tell the time . Also stepping on our friends shadow was a fun game !.
The children could make a sundial in the yard using the upturned flower pot with a bamboo stick poking out of it and facing it south on a sunny day . The children could be divided into groups to mark the position of the shadow with chalk every hour . Checking the shadow with the actual time over the course of a few days would be interesting for them . Comparing the result over a few weeks (waiting for sunny days ) would be an interesting investigation for them.
Dividing the class into small groups with the help of an SNA and having them follow their shadow over the course of a sunny day would also be exciting for them. The children could predict the direction and length of their shadow every hour and then conduct their investigation . Following on they would interpret their findings and come to conclusions with teacher scaffolding the discussion.
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Lesson on Introducing Infants to the concept of the sun and shadows.
– Small flashlight
– White wall or board for shadow play
– Objects for shadow exploration (e.g teddy bears/ small world figurines)
– Chart paper and markers for drawing
• Elicit from the children if they know what the sun is and what it does. Explain that the sun is a bright light in the sky that gives us light and warmth. Introduce the concept of shadows by asking the children if they have noticed their shadow on a sunny day. If the day is fortunate enough to be sunny, the class can be taken outside to draw each other’s shadows. An extension activity could be labelling the body parts ; arm, leg…
• Inside the classroom, gather the children near a window where they can see the sun. Use a flashlight to demonstrate how light creates shadows. Have the children observe how objects block the light to create shadows on a white surface. Encourage the children to experiment with different objects to see how they create different shadows. Like in the vimeos, we can use their teddy bears from Maths for this activity.
• Circle time – gather the children around and talk about what they have learned about the sun and shadows. Questioning as a means of assessment “What creates shadows?” and “How does the sun help us?”
• Listen to the song https://www.youtube.com/watch?v=8QYz2jJjz38 Shadow song
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I would choose the Activity set: The Sun to explore in Senior Infants, In particular I would focus on exploring Shadows, how they are created and how they change as the day progresses. Firstly as a stimulus I would keep my fingers crossed for a clear sunny day and play a game of shadow tag with the children. After the game we could engage the children with some wondering thoughts about shadows. Are they all the same/different? Do they change size? Are they always there? Can I escape my shadow? Allow children to explore these question in small groups outside.
Next, We could read Frank Asch book ‘ Moonbear’s Shadow’ in circle time. or ‘The Shadow’ https://www.youtube.com/watch?v=2A9rkH0X3J4
Children could the explore how shadows work using or creating Moonbear forst models in Aistear. Resources Green card, trees, paper, toy bear, yellow card and torches.
Questioning would be used for prompting children and children can manipulate the model to form ideas and make connections to their own world and experiences regarding shadows.
Once the children have formulated ideas about the shadowns changing depending on the suns position we could measure or own shadows outdoors usingchalk outlines. We could record these measures using the ipad camera to share and intrepret our results and draw our conclusions at the end of the day.
We could compare and test other conclusions re cloudy days, rainy days as a follow up another day. Or lead in to ‘Do all materials create shadows?’
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Activity – The Moon.
I would begin with a trigger: Show a captivating image of the moon.
• Then I would ask questions like, “What do you see?” or “Why does the moon change shape?”
• Hopefully this would encourage curiosity and wonder.
We would look at: Moon Phases.
We could discuss the different phases of the moon .
If it was winter time and possible, the children for homework could observe the moon over several nights and record its changing shape(draw)
This would lead nicely to – Moon Art .
Use paper, markers, and glue.
Make each moon phase (e.g., crescent, full moon) and arrange them in order.
Label them and discuss their significance.
I would try to reinforce the concept of monthly moon phases by looking at a moon phase calendar:
Use a calendar marked with moon phases.
Identify upcoming new moons.
Use stickers to mark the dates.
To reflect we would discuss what students learned about the moon .I might ask questions like:
“Why does the moon change shape?”
“How can we observe moon phases?” -
I would teach the students about the phases of the moon as it is a phenomena that they can see every evening if they look out.
I like the idea of reading them a story which introduces them to the moon and its different phases in a fun way and also that it can link to other parts of the curriculum. I also like the fact that students are asked to observe the moon themselves over a period of time and that they can conclude that we are all looking at the same moon. I would also encourage them to ask family living in other locations to send them pictures of the moon.
At the end of the month when all the pictures are displayed it is a lovely way of discussing how the moon is changing each week and introducing the names of each phase with opportunity to add extra phases in if students are particularly interested. I also like this video https://www.youtube.com/watch?v=wz01pTvuMa0 as a way to explain why the moon looks different each night.
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Patrick – as part of SpaceWeek we produce a Moon calendar each year. You can find last year’s edition here.
Please note that the Moon is visible in the evenings from the tiny crescent after New Moon until just after Full Moon – so for about 2 week of the month.
Full Moon rises at sunset, so a few days after that the children will have to be looking outside well after sunset. You might want to use images from Stellarium if the nights are cloudy to keep the observing going.
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I would chose the activity set based on the sun. There are so many lovely picture books that can be used as a trigger. The Rabbit, the Dark and the Biscuit Tin by Niocla O’ Byrne is always a class favourite. https://www.youtube.com/watch?v=zhBhNaKZejE Or Day Monkey, Night Monkey by Julia Donaldson is a lovely story to introduce the topic of shadows.
I’d start by reading this story to the children. Night Monkey doesn’t know what shadows are. At this point of the story I’d staop and use this as a question to engage the children…I wonder what shadows are….
The children chat in groups and share their ideas with the class. I will record their ideas.
I’ll bring the children outside with some chalk, a piece of white paper and a free standing toy. The children can explore the shadows their bodies make in the playground. After a while they can trace around the shadow of their toy on the page to have as a record of their investigation.
Return to the classroom and ask the children why they think the shadows are dark? Do you always have a shadow? How do you think shadows are formed? Where is the light coming from?
Finish the story of Day Monkey, Night Monkey.
Show the video https://www.youtube.com/watch?v=lOIGOT88Aqc
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I would chose the activity set based on the sun. There are so many lovely picture books that can be used as a trigger. The Rabbit, the Dark and the Biscuit Tin by Niocla O’ Byrne is always a class favourite. https://www.youtube.com/watch?v=zhBhNaKZejE Or Day Monkey, Night Monkey by Julia Donaldson is a lovely story to introduce the topic of shadows.
I’d start by reading this story to the children. Night Monkey doesn’t know what shadows are. At this point of the story I’d staop and use this as a question to engage the children…I wonder what shadows are….
The children chat in groups and share their ideas with the class. I will record their ideas.
I’ll bring the children outside with some chalk, a piece of white paper and a free standing toy. The children can explore the shadows their bodies make in the playground. After a while they can trace around the shadow of their toy on the page to have as a record of their investigation.
Return to the classroom and ask the children why they think the shadows are dark? Do you always have a shadow? How do you think shadows are formed? Where is the light coming from?
Finish the story of Day Monkey, Night Monkey.
Show the video https://www.youtube.com/watch?v=lOIGOT88Aqc
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I would choose activity set The Sun and shadows
These activities from the sun resource booklet by Maeve Liston from Mary Immaculate College are ones that I would use in my classroom. I think the children would find them very engaging and enjoy them.
Activity: The Day and Night Sky
You will need: Pictures of the day and night sky, paper and crayons.
1. Place different pictures of the day and night sky on display and ask the children “what
are the differences?” between the two.
Questions: Describe the sky during the day. Describe the sky at night. What is the
difference between day and night?
2. Ask them to list as many things they see in the sky at night (Moon, Stars) and during
the day (Sun, Moon, Clouds). Get them to describe shapes, size, textures and colours
of these objects and the sky using descriptive and comparative language for example
light, dark, bright, shade etc. Discuss how we are never in total darkness because of the
Moon and stars.
3. Ask them to draw pictures of a day and night sky or make a collage of a day and
night sky as a whole class group.
Activity: The Sun in the Sky
You will need: Pictures of a cloudy and sunny day (in the sunny day try to include shadows).
1. Show them pictures of a cloudy and sunny day. Ask them to describe the sunny day.
Ask them: do they notice anything else in the picture (shadows)? Ask them what are
shadows, what does your shadow look like? how are they formed?
2. There are many Videos on YouTube about Shadows for example ‘Sesame Street – My
Furry Little Shadow.’
3. Ask them to describe the cloudy day. Discuss: is the Sun around on a cloudy day?
Note: Shadows are the absence of light i.e. darkness. They are black. They are not grey or
any other colour that children may decide to use to draw shadows.
Questions:
Why is it darker on a cloudy day? What does the Sun give us? Is the Sun important? If we
had no Sun in the sky would it matter?
Discuss that the Sun gives us light and heat and why these forms of energy are important to
support life. Discuss how you are hot on a summer’s day and cold on a winter’s day.
What type of clothes would you wear on a hot day and on a cold day?
1. Ask them to complete the picture of a cloudy day (might discuss the rain here) below.
2. Ask them to complete a picture of a sunny day (discuss shadows here) below. Get them
to draw in the Sun’s rays of light.
Activity: Shadows in the School Yard
Concepts:
• Light travels in straight lines.
• Sunlight light does not travel through opaque objects and so casts a shadow.
• Shadows are areas of darkness.
You will need: Worksheets and black crayons
1. Go outside on a sunny day.
Questions:
Why can we see today? Where did the light come from? The Sun.
What do you think your shadows will look like? Why?
2. Then get them to stand in a line with their back to the direction of the Sun so that they
can see the shape of the shadow that forms on the ground in front of them.
3. Get them to describe its shape and colour.
Questions:
Ask them why is it black or dark?
So, what is a shadow?
4. Trace with chalk the shadows of some pupils in the class.
5. Ask them to describe its shape.
What does your shadow look like?
Is it the exact shape of the person? Why?
When can you see your shadow best of all?
Do you always have a shadow?
How do you think Shadows are formed?
Where is the light coming from?
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One fun activity to do which can be integrated into PE lessons to teach about the planets and how they orbit.
• Divide students into teams of 8. Colour code them by giving bibs • Get the 8 members of each team to stand on the orbit circle of each of the planets, in a straight line from Mercury to Neptune (students will look like spokes coming out of a hub, as in a bicycle wheel). • At the same time, direct all students to take 100 slow steps around their orbit. • Students on the inner orbits (Mercury, Venus, Earth and Mars) will also need to keep count of how many times they complete an orbit around the Sun. • When everyone on the team has completed 100 steps around, get them to note the position of the other members of their team. They will have moved out of line with each other. • As they stand in their orbits, lead a discussion on how a planet’s distance from the Sun affects its orbit.
It sounds complicated, but it’s actually quite easy to do. I’ve carried out this activity a few times before with various class levels and they enjoy it.
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Hi Jennifer,
That sounds like a great idea, realy develops a sense of the orbit. Another PE-related activity that my class enjoyed before was the ESERO Lesson #1 – The Planets Journey through the Solar System https://esero.ie/wp-content/uploads/2015/01/01_The-planets.pdf
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How much fun to make a physical model of the Solar System. You could ask children in what ways the model is good at showing the Solar System and and what ways it isn’t so good.
For me:
Good
- planets orbit in the same plane
- planets are in correct order from the Sun
Not so good
- planet speed is smaller for planets further away from the Sun – so the outer planets should take baby baby steps (this is Kepler’s Laws of Motion – covered lightly in leaving cert physics!!)
- unless you have a huge hall, the inner planets are likely to be squashed together and the outer planets will be too close.
See this beautiful video of a scale solar system being created in the desert:
PBS learning link with additional resources.
They also have the map a solar system to your area – which is great to show and then discuss where each orbit would be in terms of familiar areas near your school.
If the Sun was 200 cm across on Blackrock Castle Observatory, then the Earth’s orbit would be at the far side of the car park and Jupiter’s orbit would across the river at the Dunkettle roundabout!
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I love how this hands-on, interactive method promotes teamwork and critical thinking, as students discuss and observe the differences in orbital periods based on their distance from the Sun. The structured approach, with color-coded teams and organized steps, ensures clarity and engagement, allowing students to visualize and better understand the varying orbital speeds of planets.
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How I would teach about day and night and how the earth rotates in my classroom.
Introduction:
we would sing the ‘Wakey , wakey song’ – this is a song that the children are familiar with already .
Step 1:
We would discuss day and night using pictures – what is the difference between the pictures of the day time and night time.
Step 2:
In small groups the children would be encouraged to sort sets of day and night pictures into the correct groups. Groups report back and give their reasons for classifying the pictures.
Step 3:
In a darkened room using a lamp(to represent the sun) and a globe I would show how the sun shines on the earth. I would stick two lego figures to the globe to represent people living on opposite side of the globe. We would discuss how the light shines on the globe as it rotates and how each lego figure goes from day to night and back to day again.
Step 4:
With our bodies we would show how the earth rotates away from the sun by putting a lego man on the palm of our outstretched hands with playdough,
Conclusion:
We would sing the day and night song
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Hi Carol Anne,
Using physical models to show the Earth and the light of day/lack of light for night is so important.
If you ask young children why is it dark at night you often get an answer related to what people do at night – “It’s dark so people can sleep” – and it takes some time for children to realise that they can explain what is happening to make it dark rather than giving their own child-centred explanation.
Do you have particular day and night images that you use?
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I would choose the activity set: The Sun and Shadows
To engage the children I would show pictures of astronomer slooking at the sky and then ask the children to daw a picture of the sky at night and during the day with accompanying sentences if possible.
Following this we will read the book Moon Bear’s Shadow discussing his shadow in different situations and when he has a shadow.
After looking at shadows of objects in the classroom using torches and various objects in the classroom, I would bring the children outside and get them to find their shadow. For fun the children will then draw their partner’s shadow using chalk.
On another day I would close the blinds and look at the uv beads with the children talking about their colour. The we will make bracelets and go outside to observe the effects of the sun’s light on the beads. We will discuss the danger of uv rays and importance of wearing suncream and not looking directly at the sun. -
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The activity I would do in my classroom is the Sun and Shadows activity. As this is weather permitting, it would be carried out during the summer term and across a week depending on the weather.
The trigger would be an image of the sun and a range of light sources to get the children talking about light, how it travels in straight lines and what happened when the light is blocked. A discussion on shadows would be undertaken too.
One of the main activities would be drawing the outline of the children’s shadows out in the playground. Another activity would be carried out at different times during the day or week, investigating how shadows change throughout the day. The children would choose a toy to draw around the shadow of. They would do this using paper and at different times throughout the day or week. The toy and the position of the toy would remain constant. The time of day would change. The child would discuss any changes they notice at the end of the day/week across the different shadow outlines.
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Hi Fiona,
If your classroom faces the right direction you can draw the children’s attention to the Sun shining in the window at any time of year! I often ask children when I take the StarDome out to a school which way their classroom faces. I get a lot of blank stares, so I ask – what time of day does teacher have to close the blinds on a sunny day?
If in the morning – your classroom faces east.
If in the middle of the day – your classroom faces south.
If in the afternoon – your classroom faces west.
You could even ask children if their kitchen faces east – do they get the sun in the morning when they have breakfast? Survey the class and see how many have this.
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As Fiona has done, I love to get the children to take out a toy and trace around it on the yard using chalk. However, I have never thought to take them out at different times of the day to review the shadow and see the differences depending on where the sun is. This is a great idea and one I will definitely be doing in the future.
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The Planets
Objective:
Students will learn about the planets in our solar system through a fun and engaging song and activity
Materials:- Planet Song
- Planet images
- Paper
- Crayons or markers
- Scissors
- Glue sticks
- Large paper for a solar system collage
- Introduction:
- Show a picture of the solar system.
- Briefly introduce the planets: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune.
- Engagement:
- Play the Planet Song video.
- Encourage students to sing along and do simple hand motions for each planet.
- Activity:
- Show children the planet images and discuss various characteristics of each planet
- Ask children to recreate a planet and cut it out
- Children glue colored planets onto a large paper to create a class solar system collage.
- Review:
- Sing the Planet Song again, pointing to each planet on the collage.
- Ask students to name their favorite planet and share one fact they learned.
Conclusion:
Reinforce the planet names and positions, fostering excitement and curiosity about space exploration-
For pictures of the solar system I like to use this NASA image
and ask the children – is this a good picture or a bad picture? What does it show well and what does it not show so well? {think about size/scale/distance etc}
Which Planet Song video would you use?
Doing the solar system in collage is lovely. I’ve also used Model Magic (available from Art and Hobby) to make small planets.
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Hi Sean
I love your ideas for teaching planets to your class. I also chose planets and decided on doing a KWL chart to begin with and then showing the children images of solar system and also listening to ‘The Planet Song and ‘We are the Planets’ and letting the children compare the information they learned in both. We consolidated our learning by using balloons and various colours/sizes to make the planets in our solar system.
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Spherical Earth:
I really liked the ‘Earth Mosaics’ activity which aims to highlight to the children that there is no real ‘up and down’. I would teach this activity to second class. Space is something which children in second class have great interest in and are amazed by. Often, children find it hard to visualise earth as a sphere and I have answered questions on people being upside down many times before. In my own classroom, I have a large world map on the wall which sometimes can confuse children into seeing the earth as flat. The earth mosaic is a great starting point when teaching about earths spherical nature as it creates a visual for the children to see earth as a sphere from different viewpoints but also that it is not a perfect sphere and what is below the earths surface. This could be expanded to use a globe or a ball to demonstrate the shape of the Earth. Discuss how the Earth looks from space and explain how its round shape affects day and night.
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The Activity I have chosen in this module is The Planets
Introduce students to the planets in our solar system, helping them learn the names, order, and some basic facts about each planet.
Materials Needed:- Picture cards or posters of the planets
- A large sheet of paper or a whiteboard
- Markers or colored pencils
- Internet access for showing videos or animations
- Notebook and pencil for each student
- Warm-Up Activity:
- Begin with a simple question: “What do you know about the planets?
- Let the children share what they already know. Write down their responses on the board.
- Introduction to the Solar System:
- Explain that our solar system is a big family of planets, and they all orbit around the Sun.
- Show a picture or a model of the solar system to give a visual reference.
- Introduce the term “orbit” and explain it simply: “Orbit means the path each planet takes to go around the Sun.”
- Introducing the Planets:
- Show pictures or posters of each planet one by one, starting from the closest to the Sun.
- Use a catchy mnemonic to help them remember the order of the planets, such as: “My Very Excited Mother Just Served Us Noodles” (Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune).
- For each planet, share a couple of interesting facts. Keep it simple and engaging.
- Activity – Create a Solar System Model:
- using colored paper and markers to draw and cut out each planet.
- Once the planets are ready, arrange them in order on a large sheet of paper or on a string to create a hanging mobile.
- Reflection:
- Review the order of the planets and their key features.
- Ask the children to share their favorite planet and why they like it.
- Encourage them to draw or write a short description of their favorite planet in their notebooks.
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I like the topic of the sun and shadows activity.
I would begin by giving the children torches in the darkened classroom to explore with light and shadows on the wall and on the desk. I have done this many times and the children love trying out hand shadows to explore with light and shadow.
Following on from this I would use a globe and a torch, getting one child to hold the torch and shine it on the globe at Ireland. I would then use the globe to show how the sun affects day and night and possibly in a future lesson showing how the earth also moves around the sun to show the long nights of winter and the bright days of summer.
I did a lesson a long time ago using the globe and a torch but had forgotten about it until this module. The children could then take turns turning the globe and shining the torch.
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Firstly, I would introduce the activity of the sun and shadows when we are doing time of day and routines in maths. We would discuss what we do in the morning, the afternoon, the evening and at night time/ Following this, we would discuss what these times look like outside – is there a moon in the sky or a sun in the sky? We would then briefly discuss what happens to the ground when the sun is out. After this I would introduce the Bear Shadow’s in the woods activiry from My Sky Tonight. Through this activity, the children experiment and discover that when the torch (sun) is low down, there are larger shadows cast, and when the torch is higher up the shadows are much smaller. I will demonstrate using the torch, the bears and the scene what the day would look like in shadows. The children will then be encouraged to look at their shadows outdoors at different times of the day in school and at home.
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As an infant teacher, I loved how accessible all the lessons in this module were. I could easily see myself using any one of them with my group of Junior and Senior infants. I know the Paxi video was for older children, but it would really appeal to my higher achievers too. However, my favourite lesson was the Earth mosaic. It is such a collaborative way of discovery about the curvature of the earth. Children already have an awareness of the structure particularly in the west of Ireland (grass, soil, rocks, and then theoretical magma). I can very easily see my pupils designing these pages and then discovering that they lay out into a circle. It is such a good representation of how the earth may appear flat from one point of view, but when you take it as a whole, it is curved. With the right materials (card, string, staples), you could even begin to build a giant mobile, that would begin to demonstrate the spherical nature of the earth!
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For a fun and interactive lesson on the sun and shadows for Senior Infants, you can start by reading a storybook about shadows and how they are formed. Then, take the students outside to observe their own shadows at different times of the day. Back in the classroom, introduce a shadow tracing activity where children can use flashlights and objects to create and trace different shadow shapes on paper. You can also have them create a “Shadow Journal” to record their observations and drawings of shadows throughout the day. To enhance the learning experience, incorporate digital resources such as a short video explaining how shadows are formed or interactive shadow games on educational websites. Websites like National Geographic Kids or Scoilnet often have engaging content related to science concepts like shadows. By combining hands-on activities, outdoor exploration, and digital resources, this lesson can provide a well-rounded learning experience for senior infant children to understand the sun and shadows concept.
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The activity I have chosen is the planets.
Introduction:
Introduce the topic of the planets to the children by asking them if they know any facts about our solar system/planets or if they can name any planets.
Create a KWL chart – filling in what we know already and what we would like to know, encouraging open ended questions etc, e.g which planet do we live on? what do we know about our planet?
Introduce the planets using The Planet Song and using StoryBots ‘Outter Space’ rap.
Activitiy:
Engage in a meaningful powerpoint, exploring each planet.
Discuss the similarities/differences between the planets eg. Our planet earth vs the moon.
Art activity: design a planet of your choosing (paper maché for more able students, playdough for juniors) can be completed in pairs/groups.
Conclusion:
The children can present their planet to the class and explain 3 facts about that planet.
Fill in the rest of KWL chart as a whole-class.
Further extension; Literacy – if you could design a planet what would it look like, who would live on it?
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The planet song has always been a great hit in my classroom. Last week I used the story bots to introduce our theme of space during our summer programme and the other teachers had never seen it before and were nearly bigger fans than the students! They are such an engaging way to teach difficult science!
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The activity set of ‘The Sun and Shadows’ is the set I have chosen to explore. I would begin the lesson by reading the story Martin Waddells book ‘Can’t You Sleep Little Bear’. This story explores how a little bear finds it hard to get to sleep because it is too dark. There is lots of scope here to explore the contrast between day and night/sun and shadows and explore why the cave is dark and to explore the oral language around the concept of sun and shadows. There are links with Aistear by making a bear cave and acting out the story to bring in drama. Also explore making shadows in the ‘cave’ with torches/’lanterns’. SPHE linkage with talking about feelings and feeling scared or worried, Music – singing ‘Going On A Bear Hunt’. Another great video resource I have used before is The YouTube read aloud ‘What Makes a Shadow’ is also a great resource to explore the idea of shadows and another great stimulus to open a lesson.
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Hi Sue,
I have binned the second occurrence of your post – the forum might have glitched and it duplicated.
The story you have chosen looks lovely, simple explanations and lovely drawings. I like the idea of looking for a shadow of an airplane – I think you’d have to be quite high up a hill with a very clear area of fields to be able to see it.
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Hi Sue,
I love the idea of using the picture book of Can’t you sleep, little bear as a stimulus to begin the lesson. Picture books are an excellent way of engaging children and opening the lesson for discussion. It also integrates very well with the primary language curriculum and critical literacy.
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An Activity set that I would explore in my classroom is the Sun and Shadows set as plenty of learning opportunities can be created using this set.
A focus that I could explore using this set is how shadows are formed. This focus could be explored using the curious minds/ESERO inquiry framework as outlined below
Engage:
Trigger- showing the children a video of shadows around the world
Wondering- I wonder how those shadows are created…I wonder what your shadows will look like… Why?
Exploring- The children would go outside to see if they can create shadows of themselves
Investigate:
Starter Question- how are shadows created?
Predict- the children would discuss how they might be able to create shadows and draw images to display their predictions
Conducting investigation- The children will stand in a position that allows them to create a shadow of themselves. They will draw eachothers shadows using chalk
Interpreting and showing results and data- I would facilitate a whole-class discussion on the position that the children had to stand in to find their shadows( back to the direction of the Sun).
Applying/making connection: shadow art in the yard
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I would choose the Activity set : The sun and shadows.
The children could start the lesson exploring their shadows on a sunny day and with a game of catch the shadow.
The children would then be given a torch and a toy animal to make shadows. They discover how to make their shadows bigger/smaller/fuzzy/clear. By moving the source of light what will happen the shadow? What colour is your shadow? Using different materials what creates the best shadow?
This lesson would then lead on to the children designing their own shadow puppet and making a short play in small groups.
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I have taught Senior Infants for the last couple of years and we have always enjoyed learning about the Planets and Solar System. I usually start with a brain storming activity to see what the children might know. This I would follow with a short video. From this I would introduce the song about the planets. after we would ask about what planets they can remember and a few facts about each planet. I would record on this information on the whiteboard and discuss.
We would the listen to the song again and add more information .
Now we would add a bit of movement and include the dance activity .
I often pause the lesson there for the day and will continue the next day recapping what they know and singing the song with movement again . we would then discuss how we could represent the planets. I have used large pieces of cardboard in various sizes and in groups asked the kids to create a planet. Having discussed sizes of planets the children would pick the correct piece of cardboard and proceed to paint and create a representation of the planet. Lots of materials are available to them to create the surface of each planet. At this stage I would let the children listen to the Song ‘The Solar System’ and this gives more details of how the planets look.
Finally the children will preform the song with their art work .
A really enjoyable and fun learning activity.
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Sun and ShadowsAn activity that I would like to explore in the classroom would be The Sun and Shadows as it is such a hands on activity and one the students could bring outside of the classroom, ie experiment with at home with their parents. As a homework assignment, can you trace your shodow when you get home from school and later again in the evening, discuss how it has changed.
In school it would be interesting to ask the students to trace your (teacher) shadow on the ground at 1pm in September (autumn) using paint, you could revisit the activity in Decemeber (winter) March (Spring) and June (summer). Question the students how has the shadow changed? Why has it changed? -
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Introducing an activity for 5 yer old in t he classroom can be fun and engaging so to spark curiosity in the children and foster their imagination. The following is how I would approach this lesson.
introduction: begin by discussing the moon with the children. I will show them pictures, videos, or books about the Moon and explain that it is a celestial body in space, the Earth’s only natural satellite.
Moon Walk: Set up a creative Moon Walk station where the children can experience walking on the Moons surface. I will create a simulated lunar landscape using cushions, foam maths. I will show them how to take small, slow steps mimiking an astronaut.
Lunar Art: Art supplies such as paper, paints, crayons and glitter will be used. T he children will create their own lunar landscapes. The class will chat about colours and shapes a need what they notice in pictures of the moon.
Dress-up: I will set up a pretend play area with astronaut costumes and props. The children will dress up and engage in imaginative play while pretending to be on the moon.
Moon Rock Exploration: the children will receive a rock each. They will touch and examine the rocks. The teacher will encourage the children to talk about the colour, feel and shape of the rock.
Moon books and songs: read age appropriate moon books and sing songs. The group will create a simple rhyme together about the moon.
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I am choosing the Planets activity set!
I love the idea of role-playing what conversation a penguin might have with a polar bear and the difference between where they live.
Show colourful pictures of the planets and discuss their vibrant colours and sizes.
Next, we will transform our classroom into a mini solar system. Using yarn or string to suspend balls or playdough planets from the ceiling, keeping them roughly spaced based on their distance from the sun (a big yellow beach ball!). Let the children decorate their planets with markers or glitter, personalizing their learning.
Create a fun song, chant, or mnemonic together to learn the order of the planets, starting closest to the sun: “Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, that’s how our solar system starts!”
Through stories and pictures, explore the unique features of each planet. Is one hot and fiery? Does another have giant rings? Encourage the children to draw pictures or write stories about their favourite planet.
By using hands-on activities, captivating visuals, and engaging songs, you’ll transform your classroom into a launching pad for a love of space exploration
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Dean,
I recommend Model Magic – it is a great material that makes beautiful, bright planets that are air drying. It is pricey, but a little goes a long way and the planets that can be created are gorgeous.
These are ones left over by children from workshops at BCO:
or you can go really big – like these ones I saw at a planetarium in Portugal
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Role-playing conversations between a penguin and a polar bear sounds like a fantastic way to highlight the differences in their habitats.
Showing colorful pictures of the planets and discussing their vibrant colors and sizes will surely captivate the children’s attention. Transforming the classroom into a mini solar system using yarn or string to suspend planets and letting the kids decorate them is a brilliant idea. It not only makes learning fun but also personalizes the experience.
Creating a song or mnemonic to remember the order of the planets is an excellent way to reinforce their names and positions. Exploring each planet’s unique features through stories and pictures will ignite the children’s imaginations, encouraging them to draw or write about their favorite planets.
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Using “The Sun and Shadows” activity set in my classroom presents an exciting opportunity to blend science and hands-on learning. Here’s how I’d implement it:
Introduction to Concepts: Firstly, I’d introduce the basic concepts of the sun’s movement, the earth’s rotation, and how shadows are formed. Using a globe and a flashlight, I’d demonstrate the earth’s rotation and how it causes day and night.
Outdoor Shadow Exploration: We’d then move outside for a practical exploration. Students would work in pairs to trace their shadows at different times of the day—morning, noon, and afternoon—marking the shadow positions with chalk. This hands-on activity not only illustrates how shadows change but also engages students in observational learning.
Data Collection and Analysis: Back in the classroom, students would record their findings in a shadow journal, noting the time of day and the length and direction of their shadows. They’d compare their data with their peers to identify patterns.
Discussion and Reflection: A class discussion would follow, where students share their observations and reflections on how and why shadows change throughout the day. This encourages critical thinking and verbal articulation of their understanding.
Integration with Technology: To enhance understanding, we’d use an app or software that simulates the sun’s movement and shadow formation, allowing students to manipulate variables like time and location to see the effects.
Cross-curricular Connections: I’d integrate this activity with art by having students create shadow art, tracing objects and then coloring them to understand how light and shadow affect perception. In language arts, students could write a reflective piece or a story about their shadow exploration experience.
Assessment and Feedback: Assessment would be through their shadow journals, participation in discussions, and the creative projects. Providing feedback would be crucial, focusing on their observation skills, data analysis, and ability to draw conclusions from their findings.
Conclusion: Reflecting on this activity, I’d note how it fosters a deep understanding of scientific principles through active participation and cross-curricular integration. The hands-on approach not only makes learning fun but also ensures that students grasp and retain the concepts effectively.
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Kevin,
do you reckon this is doable with a junior class? SESE Geography has learning statements about shadows and direction, but they are for 3rd/4th and 5th/6th.
3rd/4th: • investigate shadows, directions and sunlight
5th/6th investigate the relative lengths and directions of shadows and the intensity of sunlight at different times of the year
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Shadows
I would choose this activity for my Junior Infant class. I really liked the bear shadow lesson and could see how this would be engaging to a infant class.
Hook: Curiousity Cube with vaious items which will be used such as teddy, torch, book,
I would love to use this book: Moonbear’s Shadow to discuss shadows with children. I think having a bear would make it fun and interesting for them. I would try to do this activity when we would have some support (or even use some children from another older class to support) so that they could experiment using torches and looking at bears shadows.
Key questions are necessary to extend children’s learning open questions based on blooms taxonomy could be used.
Why is that shadow short/long? What would happen if you held it high or low? What if you switched bear with a dinosaur? What if you used two three bears?
What would it be like if you did this activity at different times of the day?
Could extend to looking at different objects.
I would also go outside and draw the children’s shadows at different points on a sunny day (with support to draw).
Would discuss outcomes with children and reasons about why that is the case.
Possibly do a shadow puppet and link around the book and make a shadow box.
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I would use the activity set ‘The sun and shadows’ in my classroom.
As shown in the activity set, I would use a flashlight (to represent the Sun), small objects (to create shadows), chalk, paper, and a sunny outdoor space. I would also use a storybook about a day in the life of a shadow to capture their interest and act as a prompt.
I would begin with the book about how shadows can be playful and change throughout the day. Next, we would move outside to observe our shadows in the morning sun. We would trace our shadows with chalk on the playground and marked their positions with their names.
Throughout the day, we would return to the playground and observe and trace their shadows again.
I would encourage questions such as why shadows change shape and why sometimes we can’t see them at all (cloudy days).
In the classroom we could create shadow puppets and use a flashlight to explore how moving the light source affected the size and shape of their puppet shadows just like the bear activity in the video.
I would also like to incorporate technology, such as time-lapse videos of shadows moving throughout the day, to provide a different perspective. Additionally, involving parents by having students observe and record shadows at home could extend the learning experience beyond the classroom.
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Hi Louise,
I like the idea of extending the learning beyond the classroom – as a parent I felt that my own children (2 sons) told me so little about school!
I have made shadow puppets with children – I used colouring pages from familiar nursery rhymes and asked them to make the shadow puppets and to re-tell the nursery rhyme. I allowed 45 minutes for this – and you need a lot longer!
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The activity that I have chosen to focus for this module is the Sun and Shadows.
There are many elements to the module which can be explored in many cross curricular areas. By teaching the children the song The Sun Song on YouTube, I’d introduce the basic concepts of the sun’s movement, the earth’s rotation, and how shadows are formed by travelling in straight lines using a globe and a flashlight.
we could progress on to making sundials outside on a sunny day, children will have to find a suitable sunny location, , marking the yard with coloured chalks to show each hour, children could take not of the length of the sticks shadow over time.
we could conclude by reading the book ‘What makes a Shadow’. The children could explore shadows in art by drawing silhouettes of on another. Other areas to explore the sun would be exploring how plants react without sun vs those with sun.-
Elaine, do you have a link to the Sun Song? my google brings up a few possibilities.
You have a nice sequence of activities, all we need is a sunny day.
I was so lucky the day that I made the sun dial video – it was a lovely day.
Peep has ideas for “What makes a shadow” – designed for US pre-schoolers, so suitable for our Infants.
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I like the idea of trying Activity set The Sun and shadows with my class. I would start by doing a little bit of work on day and night, sorting picture of the sky into day and night, and sorting activities into things you do in the day time and things you do in the night time. This also links nicely to the topic of time in Maths. I would then try and tease out any prior knowledge the children have about shadows with questioning. It would then be time for some exploring and investigating, using sorting bears and flash lights. Teacher can facilitate the children’s exploration of how ‘long, short, tall’ act the bears shadows are, depending on where they hold the flash lights. The children could trace the shadows on a page as an extension of this. This could also be extended (weather depending!) by going outside and tracing their own shadows in the sun with chalk. This could also be done at a different time the following day for comparison? I like the idea of using the bears and the flash lights though as it is not depending on sunny weather!n
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The activity I would explore in the junior classroom is the Sun & Shadows. I really enjoy outdoor lessons where the children can explore the environment and the world around them.
The learning outcomes would be to:
• discover that light travels in a straight line; obstacles placed in the way of the light cause it to change direction
• know how a shadow is formed
• discover that the length of the shadow changes if the position of the light source changes
• know that the shadow on Earth changes because the Earth moves
• discover that the position of the shadow changes if the position of the light source changesThe children would be paired up. One child would stand up with the sun shining down on them & their partner would have to trace their shadow. The other child would stand in a different area/direction and they would investigate if the shadows are similar or different and the reasons for this.
If it is not a sunny day this activity can be altered to the classroom, with a light source (torch) and different objects to put in the way to create shadows. The partner can trace the shadow on a piece of paper. The students can also change what direction and distance the light source is shining from, investigating if the shadow is affected by this. -
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I would choose the activity the sun and the shadows as I think it is an interesting and practical lesson.
We would engage in the book mood bear and his shadow as a class. Explore and question how shadows get bigger and smaller and what causes this. We would then use the challenge cards and pose more challenge to the children. Outside we would in the morning use the position of the sun to draw a childs shadow and come back later in the day and redraw to show how the childs shadow has moved due to the position of the sun. -
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The Trigger
Do you know the name of any planet? Let’s see how many we get out of the 8 we get. Then watch the below
*note we will listen and sing along and do action at the start of our planet themed lessons. Engage and have fun
Wondering & Exploring:
Re watch the video and assign each group to one of the 8 planets. Tell them they must listen out for your planets and record only the information from their assigned planet.
State some various facts they may have missed relevant to each group and see if they recognise it as been a fact about their planet.
Starter Question & Predicting:
Have a picture of each planet to give out to each of the 7 ‘planet’ groups (the 8th planet kept for next activity). Have a selection of art supplies / coloured paper mostly on the floor. Children must go up and choose what might reflect their planet best in an art exercise.
Conducting the Investigation:
During starter activities I purposefully left out an 8th planet. I will present the 8th planet and ask the children to tell me different facts about their planet.
Comparing
Creating and art display of all the planets made for comparison. This promoting conversation. Children must pair / group up with others who made a different planet. They must share information about their own planet especially including any information you think they may not know.
Interpreting Data/Results:
Create a display of 8 sections, each section headed with each planet. Children do not have to stick to their original planet group rather put up anything they know or have learned about any of the other planers too. Write facts, words, draw pictures of each planet
Applying Learning, Making Connections & Thoughtful Actions:
Design a space shuttle fact file and picture of a shuttle that could survive on a drive by / landing on one of our planets.
Or
By looking at display made teacher/class should be clearly be able to ascertain if one planets was more interesting or not. Ask the children why they think any particular planet was filled more than other.
Reflection:
Again class displays, drawings, fact files play an important role in reflection. Teacher observation and the all important feedback from students is always invaluable.
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Louise,
this is a lovely way to structure a Science & Art activity with the framework for inquiry. May I share it with teachers in the end of course sharing document that I make each year?
I think that Science & arts would make a great theme.
Previous docs are at the spaceweek.ie site:
Space Week for Junior Classes, Space Week for Junior Classes & Aistear, Whole Week Plans for Junior Classes.
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I would choose the Moon as my area of focus and it would allow me to talk about my time when I visited Cape Canaveral in Florida many years ago. I would start by showing a video clip of Neil Armstrong on the moon and elicit from the children what they know about the moon. We would complete a KWL grid on the board and come back to it at the end of the lesson. I would use The Man in the Moon lesson and distribute materials to allow the children to make their own representation of the moon. We would follow up with a drama activity where they would reenact the walk on the moon and do a Thought Tunnel to put themselves in Neil Armstrong and the other astronauts shoes before and after the moon exploration. We would also link study on the moon with the other planets to explore what other planets have moons and what role they play.
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Teaching young children about planets can be an exciting and engaging experience. At Junior Infants kids are naturally curious and love learning about the world around them. A simple and fun way I would use to introduce them to the planets would be:
1. Storytelling Approach: Start with a story about a space adventure. Introduce a friendly astronaut or a space animal who travels through the solar system, visiting each planet. This narrative helps children relate to the concept in a fun and imaginative way.
2. Visual Aids and Models: Use colourful pictures and models of the planets. Show them how each planet looks and discuss simple characteristics, such as “Mars is red” and “Jupiter is the biggest planet.” Visuals help in retaining their attention and making the learning experience enjoyable.
3. Hands-On Activities: Incorporate hands-on activities like making paper plate planets or using playdough to create the solar system. These activities enhance their understanding and make learning interactive.
4. Songs and Rhymes: Introduce songs or rhymes about the planets. Music is a great tool for memory retention at this age. Simple songs about the names and order of the planets can be very effective.
5. Interactive Games: End with a game where children match planet names to pictures or arrange them in the correct order from the sun. This reinforces what they’ve learned in a playful manner. -
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I have explored the planets with a junior infant class. The children always love learning about space. I love the story Whatever Next by Jill Murphy. There are also brilliant videos on YouTube to engage the children’s interest.
For Aistear, a space area is set up. The children in groups of 5 or 6 dress up as astronauts by putting on a space helmet and pretending to put on boots and space suit. They pack their freeze dried food made from play-doh and do the checks in the space shuttle before lift off. Each session, the children learn about a different planet of choice and watch pre downloaded video clips on iPads. The children then land the space craft safely and report back on the planet they have visited and there is some whole class discussion.
Towards the end of the lesson the children complete an Intergalactic passport and draw a picture of their favourite planet.
I really like the station ideas from another course participant of having other space related stations happening at the same time.-
Áine, you have a lovely plan to engage infants. And I’d reward the child who spots the exaggerated science in the story.
(https://www.ashlea.notts.sch.uk/wp-content/uploads/2020/11/Whatever-next.pdf)
HINT: the Moon is closer to the Earth than any star.
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I would choose an activity based around the topic of the planets: The Planets, journey through the solar system.
To introduce the activity, I would give the children a different planet labelled. I would ask them the name of the planet and to describe the planet. I would use a KWL chart to gather any previous knowledge they already have. I will then play the song ‘Family of the Sun’. The children will then order the planets in groups.
I will then introduce the ‘Planet Game’ using hoops spread around the room. The center hoop representing the sun. I will use this game telling the children they are space rockets and have them travel from one planet to the next by hopping, jumping, skipping. I will call out different places that they are familiar with and its only when I say the planets name can the children ‘land’ at the specific planet.
At the end of the game ask the children to name all the planets that they can remember and the reason the sun is in the middle, as all the others revolve around it. -
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In my classroom, I would use this activity across a number of lessons. Firstly, I would explore the sphere with the children and have them go on a maths hunt to search for spheres in the school and home environment. As an art lesson, we would create the earth using papier maché spheres. They would then paint this to look like the earth. Polar regions would be explored and videos about the Arctic and Antarctica would be shown to the pupils. Using small-world animals, the pupils would place a penguin and a polar bear in their correct region on their papier maché earth. They may also place a small figure on Ireland to represent themselves.
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I would choose an activity based on the topic of ‘The Moon.’ As mentioned in the module, I think it is a fantastic introduction to astronomy for children and this lesson would help them to understand its phases and appearance.
I would adapt the Esero lesson ‘The Man in the Moon’ for use in my class. I think it is a lovely, simple, concise lesson suitable for junior classes.I would begin reading the book ‘Moon Man’ by Tomi Ungerer and eliciting any information or facts the children already know about the moon. We would compile a KWL chart based on the information collected.
I would invite the children to make their own moon using a variety of materials. When finished, we would discuss each moon and why the children made it the way that they did, paying particular attention to the shape and colour.
I would explain that the moon is spherical in shape, and how from earth we can see the moon as a circle, or even a crescent, depending on the phase it is in – how it is positioned in relation to the sun. To further explain this, I would use a model globe with a sun lamp that I have in my classroom.
I would finish off the lesson by showing the children some visuals of the moon in its different phases
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I am choosing the Activity set ” Sun and shadows” for exploration.
Some lovely books and videos mentioned in the comments as starting points to introduce this topic to very young children, Sesame street , My furry little Shadow. “Day Monkey ,Night Monkey” by Julia Donaldson. ” What makes a shadow”. “Moon Bears Shadow” by Frank Ash. Also the book, “Cant you sleep little Bear”.
I would do this on a sunny day. An introductory story of “Moon Bears Shadow” to start the exploration.
At the end of the story have a discussion on what is a shadow, how do we get a shadow, explore how a shadow can be created with a torch and little bears.
Go outside and explore our shadows on the ground, make shadow shapes and shadow dances. Draw around shadows.
Discussion on where is the light coming from, what would it be like on a cloudy day, could we see shadows.? Can we see a shadow in the dark?
Finish by drawing “me and my shadow”
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Thanks for the book suggestions – I know they are valuable to other teachers.
Asking the children to discuss what a shadow is and then letting them have time to explore shadows is essential.
For very young children this would be enough – older children can check how shadows vary in the day and link that to the direction to the Sun.
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Activity set- The Sun and the shadows
Shadows in the school yard
Concepts-
-Light travels in straight lines
-shadows are areas of darknessGo outside in a sunny day. Talk and discussion about where the light comes from? What will your shadow look like?
Get them to stand with their back straight in the direction of the sun so they see the shape of the shadow forming on the ground.
Get them to describe it.
Questions:
Is it black or dark?Why?
Is it the exact shape of a person?
When can you see your shadow best of all?
Activity: Trace the outline of their shadow with chalk.
Play guess the animal shadow game- snake, rabbit, butterfly, spider etc -
Lesson: Day and night
objectives:
1: identify pictures as night or day,
2: Name things in the picture
3: Identify things we only see either at night or during the day.
identify the sun.4: Become aware that the sun give us light.
Trigger: We’re going to have a game. Look at the pictures and tell me if it’s day or night.
Children will say day or night as each picture is held up.
Next we will look at one day time picture and discuss what we can see in the picture. Is there anything in this picture that can be seen in other daytime pictures? Lead children to identifying the sun.
Repeat the activity first looking at one night time picture and naming everything they can see. Add a few more nighttime pictures and children should hopefully see the moon or stars in most pictures.. identify what is missing from the sky at night time – the sun.Play a game: Darken the room. Place a lamp at one wall and switch it on. Children and adults will look at a light when we say sun or show a sun picture and turn away from the sun when we say night or show a picture of the night.
Conclusion: Sing the Sun Song and turn towards or away from the light as appropriate.-
Lucy,
I like how you have planned to engage very young children with day and night and look at the observable features of day and night to start with.
You could add in Earth images that show the Earth during day and night – here is a lovely one from ESA
source: this tweet from ESA
You can get current images from Met Éireann here: https://www.met.ie/latest-reports/satellites/world-visible or direct from EUMETSAT here: https://www.eumetsat.int/real-time-imagery/earth-view
and a video from ESA is here:
https://www.esa.int/ESA_Multimedia/Videos/2013/12/From_night_to_day_to_night_again
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The activity set that I have chosen is ‘The sun and Shadows’. There is a wide variety of different ways that children can explore the sun and shadows.
· Class Discussion about the sun and what happens when you stand in the sunlight (KWL chart). Explain shadows.
· Go outside and see if there are any shadows outside. Can the children stand in an area where they can make their own shadow?
· Create a sundial activity which was included in Module 2. Watch the shadow move and change throughout the day.
· Integrate with Art – Shadow Drawing Activity. If it is sunny, this can be completed outside. If it is not sunny outside this can be done inside with a torch. Create a shadow pictures using toy animals and other classroom materials.
· Get children to create a shadow puppet using their hands and a flashlight. Work in groups with an IPad to create a simple story with their shadow puppets.
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I would choose the activity set on the topic of the Planets. I really like the Planets Song and I really like using a song as a stimulus for beginning a lesson. The children always love anything involving music and songs so this is a great way of getting them interested. The Planets – Journey through the Solar System lesson plan gives great ideas for teaching young children about the planets. The Planet game would work really well during PE and would give the children a good overview of the planets as they would need to listen out for names of actual planets. It would also remind them that the sun is in the middle of all the planets and that the planets move around the sun. Following on from the Planet game we would move onto the Planet Dance also done during the PE lesson. To finish off this lesson we would do the Planet spin which will reinforce to the children that all planets revolve around the sun on their own axes. This would be a great way of introducing the theme of the Planets and I would then look into the topic in more detail back in the classroom.
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I would choose the activity pack based on the moon.
Pupils are always fascinated by the moon, it’s so familiar to them yet so far away and magical. It is mentioned in so many stories, poems, rhymes, songs that could provide lovely prompts at the start of the lesson and provide lots of opportunities for integration. I have used Goodnight Moon by Margaret Wise Brown and Whatever Next by Jill Murphy in classes previously and they have worked really well.
I would explore background information on the moon, facts, figures, etc. first so that prior knowledge could be explored.
I would follow this with the Lunar Landscape experiment on craters which I think any class would really engage with. This could be done as a whole class or in groups. I think I would aim for groups as the different craters created by each group would provide super opportunities for comparing and contrasting the effects of different stones, the force of the throws, the distance from the target, the height from the target, etc.
Creation of a lunar landscape as an Art project would provide opportunities for creative expression as well as consolidation of the exploration of craters in the experiment, as the pupils would be considering how best to shape and mould their craters, thinking about the velocity of the matter that formed them and referring back to images of real craters.
Integration with Literacy, Art, Music, SPHE, Science would provide a really meaningful and impactful exploration of the moon which could take place over a month to tie in with a moon cycle.
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Valerie,
you have outlined a detailed series of activities, and named specific books – which I really appreciate.
I like how you have planned for gathering information at the start so that children do have concrete facts that they can incorporate into their understanding, and then you plan for active inquiry on what makes craters big or small etc.
Great stuff.
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I plan to use the planet’s activities in my classroom next year. I work with a child who has ASD and one of his interests is the planets. While I have taught the planets before. I have learnt so much during this module that would enhance and improve my teaching and the children’s learning.
The Plants is a great topic for stimulating STEAM teaching and learning in the curriculum. I really enjoyed the planet’s song from youtube and I think the children I work with would really enjoy it too. It also supports different types of learners and children who are more auditory learners.
I would use this one with older children from second class
I think this one is more suitable for infants
I employ KWL (Know, Want to know, Learned) charts with students at the start and conclusion of a topic. This approach allows me to assess their existing knowledge, identify misconceptions, and discover their genuine interests. Additionally, it serves as a valuable assessment tool to track their progress and guide my planning.”
I would ask the children to work in groups with a picture of the solar system to talk and discuss some of the following questions depending on their age and ability/level of understanding
What is the name of the planet we live on?
Do you think that we are the only planet?
What are the names of any other planets you know?
If you discovered a planet what would you name it?
What do you think a planet needs to have for humans to live on it?
Why do you think each of the other planets are not as good as earth for living on ? (Make a list for each planet)
If you have to live on another planet which one would it be and why (give at least two reasons)?
In the past, I’ve achieved great results by creating models of planets with children in first and second class. I organise the children into groups, assigning each group a specific planet. Providing them with pictures and relevant details, I guide them in using balloons or sphere-shaped styrofoam (which can be obtained from Mr. Price) and Papier Mache to construct their planets. They then get creative, using various materials like plastic, marla, paint, fabric, and recycled items to craft the planet’s surface. Once each group completes their model, I hang them from the ceiling, ensuring they’re arranged in order and measuring the distance between each one.To finish off the topic of the planets I would go back to the questions we had at the start of the topic and complete the KWL chart section ‘what I have learnt’.
Some of the support materials and videos on youtube could be watched during wet play days to enhance the children’s understanding and interest in the planets.
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Set: The Moon
I would do the following activities over the period of a month so the children are able to observe and record all phases of the moon.
Introduction activity:
In Space copy draw how they think the moon looks like.
Introductory video to the moon and the phases of the moon – Paxi & Our Moon.
Every week in their Space copy the children record the phases of the moon and 2 or 3 boys do a show and tell for each phase of their drawing – first hand experiences.
In their table groups children are given pictures of the phases of the moon to discuss and identify which phase it is. Each group can come in front and discuss their moon phase.
After a full cycle- fine motor stations to revise phases of the moon.
Station 1 – Oreo phases of the moon activity.
Station 2 – puzzle phases of the moon put together.
Station 3 – Whiteboard/Chalk drawing phases of the moon.
Station 4 – playdoh phases of the moon.
Art Activities after teaching moon appearance and craters : paper mache balloon art moon construction.
Second hand experience photos of craters and first hand experience drop ball in flour.
Draw appearance of moon in Space copy.
Next week set of lessons: multicultural- discuss and show how the moon is portrayed in different cultures through popular myths and fairytales.
Lead to drama- each table group takes a fairytale or myth and recreates it.
English & Art- children individually or in pairs create their own moon related fairytale – show and tell.
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Naomi,
I love your cultural connections to the Moon and to their own story. UNAWE resources will support you in that, since the children may or may not have stories from their own homes/backgrounds.
There is a map of the Moon at AstroEDU.
https://astroedui18n-live-f4d80dfc7ba44a6283e91-64c3f57.divio-media.com/documents/moon_en.pdf
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Activity Set: The Planets
I would definitely utilize all the activities in this module in my classroom. I especially loved the planet song: Family of the Sun, which I had never come across before, for infants. I would use this activity to introduce a unit of work on the planets. It depicts the solar system as a family which the children would all relate to and connect back to themselves; and definitely trigger their interest in the topic. The song is so catchy and easy to listen to and learn and teaches them facts about each planet in a clear and fun way. The video is lovely too and would fascinate the children and make them feel like astronauts floating through space exploring each planet. I think they would find the mention of Pluto very funny as this has been a big topic my classes always mention in recent years when we first start investigating Space; that Pluto was “kicked out” of the solar system. I think the song would have numerous cross curricular links with possibilities for Drama / Musical performance, Art, P.E., Maths and Literacy activities and endless prompts for Aistear. -
Module Two
Activity set: The planets
I would introduce the planets to the pupils but playing the Planet Family Song on Youtube. This is a great resource. The song is catchy and perfect for younger classes. We will make a list of what we have discovered about each planet for the song. We will then add to the list, by discussing if we know any other planet facts. This can be displayed on a board and children can add to the fact list. Parents can also be linked in with the song on our class blog.
We will then design a giant solar system for our class using playdoh and a large white chart. Children in groups of three will be tasked to design a planet each. What colour playdoh to use, what do we know about this planet.
This can then be displayed on a notice board and we can discuss when planet is nearest the sun etc? We can invite other classes to visit our classroom solar system and think of interesting questions to ask on the solar system we have created. -
The activity set I would like to use is The Planets. I feel this would be a good starting basis for an infant class to learn the names of the planets in our solar system. I would start with discussing the name of the town we live in etc and discuss the planet Earth. I would introduce the names of the planets with visuals. We would then discuss the Sun and the fact that all the planets revolve around the sun. I really like the planets game as it is active and the children would love to pretend they are space rockets. I would then follow up with Planet Dance and Planet Spin. Planet Dance has the added bonus of working on language such as behind, beside, in front of etc. I like the suggestion of doing this lesson in the hall as it will allow for plenty of space for the hoops and for the movement required. I would then take it back to the classroom where I would play a video which gives a little extra information about each of the planets.
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I will focus on the lesson Sun and Shadows here.
I would introduce the concept of shadows using a torch and toys for the children to see shadows forming and illicit from them that light is needed for this to happen.
Then I would split the class into two smaller groups with an adult to each group to explore two activities based on shadows in greater detail. The first activity would be the activity based on the bear’s shadow using the pond scene, toy bear and a torch…the children would explore how to manipulate the bear’s shadow using the torch and come to conclusions based on their findings.
The second activity would involve the children going outside to a sunny part of the yard and standing in a particular spot and an adult to draw around their shadow with chalk. This area of the yard would be revisited later on in the day and the child’s shadow would be drawn around again and this would illicit discussion around why the child’s shadow has moved.
As a whole class the children will then discuss their findings and we will draw conclusions around these findings.
To extend this lesson we could talk about UV light and sun safety and this would tie in nicely with SPHE.
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Barbara,
I like that you have realistically assigned adults to support the young children. The example from the module was of an informal learning environment where bear’s shadow could be explored by one child at a time. Planning to have a darkened room with lots of children doing shadow work … well, best to split and have fewer.
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In senior infants I have looked at ‘the sun and shadows. Looking at the strand of ‘Light’. I discussed the differences between night and day and how the sun plays a role in creating light and shade and explore how shadows are formed.
This can be done through stations in the class and outside of the classroom environment.
Drama- create shadow puppets and act out using flashlights against a white wall or paper. Children can use hands to create shapes, animals, fingers to represent numbers or have puppets such as lollipop sticks with animals on them creating the shadow shape.
Art – draw out shadows using chalk. Children partner up in pairs or small groups and draw around one of their friends’ shadows. They can then add detail linking to parts of the body e.g. facial features- eyes, nose eyebrows mouth, ears etc.
Shadow matching- you can use a variety of objects to match with the shadow pictures e.g. animals, letters, numbers, shapes, fruit etc. Challenge further by doing visual perception games where children must guess the object based on the shadow.
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I would teach about the planets in my class, I would start by introducing the concept of the solar system and the planets that orbit the sun, I would pay close attention to the vocabulary here and make sure to highlight the new vocabulary and make sure that there is an understanding of new words such as orbit, solar etc.
I would introduce the planet song to my pupils I would encourage them to listen and follow with the lyrics. Next I would use visual aids such as posters and powerpoints of the solar system to help the pupils visualise the order of the planets in relation to the sun. I would play games and play the Planet Game all the while asking the pupils about which names they remember. I would use the planet song to encourage the pupils to remember the names of the planets, I like to do this sort of activity in small groups, then larger groups, all together and individually. I would use mnemonics to help the pupils to memorize the planets, I would keep the mnemonics simple so I would use something like this “My Very Eager Mother Just Sent Us Nuts.
Following on from the lesson I would conduct an assessment to see the effects of the lesson and to gauge the learning that has taken place, also to inform me on my next steps in relation to this topic.
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I would choose the lesson about the sun and shadows. I have taught this lesson many times before but I find it such a real and engaging way to learn about shadows. Children form their own ideas about what shadows are so it’s interesting for them to go outside and rest their theories. We would previously have been learning about the sun so I would begin with questioning the children and trying to get them to draw on their prior knowledge. I would bring them outside and discuss where the light is coming from. We would observe our shadows, trace them with chalk and then I would bring the children back together to discuss our findings. I would put new questions to them such as are all shadows the same size? What would happen on a cloudy day etc. We could bring other items from the classroom to test their shadows such as a school bag, football etc. Back in the classroom I would give the children the worksheet that accompanies this lesson, where they must predict the shadows that would form for certain objects in order to check for understanding and consolidate the learning. Over the course of the next week I would complete further investigations such ad using torches to investigate shadows and I would bring the children out on a cloudy day to see if we observe shadows. I would incorporate some songs and stories about the moon to supplement our learning.
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To begin the lesson discuss some interesting facts about the Moon:
• The Moon can be seen from anywhere.
• The Moon continuously changes shape. In all cultures, the moon has played a very important role in the dividing the time into months. Each lunar cycle takes about one month.
• The Moon is multi-cultural: on and around the Moon, all people of Earth have immortalised characters of their culture through fairy tales and myths. Lots of cultures celebrate the moon. Discuss some of these cultures.
I like the activity: Make your own Moon.
Make sure you have enough paint, coloured craft sheets, spheres, glue, and scissors for each group. Engage the children’s interest in the Moon by showing them a white paper circle. Ask the children if it looks like the real Moon. Now show them the crescent-shaped white paper. Explain to the children that they are going to find out what the Moon looks like, and why it is that some people say they can see shapes like people on the Moon. Ask them why they made their Moon the way they did. Pay particular attention to the colour and the shape. Ask them if the Moon really looks like that. Explain that the Moon is really a sphere. From the Earth we can only see one side of the Moon at a time, which is why it looks flat. Sometimes we see the Moon as a circle, and sometimes as a crescent.
Read book: “Man on the Moon” by Simon Batram.-
What a lovely silly book
Nice to link the facts that the children may know about the Moon to the picture book.
– they could wonder if the Moon always looks full?
– they could wonder if there are tourist rockets to the Moon? (not yet, but soon!)
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Module 2 assignment
The activity I would use in my classroom would be the activity set on the planets.
My reasoning for this is based on the following factors
1. I would question them at the beginning of the lesson and find out how much they already know about the planets and what they would like to find out.
2. I teach infants and they learn through song. The Planets Song (ESERO 1) would support their learning as it is engaging and fact-based.
3. They would listen to ‘We are the Planets’ (The Solar System Song) and they would discuss what information they learned in that song.
4. We would compare the two songs at the end of the lesson and discuss new words/information they learned in each song.
5. The children would consolidate their learning by working in groups to make balloon prints of the different planets using different colours, sizes etc. -
I would chose to carry out the ‘Sun and Shadow’s’ set activity with my Junior infants. To engage all children in the lesson at hand I would show the children a picture/video of the sun and ask them open-ended questions on what they see etc., In groups the children will discuss all they know about the sun/shadows to elicit their prior knowledge. To carry out this inquiry based activity the class teacher would need to ensure that it is a bright/sunny day. Before setting outside to be a scientist I would show the children some chalk and would question the children as to what we might be carrying out or why we are using chalk etc., (posing some curiosity within the classroom). Children would work in mixed ability groups (all children having a job/role within the group i.e. observer, scribe, materials manager etc., Each group will create different shadows (fun/silly movements etc.,) because of the suns facing and they will trace around these shadows with some chalk. Depending on the class, I would model what I would like the children to carry out or I would let the children explore for themselves the sun/shadows whatever way they wish. Whilst the children are carrying out their investigation I will facilitate their learning by asking open-ended questions etc., By the end of the activity as a group we will reflect on our learning by consolidating through oral discussion or by creating a drawing in our math/visual art lesson of what shadows and shapes we came up with in our groups.
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The Lesson that I would teach is The Spherical Earth.
Similar to other contributors of this forum I would introduce a Globe to the children accompanied by props of a Polar Bear and a Penguin on opposite Poles.
I would pose the question ” Which of this 2 animals are upside down?”
I would then procede to turn the globe to demonstate that neither of the animals are upside down, despite it appearing as if they were.
I would use the Earth Mosaic to further develop the lesson.
To conclude I would use Google Earth on both the Interactive white board and on the pupil’s tablets to offer them an oppertunity to explore the structure of the earth.
An additional resource I would use is a map of the world. By manipulating the Map and attaching the left and right side of the map together you can demonstrate that the map is actually connected on both sides.
The key objective of this lesson is to challenge an misconceptions held by the children so that they can develop an understanding that the Earth is a spherical object.
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Planets Journey through the solar system.
Activity SET The Planet
I think this lesson is excellent for reinforcing content learnt in the classroom. I would use this lesson in a junior classroom. The learning objectives are very clear
1.Know/recognise the names of the eight planets
2. Know that the planets revolve around the Sun and that the Sun gives light
3. Differentiate between in front, behind, above, below, left and right
4. Be given opportunities to listen, understand and respond
Begin by showing the children a model of the planets.I will ask children to draw what they see and then in partners speak to each other about what they are drawing.
We can then create class KWL chart to direct what we want to learn.
We will then focous on the planet song. The planet song is an great teaching resource. As again you can appeal to all learning types.
Following this we will move to they school hall. Through the active learning of the lesson. It is very easy for the teacher to assess pupils achievements. This lesson will keep pupils active and engaged and learning through play.
To conclude the lesson the we will watch story bots and return to the KWL chart.
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The activity set that I will be focusing on going forward will definitely be the Moon. Although we do lots of work on the planets, I find that we don’t spend enough time on the moon. I love the ideas of creating a man on the moon and using lots of different materials. It makes so much sense seeing as it is the first element of space that children are exposed to.
One activity that my class particularly enjoyed to realise the grand scale of space was to get some playdough and divide it into 51 parts. They then, in pairs, put them in two groups, one to represent the moon and the other to represent the earth. It is interesting to see their different understandings on the size difference.
The actual ratio is 50:1I absolutely love these activity! Particularly the planet game where they run around and land on the hoops when they hear a planet name. I find, especially with the smaller ones, they find it hard to remember the names and as we know, repetition is key! https://esero.ie/wp-content/uploads/2015/01/01_The-planets.pdf
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Clodagh,
we’ve used the make the Moon and the Earth from playdoh for years — often with older children. It is really interesting to see them trying to work out how to divide the playdoh evenly. If they don’t start to figure it out, I suggest rolling a cylinder and then using a ruler to measure the length and to cut off the smallest amount.
Very open maths activity.
I adapted it from here: https://stereo.gsfc.nasa.gov/classroom/scales.shtml
which also has the whole solar system to scale.
The mind blower for most children (and their teachers) is putting the scale Earth-Moon to the correct distance apart (at the same scale). Most have the Moon very close to the Earth – usually no more than 3 Earth diameter’s away, so when they are told it is 30 Earth diameter’s away there really is some head scratching.
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Teaching the plants:
1. Introduce the 8 planets to the children. Sharing picture and fun facts with the children. The children will have an opportunity to share their prior knowledge regarding the planets. They will also have an opportunity to ask questions they may have about the planets.
2. Planet Passports: The children create passports for each planet with fun facts and pictures of the planet.
3. Then the children will ‘travel’ to each planet (stations in the classroom). When the children are at each station they will learn about the planets size, atmosphere, and unique features. While the children are at each station they can write down questions that they many have about the planet. This will create inquiry based questions that can be explored in another science lesson based on space.
4. Planet Matching Game: The children must match the planet with the fun fact about each planet. This will identify any issues or areas the need to be further explored.
5. Planet song to reinforce the children’s learning of the 8 planets.
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Padraig,
you have described a detailed Engage set of activities for children around the theme of the solar system. Children should be encouraged to share what they know and to pose simple questions around what they would like to know more about.
The formation of the solar system is an area of science that still has lots of research going on. What I find interesting is that astronomy is such an observational science -we have to look and see, then try to work out why it is the way we see it, then make predictions that fit within that theory and then go looking for evidence of that prediction.
Here are 18 unanswered questions about the solar system.
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Module 2 assignment
The Activity set I would choose is The Planets. (Senior Infants)
Trigger activity -A good starting point would be sitting in a circle – passing a picture around of all the planets. What do they know about the planets, can they name any? Do they know any planet facts? They might know the smallest planet, the largest planet, the hottest planet etc.
Song – I have used The Planets Song from StoryBots and also this The Solar System Song, beloved of any class I have taught. It gives little facts about each planets too.
The Solar System Song – Kids TV123
Playful active planet game – placing hoola hoops around the hall. The only yellow one is the sun. Others are the planets. Children run/walk around the hall. Teacher can call out random words but when teacher names a planet, jump in a hoop, but not the sun! At the end of the game, can the children remember any of the names of the planets the teacher called out.
Playful Solar System activity – To understand the size of the planets and their distance from the sun. This is a model made on the floor or desks in the classroom.
Place a large Beachball on the floor – Yellow if possible – This is the sun.
Now, measure the distances below and with a tape measure and lay out the solar system!
Mercury ….peppercorn….4cm (from the sun/ beachball)
Venus…pea…. 8cm
Earth …pea…..8cm
Mars….pea…..11cm
Jupiter…..Orange ….61cm
Saturn……Tomato….98cm
Uranus…..Walnut…..198cm
Neptune….Walnut……310cm
I did this with a senior infant class a few years ago, to great success. The size of Jupiter, the distance that Neptune is away from the sun etc. astonished the children. The distances serve as representation, I don’t claim the are in exact proportions!!! It was a fun, hands on activity.
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Topic – The Moon
I would sit the children in a circle and send a feely bag around the group. Inside the bag would be a replica of the moon. The children must feel what is inside and describe what they think it could be. We would listen to one another and record similar thoughts or ideas.
I would then get the children to close their eyes and listen in order to receive their second clue. I would then play the moon landing sound only.
After this we would come to the conclusion that perhaps it is a moon inside the feely bag. I would be remove it and we would discuss what we have learned about its appearance e.g. its spherical shape and crater indents etc.
We would then use little tubs of flour and different size ping pong balls to create our own crater forms and explore how they differ in size.
Finally using clay we would roll them into spheres, and push spherical smaller items into them to create craters. Once dry we would paint and display.
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Hi Katie- Jo,
I really like your ideas for this activity. I’m working in SEN and most of these activities that you mentioned are sensory based which a lot of my children benefit from – tactile with the feely bag, auditory with the music, then tactile again with the flour & clay, proprioceptive with the pushing into clay to make craters. Presenting them to their classmates when they’re painted & dry is something else they would enjoy doing as well.
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Topic-Planets.
To introduce students to the planets in our solar system and to develop their creativity and motor skills through hands-on activities.Start with a simple discussion about what the sky looks like at night. Ask questions like, “Have you ever seen the moon? Do you know what a planet is? Can you name any planets?” Using our classroom globe to explain that earth is a planet, like the other planets in our solar system and we live on it. Show them the planet song on youtube, that names each planet and gives them a fact about each one. Every year the children seem to love this song https://youtu.be/mQrlgH97v94?si=zb88ECHUB9JaIESa.
Main Activity: To create a Solar System Mobile.
Demonstrate to the class how to create the mobile and then in small groups, help the children assemble a solar system mobile. Children use a large piece of cardboard or a paper plate as the base. Attach strings to hang the planets that they painted and cut out in their relative positions around the “sun” (a larger yellow painted circle). After creating their mobile children can discuss the order of the planets from the sun and their relative sizes and if they can remember any facts about any of the planets. -
I would start by engaging the students with a hands-on activity. I would begin by discussing what the sun is and how it provides us with light and warmth. I would then introduce the concept of shadows by asking the students to stand in the sunlight and observe how their bodies cast a shadow on the ground.
Next, I would lead the students in a simple experiment where we use a flashlight to create shadows on a blank wall. I would ask the students to take turns moving closer and farther away from the wall to see how the size and shape of their shadows change. This would help them understand that shadows are created when an object blocks the light from the sun or a light source.
After the experiment, we would discuss how shadows can change throughout the day as the position of the sun in the sky changes. We would also talk about how different objects can create different types of shadows, such as tall objects creating long shadows and round objects creating round shadows.
To reinforce the concept, I would provide the students with materials to create their own shadow puppets. They could use these puppets to create shadow plays and experiment with how moving the puppets closer to or farther away from the light changes the size and shape of their shadows.
I would conclude the lesson by reviewing what we have learned about the sun and shadows, reinforcing the idea that shadows are created when light is blocked by an object. The students would leave the lesson with a better understanding of how shadows are formed and how they can change throughout the day.
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The Sun: Make a sundial:
Learning outcomes:
• know that you can tell the time using a sundial
• tell the time using the Sun
• discover that long ago it was much more difficult to tell the time than it is today end product • a small sundial indoors
• a large sundial outdoorsPreparation For the activity The large sundial you will need a playing field that is in sunlight most of the day. What time is it? 5 min. Ask if any of the children is wearing a watch. Why is it handy to have a watch? Explain that 600 years ago nobody had a watch. Ask how the people back then knew what time it was. Before the mechanical clock was invented, people sometimes used the sun to tell the time. They did this using a sundial. Have any children ever seen a sundial? Do they know how it works? Explain that a sundial has a stick or pointer that makes a shadow. This is called the gnomon. It is important that in the Northern hemisphere the gnomon always points North, or you will not be able to read the sundial. Explain that the Earth turns on its axis. This means that the position of the Sun with regard to the Earth is always changing. If necessary demonstrate this using a torch and an orange. Explain that the shadow of an object also changes as the Earth rotates. The sundial uses this fact. By looking at the position of the shadow of the gnomon on the sundial, you can tell what time it is. The children make two sundials
The large sundial:. Make a large sundial with the children. Take the children outside to a location where the sun shines most of the day. Mark the direction of North, using a compass if necessary. Stand the large protractor upright on its long side in the grass. Use it to measure the correct angle to the ground, as described above. Stick the stick firmly in the ground at the chosen angle, facing North. See the picture for how this should be done. Every hour the children place a large stone on the ground where the shadow of the stick falls. One of the children uses the marker pen to write the number of the hour on the stone. You can use the smaller stones to mark the quarter and half hours. If you don’t want to take the children outside every hour, you can just place two stone markers, one in the morning for example at 9.00) and one in the afternoon (for example at 14.00). Of course your sundial will be less accurate. To finish the sundial, the rest of the day after school-time needs to be divided using the stones. In the example shown here, five hours have passed and so the time in between needs to be divided into five. Encourage the children to write the numbers of the hours on the stones and place them in the correct position. The next day, take the children outside to see if they can read what time it is. How accurate is their sundial? The children then make their own sundials at home as part of home/school links. Encourage the children to share their sundials on see-saw.
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Activity Set: The Sun and Shadows
I would use the activity in my senior infant classroom in the following way:
Materials:
• Flashlight (to represent the Sun)
• Small toys or objects (to create shadows)
• White paper
• Markers or crayons
• Outdoor space for observation
• Clock
Introduction:
1. Begin with a brief discussion about the Sun. Ask questions like “What is the Sun?” and “What do you think it does?”
2. Explain that the Sun gives us light and helps us see during the day.
3. Introduce the concept of shadows by showing a simple shadow puppet using your hand and a flashlight.
Activity 1: Indoor Shadow Exploration:
1. Pair students and give each pair a flashlight and a small toy.
2. Turn off the classroom lights and have students use the flashlight to create shadows of their toys on the wall or paper.
3. Encourage them to move the flashlight around to see how the shadows change.
4. Discuss their observations: How do the shadows change when the light moves?
Activity 2: Outdoor Shadow Observation:
1. Take the students outside with white paper and markers.
2. Have them place an object on the paper and trace its shadow.
3. Note the time and position of the Sun.
4. Return to the same spot later in the day to trace the shadow again.
5. Discuss how the shadow has moved and changed size. Why do they think this happens?
Conclusion and Discussion:
1. Return to the classroom and gather students for a discussion.
2. Ask them what they noticed about the shadows outside.
3. Explain that as the Sun moves across the sky, our shadows move and change size.
4. Reinforce the concept by summarizing how shadows are longer in the morning and evening and shorter at midday when the Sun is directly overhead.
Assessment:
• Observe students during activities for engagement and understanding.
• Review their drawings and shadow tracings to ensure they grasp the concept of changing shadows. -
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Module 2
The activity I think I would choose would be The Sun & Shadows. I like the way this activity was carried out in the video – start with a discussion to ascertain what the children already know about shadows and how they are created. Follow with story, Moonbear’s Shadow by Frank Ashe. As the educator showed I would draw the children attention to size of shadow, position of sun etc in the pictures. After reading and discussing story I would have children make models of Moonbear, fish & pond. When this is complete children will experiment using a torch as the sun and create shadows with Moonbear. We will then go out onto yard at intervals during the day when it is sunny and observe our shadows, position of sun etc. Children can record what they have learned about shadows thro simple sentences and pictures.
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I would choose the activity set about the Sun and Shadows.
I would begin by asking questions to gauge children’s prior knowledge and understanding about the Sun, “What do you wonder about the Sun?”, “What do you think it’s made of?” etc. I would read a book about the Sun, such as “The Sun is my Favourite Star” by Frank Asch.
I really liked the Sun’s Energy activity. I would start with a discussion about the sun’s light and its benefits, introduce the idea of ultraviolet light and how it can cause sunburn so we need to protect ourselves. I think the role-play of a day out at the beach etc would really engage the children and would get them brainstorming ways to protect themselves from ultraviolet light, eg wear hats, sunglasses, sunscreen. Making UV bead bracelets would also reinforce their learning about UV light as children can see the beads change from white when indoors, to rainbow colours when outside.
I would finish the lesson by discussing what we now know about the Sun to reinforce their learning. -
Here are some learning stations focused on the topic: The Moon
1. Reading Station:
Goodnight Moon by Margaret Wise Brown,
Papa, Please Get the Moon for Me by Eric Carle,
Moonbear’s Shadow by Frank Asch.
Man on the Moon by Simon Bartram
The Darkest Dak by Chris Hadfield
Someone on this forum also reminded me of the book Whatever Next by Jill Murphy
I would also add some non fiction books to the library.
2. Gravity Experiment: Provide small balls and a ramp to show how gravity affects objects differently. Explain that gravity on the moon is weaker than on Earth. –
3. Sensory Station: Moon Sand:Create “moon sand” using flour and baby oil.
4. Dramatic Play Station-Astronaut Dress-Up
5. Technology Station- Bee Bots, I saw this mentioned in Module 1 forum, printed map of the moon- get to the crator, get to the moon buggy, get to the rocket etc. Programme the Bee Bots
6. Music and Movement Station:Teach and sing songs about the moon. ‘Hey Diddle Diddle’, ‘The Man in The Moon; The Use instruments for a musical experience. Play space-themed music and let children pretend to be astronauts moving in low gravity.
I would also encourage children to record their observations of the moon over a week and we could record this. It would also open up discussions about the weather.
These stations will allow children to explore various aspects of the moon through hands-on activities, fostering a deeper understanding and curiosity about space.
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Activity: The Spherical Earth
This activity is very effective in the explanation of the earth being a sphere as it is a tricky concept to teach and to come to understand, especially for young learners. I would use this as an entry point to the teaching of Space as I believe it is an important concept for children to explore and begin to understand. It is clear, from working with young children that they do see the Earth as having an ‘up’ and a ‘down’ and they wonder how people and buildings stay upright if they are ‘upside down’ on the globe. I would use the activity with the polar bear on the North Pole and the penguin on the South Pole. I would show the globe to the children and do a roleplay between the polar bear and penguin displaying how either one thinks the other is upside down, but in reality it’s how they perceive one another. While I appreciate this is a tricky concept to grasp at a young age I would definitely use the earth mosaic template for the children to draw a landscape above the dotted line and below it the seabed or rocks. When the mosaics are arranged in a circle the children can stand in various positions and notice that there is no real ‘up’ and ‘down’ when they search for it because depending on where they are looking from the pictures are positioned differently. This is a really interesting way to explore the spherical earth that I am excited to put into practice soon.
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Jill – I was chatting to an adult the other day, who on hearing that I worked at Blackrock Castle Observatory wanted to ask me about up and down in space. I tried to explain that down was just gravity – but I’m not sure he really believed me.
I think children do understand that the world is a ball – but have difficulty in thinking of the picture as a model of the world – and will draw the “down arrow” on a picture as if the world picture is just a picture.
You can check the understanding of your own classes with this nice image from the ESA ISS Primary Kit.
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Denise,
Night Sky Network has activities with suggested scripts (written out, with participant responses) and videos of their simple activities in action, I think they are great, and they always add a new twist to something that I sort of know.
Main site search page: https://nightsky.jpl.nasa.gov/download-search.cfm
Example activities:
Really worth poking around this site for supports.
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Activity Set: Sun and Shadows.
Two interactive activities I would try do with my class would be:
• Shadow Tracing
Go outside and stand in the sun. Have someone else trace your shadow with chalk. Make a silly pose and trace it. Trace two shadows and make it look like they are holding hands. Colour in the shadows with chalk or make your own chalk paint to turn the shadows into shadow art on cement.
• Human Sundial
A fun shadow experiment is to make a sundial or make a human sundial! Go outside and stand in the same spot during different times of the day. Stand in that spot and trace your shadow in the morning. -
Topic the Moon
Usually Do this topic in November in aistear learning lots of fascinating facts about Space before we went into our Aistear Stations – so interesting and lots of fun and laughter
We say this poem in our morning meeting daily and by the end of the month they children can quote wee lines back —The Moon by Robert Louis Stevenson – love the line
The moon has a face like the clock in the hall; leads us into theme of time and sequencing our day
In literacy we use the poem to work on rhyming words and also pick a word like moon and discuss “oo” soundWe watch the first moon landing on the interactive white board and the children dress up like astronauts and jump on the trampoline to try and imagine how you move in space / go to the toilet / brush their hair and teeth write and eat – great for developing motor skills- we even do a moon dance like neil and buzz and we get some great dance moves
In Role Play area we had the opportunity to take on the role of an astronaut in The Space Ship.We made space ships from Lego and we drew what we think them looks like and during shared writing we wrote our own MOON poem- Using play dough we designed our own moon and astronauts and space shipsAn intriguing interesting topic with lots of cross curricular learning
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Thanks for sharing that lovely poem Eleanor.
I must admit, poetry has never really been my thing! (another teacher once told me that was because I was never properly taught it!) but I do like this poem. I need to work more on poetry I guess.
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Activity: The Sun and the Shadows
The Human Sun Dial:
Ensure you have sufficient time to visit the school yard three times without other classes there. Pair up students- shadow maker and shadow finder.
Start in the morning- Prior to the lesson draw out enough boxes for the shadow makers to stand in with their names.
Using the chalk, have the Shadow Finder outline the shadow of the Shadow Maker. Write the time of day it was made.
Repeat the shadow tracing at least twice more it is important that all your data iis recorded n a notebook.
The same can be done within the classroom using a small object. again using a sticker, place the object on the sticker . three times during the day mark where the shadow of the object is. Post experiment, speak with students and ask them is their a pattern. Ask them what they think would happen tomorrow if they did the same experiment.
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Ciara,
I’d start by drawing the attention of the children to the time of day that the Sun shines into their classroom. It is such a simple thing, but when I ask children which way their classroom faces, they seem to have no idea that sunshine is linked to time of day.
Garden and house designers always use the orientation towards the Sun when planning, and for houses to have solar panels, a south facing roof is preferred.
Once they have realised that the Sun is clearly moving across the sky with time, they can refine their understanding by making a sundial.
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Hi Ciara
Hi Ciara
I loved the approach you used here.
Children do not /perhaps cannot link the sun to the time of day so starting with them in the classroom will certainly peak their interest.
Then moving onto the sun house is a great point give the need for sunlight in growing plants.
Our school is installing some solar panels at the moment so that’s ideal for observing and noticing and seeing the reason why.
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I chose the sun and shadows.
For this activity I would use the Sun Book developed by Dr Maeve Liston of Mary Immaculate College, specifically the activity ‘Activity: Comparing Distances Away from and Sizes of the Earth, Moon and Sun’. I would begin with a discussion on common misconceptions about the sun, such as its size, distance from Earth, and role in the solar system. I would use questions to engage students and clarify misconceptions: “Which one is larger, the Earth or the Sun?” and “Is the Moon smaller than the Earth and Sun?”
I would demonstrate by using a basketball to represent the Sun and discuss its size and characteristics. Then have two students walk the basketball to the end of a hallway, while others observe from a distance to understand how large objects appear smaller from afar, and discuss why the ball looks smaller from a distance and relate this to how we perceive the Sun and other celestial objects. Children would then create models of the Sun, Moon, and Earth using Marla clay, encouraging them to consider the relative sizes of these bodies. To finish we would discuss and compare the models created by the students, emphasising the scale and distance between the Sun, Earth, and Moon. Reinforce the concepts of heat and light sources, the necessity of light to see, and the dangers of looking directly at the Sun. Explore how shadows are formed by using the models and a light source to simulate the Sun’s light.-
Hi Cliodhna,
The Sun resource gives plenty of scope for exploring Mathematics>Measuring.
With Junior Cycle students I ask them to make scale models of the Earth and Moon with playdoh, and then put the models at the correct scale distance apart. None of them ever get it right!
I picked up another demonstration from Armagh Planetarium -which is to wrap a bit of string around a volunteer’s head – if the Earth is their head, the Moon is about the size of their fist, but the distance to the Moon is 30 Earth diameters – or 10 circumferences. So I wrap the string 10 times — it usually comes out to be about 5 or 6 m away.
Very visual!
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I particular loved the Sun and Shadows section. I think the children would absolutely love this especially making the sundial
We could start by eliciting from the children all the different ways from where we get the time. Then I am sure it would amaze them by telling them that people long ago could tell the time without any of these and that we are going to make what they used to do.
I love the idea of using a simple flower pot, a bamboo
stick and stones and chalk!
We can mark where the sun is every hour using our shadow!!
They will mark where their shadow is very hour.
From this so much so much cross curricular integration can take place from from this
It is such a cool activity
As we are out there at all we can measure our shadow at diffrerent times of the day, discuss when our shadow is longer /shorter.
When we go in we can explore with flash lights and shapes to keep the whole exploration of shadow theme going.
I am really excited about all of this already!
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ESERO’s “The Planets” activity is an excellent resource for engaging students in learning about our solar system. Here’s how I would use it in my classroom:
1.Introduction: Begin with a captivating video or a story about space exploration to spark interest. Discuss the solar system and the different planets, emphasising their unique characteristics.
2.Activity Setup: Divide students into small groups and provide each group with the ESERO “The Planets” activity materials. This typically includes planet fact cards, a scaled model or images of the planets, and interactive worksheets.
3.Inquiry-Based Learning: Encourage each group to explore the materials and formulate questions about the planets. Guide them to use the fact cards to find answers. For example, questions could include, “Which planet is the hottest?” or “What is unique about Saturn’s rings?”
4.Hands-On Exploration: Have students create a scaled model of the solar system using the provided materials. This visual and hands-on approach helps them understand the relative sizes and distances between planets.
5.Presentation and Discussion: Each group presents their findings to the class, explaining what makes their assigned planet unique. This encourages public speaking and reinforces their understanding through teaching.
6.Reflection: Conclude with a reflection session where students discuss what they found most surprising or interesting about the planets. They could also write a short paragraph or draw a picture of their favourite planet, explaining why they chose it.-
Alexandra,
the ESERO Activity https://esero.ie/wp-content/uploads/2015/01/01_The-planets.pdf has no factual information, so you would have to prepare that yourself. You could start with this from Armagh Planetarium.
The ESERO activity The Eight Planets has nice worksheet structure, but expects the learners to go to books or magazines about the planets.
You might want to use this handy template from Armagh Planetarium – adapt it if you want it to be about specific planets in our solar system.
The Solar System resource from space week has options to create a scale solar system – is there a particular one you prefer? (note that these are suggested for 3rd-6th class) This will inform
Have students create a scaled model of the solar system using the provided materials.
the materials that you would have to provide. Your list of provided materials is a bit too general “planet fact cards, a scaled model or images of the planets, and interactive worksheets.“
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The activity Set I am picking is the Sun and Shadows.
I would tell the children that we are going to use the sun and shadows to tell time. Discuss that this is what they used long ago to tell the time before phones/ clocks etc. People long ago used a sundial.
Have any children ever seen a sundial? Do they know how it works? Explain that a sundial has a stick or pointer that makes a shadow. This is called the gnomon. It is important that in the Northern hemisphere the gnomon always points North, or you will not be able to read the sundial. Explain that the Earth turns on its axis. This means that the position of the Sun with regard to the Earth is always changing. Demonstrate this using a torch and an orange. Explain that the shadow of an object also changes as the Earth rotates. The sundial uses this fact. By looking at the position of the shadow of the gnomon on the sundial, you can tell what time it is.
Make a simple sundial with the children- poke a straw through a paper plate and take it outdoors when it’s sunny. Every hour, mark the time of day where the shadow from the straw strikes the plate. Use your sundial to tell the time on the next sunny day.-
Rachel – are there any sundials in your area? We have one in the courtyard of Blackrock Castle and I know there is one in the middle of Mitchelstown in north Cork.
This site might help you check: https://www.sundials-ireland.com/ireland.htm
How would you align the paper plate sundial with north on the next day? Do you have a picture of one you have made? It looks like a nice design and make, although the science is probably best for 2nd class and up.
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Activity: The Planets
– I love the idea of using station teaching for the younger ideas to teach the planets in our solar system. I think one station that would be fantastic would be assigning headbands to each of the children with the picture of the planet on the front of it. After explicitly teaching the characteristics of each planet, children should be able to converse with each other about where they are situated in the solar system and the colour that they are. I also love the idea of creating a station where children can dress up in costumes similar to that of an astronaut or working in the space station. This incorporates the element of play which is such a vital part of the junior curriculum.
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Aoife,
I can see that as being a really nice maths activity, about order and distance and temperature.
I’d have a table up on the whiteboard with some basic planet facts — perhaps the language of near and far, hot and cold, big and small, with perhaps pictures of the colours of the planets. Just think of the sorting that could be done as well!
Can you put the planets into 2 groups — tell me what each group has in common. (could be 4 nearest the Sun vs 4 furthest from the Sun), (could be 4 smallest vs 4 biggest), could be the ones Earth temperature or warmer vs the Earth temperature or colder – this is a bit tricky, since temperature varies so much!
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I would like to try ‘The Spherical Earth” lesson with my infants.
(In a previous art lesson, the children would have made their origami ship.)
As a class, the children would watch this video, to grab their attention..Earth | Space Song | Pinkfong Songs for Children
Another contributor mentioned the use of stations using a different topic, and I think this would work really well with this topic too.
Station 1 Children take their origami ship and and toy figure and place them on the group table, representing the flat earth. The children watch the ships “sail’ away (teacher led) from their figure, they will see the ship get smaller and smaller. Now the group will do the same activity with the globe to represent the round earth. The children will see that the ship gets smaller and appears to ‘sink’ as well because of the spherical nature of the earth.
Station 2: Children will work on the art activity: Earth Mosaics. Children will draw their own landscapes above the dashed line, the seabed and rocks below. When 16 are laid out together in a circle, the children will realise that up and down depends on their perspective.
Station 3 Children will engage with the “Up or Down” activity, using the globe and the toy penguin/ ice bear. I think this is a great activity, as this challenged me when I saw the visual! The children would love the dialogue between the animal at the North Pole and the South pole, esp when the teacher at the station would flip over the globe.
Station 4 Children will revise all their 3D shapes in a game/ activity
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Tracy,
I think you have realistically looked at which activities could be done independently and which need adult support. For the Earth mosaics, it might be helpful to have a sample made up – when I do this with groups we get a right old mish-mash of different objects in the pictures. Helpful to tell them NOT to add the Sun – otherwise there are Suns in most pictures which makes it a bit less of a model of the Earth!
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I would base my lesson on ‘The Planets’.
There are so many opportunities here for cross curricular links in areas such as Music, Art and P.E.
I would begin with a KWL chart to see what children know about The Solar System/The Planets.
Song: ‘The Plants Song’ https://www.youtube.com/watch?v=mQrlgH97v94
Learn about and gather information about the planets in groups, assign each group a planet and ask each group to make a fact file on their planet. Provide the class with books about the planets and use ICT to gather information too, Epic app is great. You can assign various books about the planets (or any topic) to each individual child on the app and they can further research their assigned planet and add to their fact file.
I also like the idea of circle time using an inflatable planet to share knowledge of the planets with each other and feedback what we have learnt.
Art lesson: Make the planets using paper mache.
P.E: The Planet game using hula hoops in the hall ‘Journey Through the Solar System: Lesson 1’. This is a great way for children to know and recognise the planets names and grasp a better understanding of the planets revolving around the sun.
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I think a lot of these lessons could be used and adapted for different classes. The resources provided are very helpful. The lesson I would most like to try is the lesson on the Sun’s Energy by “My Sky Tonight”. I think opening the lesson with what they already know about the sun is a great way to gauge where the children are in their learning. The class really enjoyed the role play activities of going out in the sun and how to protect themselves. I was really impressed that they caught on to the phrase ultraviolet light. The solar beads activity was excellent. You could see how engaged and excited the children were. I think most junior classes would really enjoy this lesson. I would like to replicate it in my classroom. I also thought the activities on shadows linked really well with the overall theme. You could link these lessons to literacy as well by choosing a book on the sun like “The Sun is Kind of Big Deal” to focus on in class.
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I chose the spherical earth as a basis for teaching a lesson to young children. I really like the ideas in the module. Children are really interested in the North Pole and South Pole and there is always huge enthusiasm for lessons on polar bears and penguins. I love the idea of beginning the lesson with a discussion around why the penguins do not fall off the South Pole and the polar bears do not fall off the North Pole. I also love the Earth mosaic. After discussion about the earth’s layers and what lies beneath the sea, this would be a lovely exercise to let the children showcase what they understand of what is above the earth and what lies beneath. The young children that I teach would really enjoy putting their section of the earth together with others to form a full circle and to show the spherical shape of the earth, while still having the opportunity to do their own thing and have their own unique part. As a class I would probably make a papier mache earth as well to further their understanding of the concept.
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The use of an activity set in my classroom – The Planets
Continuing on from the musical theme I used in introducing the topic of space (Sound in space – Chris Hadfield singing in space, and showing clips of life in space). I like the use of music, song and movement in this activity set.
To begin with, students would sit in a circle on the floor, and I would facilitate a discussion based around their place within the wider world and solar system:Question:
What is the name of the town where we live?
Do they know what country this town is in?
And what planet this country is on? On Earth.
Can they name any other planets?
Briefly talk about the names of the eight planets in our solar systemI would continue by introducing the names of the planets through this song https://www.youtube.com/watch?v=-63Xx7jK26A
This is a simple and repetitive song listing the 8 planets by name, with a simple fact after each one. This song is appropriate for up to 2nd class.
With all names known, I would introduce the suggested song which gives some detail on each planet, again appropriate for 1st or 2nd class pupils.
The planet game and dance outlined in this activity set lend themselves to a nice bit of movement and a change of pace for the pupils. Some students are active learners and the activity using hula hoops rotating around gives an excellent representation of the rotation of the planets.
To close, I would review information the have gathered.
In the exploration stations outlined by another course member, I would invite children to create a visual representation of the solar system offering a variety of balls, spheres, morla, playdoh of differing sizes to open discussion and practical learning on the topic.
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It sounds like you’ve created an engaging and dynamic approach to teaching the planets! Integrating music, movement, and hands-on activities will definitely capture the students’ interest and cater to different learning styles. I love how you’re starting with a discussion about the students’ place in the world before expanding to the solar system—it really helps them grasp the concept of scale. The use of hula hoops to represent planetary rotation is a creative way to make learning both fun and interactive. The exploration stations also provide a great opportunity for students to apply their knowledge in a tactile and visual way.
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I plan to use the “The Spherical Earth” activity in my classroom. This activity is a fantastic way to help students understand the concept that Earth is a sphere, and to debunk common misconceptions about its shape.
To start, I would engage my students with a discussion about their current beliefs and knowledge regarding the shape of Earth. This would include exploring common misconceptions, such as the idea that the Earth is flat.
Next, we would conduct an experiment involving a globe, a flashlight, and some everyday objects. By shining the flashlight on the globe, students can observe how light creates shadows and how different parts of the globe experience daylight and darkness at different times. This visual representation helps solidify the concept of Earth’s spherical shape and its rotation.
To further reinforce this idea, I would introduce historical context, such as the contributions of ancient Greek astronomers who first proposed the spherical Earth. We could also explore how sailors and explorers, like Ferdinand Magellan, provided practical evidence through their voyages around the globe.
In addition, I would incorporate digital tools, such as interactive simulations and videos, to demonstrate how satellite imagery and space missions have confirmed Earth’s shape.
Throughout the activity, I would encourage students to document their observations, reflections, and questions in science journals. This not only helps them process their learning but also provides a valuable resource for future reference.-
Rhonda,
another historical figure to mention is Eratosthenes, who calculated the size of the Earth from shadows. He knew the Earth was round.
The Eratosthenes experiment: calculating the Earth’s circumference
has an activity for second level students – if you do the maths, you could have your class do the measurements.
and this site has the great Carl Sagan explaining what Eratosthenes did.
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I found the My Sky Tonight video on the Sun’s Energy lesson really beneficial. I have taught lessons about the sun previously but particularly liked the use of the terminology ultra violet and how the safety element was incorporated into the lesson in a very practical non-threating way but at the same time getting the important message across about the dangers. Using the ‘sun ball’ at the start to determine the children’s existing knowledge was a fun and inclusive introduction and a useful way to ascertain any preconceived misconceptions. The use of role play worked very well to reinforce understanding and again all pupils were involved in the process. Making their own UV bracelets was a great activity and the pupils could see first-hand the effects of ultra violet light. By the end of the lesson every pupil was confident in the effects of ultra violet. I will definitely be using this lesson in my senior infant class and think it would work really well in Aistear stations:
1. Role Play – at the beach, pack uv accessories, tick off checklist including sun cream etc.
2. Video – in groups record a sun safety video on ipads
3. Junk Art – individually/pairs design and make uv accessories sun hat, sun glasses etc.
4. Sun Facts Poster – in groups draw and/or write facts about the sun and compile in A3 poster
5. Sun Safety Quiz – complete twinkl sun safety quiz IWB-
Ciara,
what a great set of stations for the children to use! It could be interesting for the children to test sunglasses for UV – if you had some of the beads, do all sunglasses block out the UV. Or, children could try different types of suncream and see do they stop UV.
This resource has a little bit more teacher background on the beads.
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Activity Set: The Moon
The activity set I have chosen is ‘The Moon’. I like that this activity set is very hands on. I believe focusing on the moon as a theme will help the students’ understanding of a wide range of astronomy and space concepts. I would use this activity with either first class or second class. It may be useful to complete this lesson in September/October. The students can pay attention to the moon’s regular monthly movement and track it throughout the year. This topic could also be linked to Maths, in particular 3D shapes as the moon is spherical. A link can also be made to Science, in particular the strand of ‘Technology’ by studying the advances that have been made with the telescope through the years. I would teach the ‘Moon Rhyme’ to link our topic with Literacy. As a class we could also create a word bank of words about the moon based on ‘What does the moon look like?’ from Esero. A link to History could be study of the lunar missions that took place in the 1960’s and 1970’s. As a link to Visual Art I would complete the ‘The Man in the Moon: Journey to the Moon’ activity from Esero. This activity would help the students to realise that the moon doesn’t always look the same. If time allowed I would also complete the ‘Meet Our Neighbour: The Moon’ activity from Astro Edu. It will allow students to recognise and describe lunar features using the tactile moon.
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I have started a lesson on the sun and shadows before with a video on shadow puppets and letting the children explore and discuss how to create the best shadow. I have then taken the lesson outside to play a game of shadow tag. Usually, some children will figure out how a shorter shadow makes it more difficult to catch them. You can pause the game to explore and discuss this drawing the children’s attention to the position of the sun before letting them continue the game and see if they can apply this knowledge to shorten their shadow to make it more difficult to catch them.
I liked the idea of getting the children to bring in a teddy as a scientific buddy to trace it’s shadow and check through the day how the shadow has moved.
Older classes I have had have really engaged with the story of Aristotle noticing how something round cast a shadow on the moon and deduced from that that the earth is a sphere and not flat.
I have made sundials before with paper plates stapled together weighted down with sand or pebbles and using a shortened barbecue skewer. They worked ok but blew away easily even when weighted down. The kids really enjoyed designing their own sundials though and looking at past designs.
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I would use the activity set provided for the moon, with the intention of it being an introductory lesson as I have learned that the moon is a great place to start teaching about space. I would start by using a riddle – asking the senior infants to tell me what appears in the sky at night and glows, has craters etc. until someone tells me the answer. Then we would complete the ESERO 2 Lesson. Senior Infants can be jam packed in terms of fitting everything in so since this is our play theme, i might complete this at a station during structured play.
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I would love to do an activity looking at sun and shadows. I would generate discussions on shadows and how at the end of this year we had some chalk art fun and some kids were drawing their friends shadow! I would bring my students out to the playground in the morning and get them to draw their friends shadow using chalk. We would then come out at lunch time and check can we fit in our shadows. We would do the same in the afternoon. We would mark our shadows with little cards at what time we made them. Children will see how as the day goes on their shadow will change! and how the sun helps us tell the time!! This is called a sun dial. Children would have so much fun with this hands on activity and would love to work wither friends on drawing their shadows. We could also mark our shadows with little rocks. This would be a lovely activity for term 3 when summer arrives!
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A lesson I would teach about the planets in my classroom:
Stimulus: I would start by reading the storybook ‘I want to be an astronaut’ to the students. This book explores the solar system and the planets that orbit the Sun.
Planet Song: I would then introduce the planet song to the students. I would play the video and encourage them to listen to the song and follow along with the lyrics.
Art lesson: The students will discuss and name the characteristics of the different planets, playing attention to colours and finer details. The students will work in pairs to create a planet each, using fabrics and fibres and different materials around the room.
7.Assessment: The students will do a walking gallery around the room to see what the students have created. They will then return to their seats and provide a comment or compliment to someone else in the room. -
Activity set: The Moon
I have chosen The Moon activity set as it is engaging and provides lots of opportunities for active learning and opportunities to examine and investigate space phenomena first-hand. I particularly loved the flour activity where the children used different-sized balls to create craters in flour which resemble the different-sized craters on the surface of the moon. I would use this activity as a starting point to look more closely at the moon and generate further opportunities for discovery.
The moon is an excellent starting point and introduction to astronomy. Its spherical shape reflects the spherical shape of the Earth and the moon is easily observable, especially on September and October mornings. The children could easily observe the changing shape of the moon as it passes through its phases, not to mention that they would enjoy using the telescope to observe the moon daily.
I think that using the moon activity set would provide many opportunities for extension activities and linkage to other areas such as time in maths; the lunar cycle marks the passage of time as a month.
Children are fascinated by the lunar missions and watching them in class would be an enjoyable learning experience. Studying the lunar missions could also lead to even more extension activities, discussing how maths was used and needed to get to the moon, the space race, artwork and designing and making rockets. All of these activities could open up endless questions to explore. We could explore questions of physics, geography, forces, materials, chemistry, an endless list of child-led inquiry-based learning.
Not least we could also examine the moon’s cultural significance around the world, throughout history exploring stories, poetry, myths, legends and songs. As well as the many possibilities for child-led, inquiry-based exploration, the Moon Activity set would offer countless opportunities for cross-curricular linkage and integration.
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David,
the students in your class might be interested in the current Artemis mission, which plans to send humans back to the Moon.
https://youtu.be/8dHwQq0GrAA?si=rVctxv7_UsX7Gsam
Also being built is Gateway, with European involvement.
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Activity set: The sun and shadows.
I like the idea of using the story as a starting point for this lesson and I think if I were to explore this lesson I would begin by reading a similar story. I would like to organise the children into a semi circle and make the room as dark as possible before turning on the light. An active and involved discussion around shadows and lights. Children will often respond more to their peers and learn a lot from others. After reading the story I would break the class into two sets – one set could explore making shadows with torches and how they get longer or shorter and the other set would explore how to make different shadow shapes, before they both swap over. As a link to other subjects we could use chalks on the playground to map a shadow and change it over the day or else use PE equipment to mark a shadow and see if the shape changes dirction/size during the day.
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The activity I would choose from this module is What does the moon look like? (Journey to the Moon) There are a vast range of learning outcomes in this lesson. The children are learning to work together, learning to move to music, learning to listen to rhythm and music and recognising the four phases of the Moon. It integrates with other curricular subjects (Music and Literacy). I like the idea of setting up a display table based on the Moon. Developing a word bank would enhance the children’s scientific vocabulary. The hands on activity of observing and recording the phases of the moon each night is stimulating and makes the children more aware of the stages of the Moon. I think this homework task would prove enjoyable and interesting. Introducing the dance to the phases of the Moon sounds like fun. Recording and evaluating their results worksheet template is interesting and easy to follow instructions for this age group. Reading the story Moon Man? by Tomi Ungerer would be a relaxing end of day activity.
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All the activities in this module look worth doing but if I was to start with one it would be the Spherical Earth. I teach 1st and 2nd class and I think that to get any sense of what space is they need to begin with their own planet Earth. The activity in the Spherical Earth is easy for the children to complete without much prior knowledge. I would begin with a video on the earth and what lies beneath us. We would then as a whole class label the parts of the earth. I would encourage the children to be accurate on the layers beneath the earth but then they have the opportunity to be creative with their houses/buildings above the earth. The finished collaborative piece really gives a sense of the shape of the earth. This activity links into so many other areas in the 1st and 2nd class curriculum. Looking forward to doing it with my class in September.
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Sinead,
would you enhance the learning by showing them a video from the ISS? There are a few that start over one part of the world and go to another.
There is also this live feed:
https://www.youtube.com/live/P9C25Un7xaM?si=_YBpr0z7rtd0cz0Q
Note that due to the ISS’s orbit, it is out of signal for some of each orbit, and at that time you get this screen:
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I would focus on the moon as I think this is a great starting point especially for younger children.
Materials:
Video clip of moon landing
Picture book about the Moon – ‘Whatever Next’ & ‘Moon, Earths Best Friend’
Flashlight
Styrofoam ball
Darkened roomIntroduction:
I would show the children the video clip of the Apollo 11 moon landing and ask them do they know where the video was taken or what is happening in it? I would then ask students, “What do you know about the Moon?” Record answers on the board.
Development:
Read Aloud: Read ‘Moon, Earth’s Best Friend’ to the class
Discussion: Discuss key points from the book in particular the phases of the moon.
Phases of the Moon: Using the flashlight and Styrofoam ball, demonstrate how the Moon’s phases occur. Darken the room, have one student hold the flashlight (representing the Sun), and another hold the ball (the Moon). Show how the light changes on the Moon as it orbits Earth.
Interactive Activity: Have students take turns modeling the Moon’s orbit to see the phases.Conclusion:
Review what was learned about the Moon’s phases and features. Answer any questions students have. Read ‘Whatever Next’ my favourite book as a child about a bear travelling to the moon.
As an extension activity if the class are able, we could track the moon’s phases each day for a month and log this in our classroom
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I would use the activity set ‘The Planets’ to teach my lesson as I feel the children would love this. My class this year especially loved STEM based activities and science evoked a sense of curiosity within them.
I would begin by finding out their prior knowledge on ‘The Planets’. I’d then use ‘The Planets song’ as my stimulus. I’d also have a visual representation of the planets for the children to look at. I’d then start with a game using a yellow hula hoop as the sun and other coloured hula hoops as different planets. I’d give each group of children one planet and if I called their planet, they’d have to jump into their hula hoop. After that, I’d let the children in their groups research their planet on the iPad. At the end of that lesson, I’d review what new learning has been obtained. The next day we’d make papier Mache models of our planet. I’d also try to organise a talk on the planets with an outside agency via zoom if possible, to consolidate the learning. -
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The activity set I would choose would be The Planets. This could tie in with an art project where the children could make and decorate their own planet using paper mache, and also with our music lesson.
To begin the lesson I show the children the video of the song, Planet song, invite them to join in and sing along.
I would then ask the children to form a circle in the middle of the classroom like the shape of a planet, with me sitting in the middle. I would ask them what they know about space and planets and discuss what they already know.
Next, I would read them the story ‘I want to be an astronaut’. I would ask them if I was a planet or the Sun? If I was the sun then what could they be?
I would then put them into small groups and show them cards with pictures of the planets and some simple information about the planets. I would give them a few minutes to read and discuss as a group and ask each group to share this information with the other groups.
Finally, in our art lesson these groups to make and decorate their own planets using the pictures they saw. They could start the art that day but we would complete it over a few lesson. It would be fun to play suitable ‘space’ music, i.e Starman, A spaceman came travelling etc, during the art lessons.
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Hi Pol,
searching for that book title found me this space reads list from Michigan Public Libraries.
https://www.youtube.com/watch?v=P7XmxDsjOU8
There are planet facts on this set from Armagh Planetarium but you may need to adapt them for your class.
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For my lesson for 1st and 2nd class we would investigate the sun and shadows. The sun is a great area of space to investigate with classes with many areas able to be covered from heat and energy making smores in a solar oven to light
For a lesson on light and the sun and shadows I would begin by asking the class about how shadows are made, then investigate by using flashlights to shine light on different objects. We would observe how shadows change when the light is moved closer or farther away, and from different angles. After our observations, we’ll discuss and make guesses about why shadows change size and shape. If possible as with the Irish weather it is difficult to predict we would go outside to see how the Sun affects our own shadows throughout the day, Tracing our shadow in chalk at the start l, middle and then at the end of the day . marking its changes over the day.-
Felicity,
have you a class set of torches? I have found that the more inexpensive torches are often multiple LED lights and when they act as a source of light, multiple shadows are made.
It might be worth looking at getting some desk lamps if you have plugs that can be used safely with your classroom arrangement.
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Felicity, I love the idea of tracking shadows on the playground using chalk and noting how they change as the day goes on. I reckon this is something that a lot of children notice but may not have really thought about why. They may also not have made the connection between the length of their shadows and the time of day.
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I have chosen the planets activity set. I will begin the lesson by familiarizing the children with the 8 planets. Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune. Then I will have a 10-minute introduction where students sit in a circle, discuss their town, country, and Earth, then introduce the planets and their orbit around the Sun. For the 15-minute Planet Game, spread hoops (planets) around the room, with a yellow hoop for the Sun, and have children hop between hoops when planet names are called. Emphasize avoiding the Sun. Next, in a 10-minute Planet Dance, have each child stand in their hoop and follow spatial instructions (e.g., stand next to, behind). Finally, for 5 minutes, explain that planets spin on their axes and have children roll and spin their hoops around the Sun. Recap planet names and their orbit to reinforce learning about the Solar System.
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I have chosen the activity set The Planets. I would begin by asking the children what town we are in, then what county, country and continent. I would then ask them to describe the size of each of these i.e town = small, continent = large. We would then discuss what planet we live on and in what galaxy and we would think of words to describe the sizes of these. I would then play a planets song such as ‘Friends of the Sun’ or ‘The Planets’ (https://www.youtube.com/watch?v=mQrlgH97v94). We could then look at pictures of the planets and the children could brainstorm what they think each planets surface would be like based the images and on its order from the sun. Then we could play the planet game where hula hoops are placed around the room to represent each planet and one yellow one in the middle to be the sun. The children run around as rocket ships and then when I call a planet name they go to that planet. To conclude we would sing the song again and name the planets.
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The activity set that I would do is ‘The Planets’. First I would ask students about their town, county, country, and continent as described in the activity set. Then we would discuss what planet we live on and whether or not they know any of the other planets. To help build their knowledge of the planets and their names I would show ‘Friends of the Sun’ or ‘The Solar System Song’ (https://youtu.be/F2prtmPEjOc). Students will share one fact that they learned while watching the video e.g. Jupiter is the biggest planet in our solar system. We would then go into the hall to play the three games from the activity set starting with the planet game to reinforce their knowledge of the planet names.
Some connections to the Planets that I have seen used during Aistear time are:
Art – Paint one or more of the planets using the correct colour and features e.g. Saturn’s rings
Sandbox – Pretend you are an astronaut exploring the solar system, what planet do you land on? What do you see?
Role play – You are a space travel agent, use your knowledge of the planets to plan a trip for your customer! For example, if they want to go somewhere cold with lots of storms you could plan a trip to Neptune. -
The activity set I would choose to teach my class would be the sun and shadows.
I would begin my lesson by reading the poem “let’s play shadows”. https://images.app.goo.gl/fyycD6vsLLXiti5D7
I would teach the children the actions to this poem. We would then have a discussion about shadows and how they are made. I would elicit any prior knowledge the children have about shadows or the sun and I would record it on a KWL chart.
We would then go outside on a sunny day and use chalk to draw the shape of shadows. I would get the children to work in small groups, with some groups focusing on different shaped shadows.
We would practice making our own shadows jump, run. Crouch, crawl etc. as discussed in the poem.
We would see how shadows are different sizes in different areas around the school. We would discuss the differences and reasons why.
To further extend this activity we would go back inside and explore the use of flashlights on small items like Teddy bears to make shadows, as was shown in this module.
We would complete our KWL chart with an end of lesson discussions.
For some cross curricular links I would do an art lesson focusing on shadow silhouette shapes.
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Topic:The Moon
I really enjoyed the suggested activities in this module based on the moon. I can see these working very well in both a junior and senior class.
I loved the experiment showing how to recreate craters in the moon using flour and a heavy round object. This experiment really brings to life for the children the impact that an astroid might have on the moon. Hands on experiments like this would really engage the children imaginations.I also really liked the craft activity where the children tried to recreate the texture of the surface of the moon. Showing the children close up pictures of the moons craters would help them to imagine how the surface of the moon really looks like.
Children learn so well through working with their hands and this craft activity could spark genuine interest in the moon, planets and outer space in general. -
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I would use the “The Spherical Earth” activity in my classroom to help my students visualize and understand the concept of a spherical Earth. I would begin by introducing the idea that the Earth is a sphere, and then provide students with a ball (or a globe) to physically demonstrate this concept. I would then ask students to work in groups to design and create a model of the Earth using different materials such as clay, paper plates, or Styrofoam balls. This hands-on activity would allow students to visualize the curvature of the Earth and gain a deeper understanding of its shape. Additionally, I would use this activity to tie in with other concepts such as day and night and seasons. The activity would be designed to be fun and engaging, while also promoting critical thinking and creativity.
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Eimear,
Giving children the opportunity to model the boat going over the ocean and disappearing into the distance is a good way for them to directly connect the physical world to the a mental model.
I would delay on including seasons at junior class level, it appears in the curriculum for 3rd/4th class and for 5th/6th class, but very much as an observational activity:
“observe the changing lengths of day and night during the seasons”
At Junior Cycle Students are expected to work with a Sun – Earth model to explain seasons.
See also this article on how seasons are not well understood by many people:
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The topic I would be excited to try in my classroom is the sun and shadows. From the many experiments and examples given here I think that a whole unit of learning across a few weeks could be explored.
1. Explore how the sunlight creates shadows. To begin I would bring the children outside to view and explore their own shadow. I would prompt them to see does changing there position change anything about the shadow and compare shadow with a partner etc. Working together trace the shadow of their partner, do they all point the same direction or in different ways? Discuss what this might tell us about the suns light.
2. Create our own shadows in the classroom using a lamp/torch. Working in groups to share resources the children will use models of a simple landscape with a light source as the sun to create their own shadows. When they move the light how do the shadows change? do all the shadows behave the same way? etc. We will add what we noticed to what we observed with our own shadows and discuss any similarities or differences and what we think this means.
3. Using Frances’s simple sundial experiment to conclude. Setting up a flowerpot and piece of bamboo to create a simple sundial in a sunny place. Every hour the class would mark the position of the shadow with some chalk. At the end of the school day we would take note of how the shadow had moved and changed during the day.
I think these lessons would also connect really nicely into lessons on the spherical earth, and a lesson on night and day would tie them all together.
I like how these lessons don’t require a huge amount of resources, particularly if done in small groups with peers when appropriate.
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I have chosen the activity set of ‘The Moon’ and would design these lessons for 2nd class students.
First, we would discuss the moon. I would elicit from the students what they already know about the moon. Over the next number of days/weeks (starting when the moon is in its third-quarter phase) we would try to observe the moon in the mornings and document out findings.
From this activity, I would hope the children would notice that the shape of the moon appears to change over time. This would lead to a discussion about the phases of the moon. I would show the students the wonderful video ‘Paxi and our Moon: Phases and Eclipses’ and we would discuss it afterwards. We would then use the knowledge we have learned to identify what phase the moon that we have viewed that morning is currently in. We could check if we are correct using an online moon phase resource.
Following on from this activity, I would darken the room and divide the class into four groups, giving each group a lamp (representing the sun) and a hollow white foam ball (representing the moon). The students can stick a pencil into the bottom of the white foam ball to allow them to hold it like a lollipop. The student holding the ‘moon’ acts as the Earth, slowly rotating around on its axis. By completing this, the students will clearly be able to see the phases of the moon displayed on the foam ball as they rotate around. The students could take turns doing this so they could all see it in action. It would be important when completing this activity to remind the students that the Earth rotates on its own axis in 24 hours, but it takes the moon approx. 27 days to orbit the Earth.
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Choose from one of the activities or activity sets outlined in this module:
Activity: The Spherical Earth
Activity Set: The Planets
Activity Set: The Moon
Activity Set: The Sun and Shadows
How would you use the activity in your classroom? Post a reflective piece to the forum (150 words min) as a reply to this post. You may include digital records of the activities.Activity Set: The Sun and Shadows (assuming the children have already learned that the sun is a light source)
(I have created this lesson with my special education setting in mind)
Aim: Explore how objects block light to create shadows. Show flexibility and inventiveness in thinking. Explore and describe spatial relationships and shapes.
Introduction: To spark curiosity I would sing the song “Where is Shadow from “The Bear in the big Blue house”
“Oh, Where Oh Where Oh Where Is Shadow?
Where Oh Where Oh Where Is Shadow?
Where Oh Where Oh Where Is Shadow?
Where Can Shadow Be?”
I would sing this whilst creating shadows on the whiteboard with a bear using the projector. I would move the bear around to show that shadows can change size.
Main body:
Activity 1: distribute a little sensory box to each of the children. Inside will contain a mini flashlight and textured toys and objects of various sizes and some different surfaces. The children can cast unique shadows that they can touch and explore combining sensory stimulation with play.
Teacher will use talk and discussion throughout the lesson incorporating all the vocabulary relating to the shadow and sun theme. Sample statements…
the torch acts like the sun and makes a shadow.
look what happens when you hold the light close to the teddy.
look what happens when you move the light away from the teddy.
Can you make teddy jump up and down?
What happens if we turn the light off? What happens when the sun goes down?
Activity 1; give each child a turn to come up in front of the projector to carry out their own action, making their own shadow. e.g. star jump, hop, act like an animal etc. give the children different ideas to explore using their bodies.
Conclusion: sing the song again, this time with the shadow disappearing in the end and leaving the children in darkness. At this point the children will be lying down on their mats with blankets and cushions and cuddlies. I will read them the story “I love my Shadow”
The book will then be used to open the next lesson.
Please also respond to at least one other participant’s post.
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Siobhan,
thank you for sharing this lesson outline adapted to your own context. For teachers who don’t have a whiteboard with a low enough light to be able to block it, you can put object on meter sticks or poles, or find an unused projector that you can mount lower down.
You might consider making a shadow theatre set up. In this way, the children behind the stage create a show that can be viewed easily, without their own shadows blocking.
Here is a make your own: https://www.hallmarkchannel.com/home-and-family/how-to/diy-shadow-puppet-theater
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I would choose the activity set: The Moon as the moon is something the children can easily point out in the sky.
I would begin the lesson by asking the children to draw a picture of the moon. I imagine I would get a lot of variety. I would ask the children to describe their moon to their partner and ask what time of day is their moon showing at. The children could discuss why they drew their moon the way they did eg full moons, crescent moons etc.
I would give the children a template of ‘What does the Moon Look Like’ and get them to fill it in for homework once a week over the following four weeks. In school, the children would discuss any changes that came over the moon since last weeks drawing.
I would do an art lesson with the children based on the different phases of the moon with a focus on the light and dark colours. The children would label the moons they’ve done in their art lesson with the correct terminology:new moon, full moon, first quarter, last quarter.
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Teaching Lessons About the Moon to Senior Infants
The focus of new learning will involve learning basic facts about the moon, exploring cultural stories, and engaging students with an interactive activity to understand moon craters. This lesson can be broken into a scheme of work to teach over a week.Introduction
I will show the class a photograph of the moon on the IWB . I will ask them for any facts they already know about the moon.
Discussion and Exploration
We listen to answers. In groups there will be a photograph of the moon for each group to study in detail. I will ask them if they can see any shapes that resemble real life objects..
We will then search for the “Man in the Moon” using a detailed picture of the moon, the children will eagerly search for the familiar face. This activity will help them observe the moon’s surface.
Multicultural Aspects
Introducing cultural stories about the moon will enrich the lesson. For example sharing the Chinese story of Chang’e, the moon goddess, will captivate their imaginations. They will be fascinated by the idea of someone living on the moon. Similarly, the Native American story of the rabbit on the moon will provide a different perspective.
Students will compare the stories, noting similarities and differences. This part of the lesson will highlight the diversity of cultural interpretations and allow the children to appreciate different viewpoints.
Making Moon Craters
The activity will involve using sand and tinfoil balls, in groups, students will create craters, simulating meteoroids hitting the moon’s surface. Students will observe how different sizes and shapes of tinfoil balls create varying crater depths and diameters.
This activity will solidify their understanding of how the moon’s surface is shaped by external forces.
Conclusion and Reflection
In concluding the lesson, we will revisit what the students have learned and look at photographs taken of the craters made by tinfoil.
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Hi Deirdre, the multi-cultural aspect of your lesson is a very nice touch. For the moon craters you can also use flour if you can’t acquire sand. A layer of cocoa powder on top makes lovely patterns when dropping the ‘meteors’ and you can simulate the streaks you actually see on the moon around craters. Stones also work very well as things to drop and are easy to find!
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I would use the ESERO ‘What does the Moon Look like?’ activity set with my first and second class group. This activity would be conducted over a period of 4 weeks. Initially, I would ask the class to bring in objects/pictures/books related to the moon and these items will all be collated on the ‘Moon Table’.
I will then draw a Moon on an A3 piece of white paper and discuss what they associate with the word ‘Moon’ – including the items on the Moon Table. These will be recorded on the sheet of paper using drawings and an appropriate word underneath. This word bank will be displayed in the classroom – and as new concepts are mentioned they will be added to it.
On an Autumn evening with a full moon, my scientists will be given a worksheet to take home. Their task will be to draw the part of the moon they can see and describe it. They will repeat this task exactly one, two and three weeks later and record their findings.
After the fourth recording we will look at and discuss what the children have drawn for each phase and draw these four phases on the board. I give the class some information about our view of the moon and explain the impact of the suns light and position on it.
The conclusion will involve the children engaging in a photograph activity (Four phases of the moon) – starting with the full moon and asking the children which photo comes next and ideally if they can justify their hypothesis.
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Children are kinaesthetic learners and any chance to incorporate movement and music into a lesson pays off. I like that this lesson can be taught out of the classroom on the yard or in the hall- The Planets lesson using hoola hoops is just lovely for infants and the ideas tie in and transition really well especially for the children who find it hard to sit still and need movement breaks. The dance and spinning activity at the end will be perfect.
The Family of the Sun Planets song is also very catchy. (Has lovely literacy rhyming links too) Here are some songs that I have used in the past which name the planets and give some information on each. https://www.youtube.com/watch?v=mQrlgH97v94 and https://www.youtube.com/watch?v=F2prtmPEjOc ,
The moon is a lovely introductory point when teaching about the Planets. And one which we can discuss and record daily using a visual on our class calendar. Compare the changes over the course of the month. Children enjoy learning about the lunar missions too and looking at pictures from this time in history. I would extend this activity using Drama and Teacher in Role/ hot seating techniques to allow the children ask the astronauts some questions!
The man in the moon activity is one the children can do during Aistear and integrates well with other subjects. The rhyme is easy and the picture stimulus would work well with a small group for discussion and brainstorming.
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Thanks for sharing these captioned videos of solar system songs. I think with your actions from the Planet activity you could discuss with the children if the planets ever do line up on one side of the Sun as implied in the video.
When planets do line up it is referred to as a conjunction. Conjunctions of 2 planets are reasonably common, three or more quite unusual. Mars and Jupiter will be in conjunction in August in the morning sky.
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I really love some of the amazing activities in the Spherical Earth section. I had never considered explaining that the Earth is spherical by using a model of a boat as they do in the Spherical Earth activity. While I have used toys to do a similar exercise to Up and Down, however I really like the idea of using a polar bear and penguin. I like the fun way they have the animals talking to each other. Humour is always a great way to engage the class and encourage them to remember the lesson. I think the Earth Mosaics are a fantastic idea. I think it is a fantastic, easy way to explain gravity and the spherical nature of the world to young (and old) children. As I teach in a Gaelscoil visual explanations work best in Junior Infants especially in the first term. These activities are very visual and easy to understand for every child.
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I think I would like to try the activity set based on the planets in a lesson for the upcoming school year. I feel the class I will have in September will greatly benefit from such active learning. They are a class that love being active and PE and by playing the planet game, dancing the planet dance and spinning their own planet they would feel there is a connection between learning and being active when they are learning science facts.
The song ‘Family of the Sun’ is a familiar tune for them to learn some facts about the planets. As I work in a Gaelscoil I would have to translate this to Irish but that is a task that happens a lot in a Gaelscoil. They would also enjoy the rap ‘We are the planets’ and I feel this song would also give me an opportunity to link our planet lessons with English lessons.
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Fiona,
please do see some of the resources from PolarStar, a past European project where we did produce material in Irish. Curious Minds have a wealth of activities and you can search for those in Irish directly at https://www.sfi.ie/engagement/curious-minds/teacher-resources/classroom-resources/.
Some are in the process of being rebranded, so if you have used one in the past, it will be back again shortly. Amazing Triangles is one of my favourite, and the new Irish version has just been released.
If other teachers have go-to sources of material in Irish, please do share.
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Choose from one of the activities or activity sets outlined in this module:
• Activity: The Spherical Earth
• Activity Set: The Planets
• Activity Set: The Moon
• Activity Set: The Sun and Shadows
How would you use the activity in your classroom?The activity set I would use in the class would be ‘The Planets’. I teach senior infants and one of our SESE themes that spans a month is Space.
I really liked the planets lesson plan. I think that in the junior end of the school using cross curricular themes and lessons is a great way to cover topics. The children at this age don’t see learning as split into subjects and from my experience they enjoy activities and lessons that bring subject areas together. I like how active the lesson is as this is also enjoyable for the children and caters for different learners.
Using music to make the children more aware of topics is also very useful in the junior end of the school. I use music a lot as a transition activity and as a entry point to a subject as younger children generally love music and dancing.
I have also used this song in class and the children liked it: https://www.youtube.com/watch?v=noiwY7kQ5NQ-
Ciara,
thank you for sharing the link to the song. We like to produce an end of course summary with the recommendations from teachers. You can find the three previous iterations at spaceweek.ie as
https://www.spaceweek.ie/wp-content/uploads/2021/09/SpaceWeekJunior-1.pdf
https://www.spaceweek.ie/wp-content/uploads/2022/10/SpaceWeekJunior2022.pdf
https://www.spaceweek.ie/wp-content/uploads/2023/09/SpaceWeekJunior_2023.pdf
In what month do you usually cover “space,” October would be ideal to connect to World Space Week, but I know of teachers who prefer January when it is dark early.
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I would use the moon in the classroom in the following way.
First of all I would write the word Space on the whiteboard and find out what the children already know and would like to know on the topic.
We would then look at a picture of Neil Armstrong and listen to a short piece about his life and why he is so famous and we would draw a picture of him.
In the next lesson we would watch a youtube clip of the moon landing and we would take turns re-enacting the first steps on the moon. I think this would be a fun activity for the children and you could maybe have a little areas with blankets, bubble wrap etc where they could practice their walk.
In the final lesson, we would complete a short and simple sequencing activity on the life of Neil Armstrong. Cutting and gluing would also enhance motor skills.
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I love all these ideas Anthony. I am an avid user of station teaching . These are all great ideas. I especially like the cut and stick and sequencing activity because in general I feel kids fine motor skills are very poor in general now .
I am always trying to include fine motor activities into my stations on a daily basis . -
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The activity I would choose is the moon. I am a junior infant teacher so all my teaching is done through playful activities during station teaching . Some of these stations are teacher led and some of them are child led.
Stations I would use are :
Station 1: having a bowl of flour and dropping various size balls into the flour to see the idea of a crater . I loved this idea from this module and can’t wait to try it . Children learn by doing and this will give them a clear picture in their head of what a crater is.Station 2: Role play- dress up as astronauts and pretend to be walking on the moon. The children used polydrons this year to make space helmets and they worked really well. Children came up with really good ideas of using Tin foil and bubble wrap to create the moon.
Station 3: playdoh- using playdoh to make the planets and also they can create their own planet or alien living on the planet. If I was just focusing on the moon I would get them to make the various stages of the moon using playdoh.
Station 4: Painting- paint Neil Armstrong landing in the moon – flag, ship etc….
Station 5: Making the moon using felt, fabric , various types of materials etc
What can we use for craters etc … what do you think it looks like ? Lots of incidental conversations happen in these stations and that’s where so much learning takes place . -
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Topic: Planets
Class: 1st ClassLesson One Introduction:
Circle time to discuss and assess children’s prior knowledge of the solar system.
Trigger Question: ‘What is the name of the town where we live?’ Do they know what country this town is in? And what planet this country is on? On Earth. Can they name any other planets? Briefly talk about the names of the eight planets in our solar system. The children find out what planets there are and that they orbit the Sun.
Using interactive whiteboard: Address misunderstandings by using diagrams, images, simulations and video clips of space, making models and role play.Play Planet Song
Each child gets a copy of the Tiny Planets Book to reinforce the language of the song. While the Music plays teacher circulates and discusses the children’s favourite planet, while the children colour and create the Tiny Planet Book.
Home School Link: Tiny Planet goes home for chat with family about what the child’s favourite planet is and why.
Lesson Two (Visual Art)
Using higher and lower order questions, recap on the song and what the children recall about each planet. E.g. Would you like to travel to … ? Why? Why not?
Ask the children to write on a card their favourite / or their families favourite planet based on home school link using the book as a prompt.
Stations are set up:
1. Art Table in groups to paint their favourite planet.
2. Play dough table to form the planets from play dough
3. Magnet Board table to write make the words of each planet
4. Ipad Station to watch Family of the Sun Moon Phases video / Paxi and our Moon (youtube)-
Heidi,
I like your connection to home via the Tiny Planet Book and a discussion about favourite planet. As commented earlier, at BCO we use Model Magic and it is a lovely material to work with that dries to a bounce.
They come out much like this: https://www.dianalevine.com/homeschool/2020/7/22/model-magic-planets
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I have devised this lesson to be suitable for First Class students.
Lesson: The Spherical Earth
Objectives:
Students will understand that the Earth is a sphere.
Students will learn about the North and South Poles.
Students will use role play to explore the concept of Earth’s shape and the location of the poles.Materials:
Globe or inflatable Earth ball
Pictures of penguins and polar bears
Penguin and polar bear stuffed animals or puppets
Large paper or whiteboard
Markers and crayons
Construction paper
Glue sticks
“The Spherical Earth” handout with simple facts and a globe outline for coloringLesson Outline
Introduction (10 minutes)
· Gather students on the carpet.· Show a globe and ask: “What shape is this?” Guide students to recognise it is a sphere.
· Introduce the characters: a penguin (stays at the South Pole) and a polar bear (stays at the North Pole). Show pictures or stuffed animals/puppets.
Role Play (15 minutes)
· Explain that the penguin and the polar bear live on opposite ends of the Earth. Point out the North Pole and South Pole on the globe.· Select two students to play the roles of the penguin and the polar bear, or use the stuffed animals/puppets to demonstrate.
· Role play a simple dialogue:
Penguin: “I live at the South Pole. It’s very cold here!”
Polar Bear: “I live at the North Pole. It’s cold here too!”
· Have the class repeat the roles, switching students or using the puppets.
Drawing and Colouring (10 minutes)
· Provide students with “The Spherical Earth” handout which includes simple facts and a globe outline.
· Ask students to colour the North Pole and the South Pole on the globe.
· As they colour, walk around and ask guiding questions like “Where does the penguin live?” and “Where does the polar bear live?”
Discussion and Sharing (5 minutes)
· Gather students back on the carpet with their coloured handouts.
· Have students share one thing they learned about the Earth, the North Pole, or the South Pole.
· Encourage them to use vocabulary words like “sphere,” “North Pole,” and “South Pole.”Conclusion (5 minutes)
· Review what was learned by asking students to recall one fact about the North Pole and one about the South Pole.Extension Activity:
Create a class mural showing the Earth, the North Pole, and the South Pole. Have students draw and add penguins and polar bears to the mural.Assessment:
Observe student participation and engagement during the role play and discussion.
Review students’ coloured handouts for understanding of the Earth’s shape and the location of the poles.
Listen to students’ explanations and descriptions during the sharing session. -
Class project on the planets in the Solar System
Introduction:
I would elicit prior knowledge about the planets from the children. I would then play the Planet Song for the class. What are the names of the planets? What do each of the planets look like? How are they different form each other?
Exploration:
The class will be divided into 8 groups representing each of the planets. What would life be like on each planet. What are the dimensions and temperature of each planet.Research can be completed using I Pads via Epic and Britannica. They would also create a Learning Path so the information can be shared to the class on line.
Extension activities
Art- Painting of each planet created using paint sponging.
Project work displayed on A3 card and also online via a learning path.
Planet song played for the class. A child will hod up a picture of their planet when it is mentioned in the song.
A child can also hold up a picture of their planet and demonstrate the order in which they revolve around the sun.
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Hi Orla.
I teach Senior Infants and love using picture books to support the teaching of the theme of Space. I will be noting this book in my learning record to use when teaching this unit of learning. The children could name and identify items they needed if they were to go to space themselves.
Thanks for sharing this post!
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Activity Set on the Moon
I would like to use stations in Aistear to explore the topic of the moon with my senior infants class. These stations would provide a hands-on approach to learning about the moon, integrating sensory play, art, literacy, and science.
Station 1.Exploration Station: Moon Surface Sensory Bin
Objective: To explore the texture and appearance of the moon’s surface.
Materials: Kinetic sand or moon sand, small rocks, toy astronauts, rocket, and moon rover toys.
Activity: Children can use their hands to explore the sensory bin, burying and finding moon rocks. They can create craters and imagine what it might be like to walk on the moon using the toy astronauts.
Learning Outcome: Understanding the moon’s surface and encouraging sensory play.Station 2. Art Station: Moon Phases Craft
Objective: To learn about the different phases of the moon.
Materials: Black paper, white chalk or paint, round templates, and images of moon phases. Use Moon support materials from Universe in a Box Resource pgs 31-32.
Activity: Children can use the templates to trace and colour the different phases of the moon on black paper. They can create a moon phases chart to take home. This could be used as part of their homework: looking up at the moon at night time.
Learning Outcome: Recognizing and understanding the phases of the moon.Station 3. Reading Station: Moon Stories and Facts
Objective: To foster reading and comprehension skills through moon-themed books/Teacher read aloud book such as Moon by Stacy McAnulty/Go for the Moon by Chris Gall
Materials: A selection of moon-related books (fiction and non-fiction), comfy cushions, and a reading corner setup.
Activity: Teacher can also read aloud to the group, discussing interesting facts and stories about the moon.
Learning Outcome: Enhancing literacy skills and gaining knowledge about the moon through storytelling.Station 4. Science Station: Moon Crater Experiment
Objective: To understand how craters are formed on the moon’s surface.
Materials: Flour, cocoa powder, small balls or marbles, shallow trays.
Activity: Fill trays with a layer of flour and sprinkle cocoa powder on top. Children can drop balls from different heights to create craters. Discuss how meteorites impact the moon’s surface.
Learning Outcome: Learning about the formation of craters and basic scientific experimentation.
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I think it would be a nice idea to have stations to teach about the moon
Ipad Station- Watching the moon landing on Youtube / a short clip of Neil Armstrong and his famous “One small step for man, One giant leap for mankind”
Sensory Station- A moon walk station- Using foam, bubble wrap, cushions etc to recreate what It would have felt like to walk on the moon.- integration with Drama here
Role play station: Dress up station for Astronauts where they pretend to to be taking off on their rocket and how they feel when they land on the moon.
Writing station: Sending a short and simple postcard home from a spaceship. Focus on To and From and a simple sentence with support.
Maths Station- making your own rocket using 2d shapes- some regular, some irregular.
We tend to use stations for literacy and maths but why not extend this to a specific theme and cover the curricular areas this way.
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The sun and shadow.
To introduce the children to this topic I would close the blinds to have the room as dark as possible. Then using a large light I would ask them what they think might happen if somebody stood in front of the light blocking it. I would allow for a short discussion and then demonstrate allowing different children to block the light creating shadows. I would then put the children in a few small groups and give each group a torch to make shadow puppets. Following this I would ask the children when we might see shadows outside and have a discussion about the sun being the largest source of light.
The next I would take the children outside first thing in the morning. In pairs they would take it in turns to draw around each others shadow. At lunch time they would have to return to the same spot and using a different colour chalk draw each others shadow. The discussion would be based around what they noticed about their Shadows drawn at different times of the day. What was different? Why do they think they were different?
It can be linked in with maths and they could measure both shadows and calculate the difference in length and width taken in the morning and afternoon.
A lovely art lesson can also be integrated using large toy animals. The animals are placed in front of a piece of white paper and in a position that creates a shadow onto paper. The children then Trace the shadow onto the paper.
The poem ‘my shadow’ is also lovely to link in with these activities. -
I would choose the topic’ The Planets’ with 3rd class.
I would base this topic over 3/4 weeks.
The objective of these series of lessons is to incorporate this topic cross-curricular.
Through group work and independent work each group will report back on a planet.
Firstly I will divide the class into groups of 4. Each group will have a planet. They must pretend they are astronauts and that they have just visited the planet. They will report back to the class about their findings, how the coped if the planet was too hot/cold etc. It must be based on real facts so that the other students are learning about each planet but it can also have a touch of make- believe as regards to the journey.
Cross Curricular-
Art- They can design their findings on chart paper with pictures, photos. Perhaps they could design their rocket that brought them there. Did their rocket need extra insulation etc.
English- Presenting, documenting, recording, Analysing
Maths- Perhaps the distance they travelled to get to the planet could be recorded. Describe their 3D rocket.
Drama- The children could be in the hot seat and take on the character of the astronaut and the other students could question him/her about their trip
I feel the children would really enjoy this discovery based series of lessons on the planets.
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An activity set I would love to use in my class next year is The Planets. I feel that this has a great opportunity for cross curricular linking. Also some of the activities outlined seem like activities my class for next year would love.
I would begin the lesson with a KWL chart or group discussions to assess what the children already know and use this to guide my teaching of the lesson.
I would use the song ‘Family of the Sun’ to teach the children some facts about the sun and the planets.
I would also feel the children would love playing the Planet Game. If I had time to set up properly I would prefer to use some rope such as skipping ropes to make the ‘planets’ This way I could make the planets roughly to scale so that the children could understand that some planets are much bigger than others.
There are lots of great ideas in the planets activity set and I think they would hugely enhance great lesson on the topic. -
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The activity set I would like to use in the classroom would be The Planets. I would begin by showing pupils the Planets song to spark curiosity about our solar system. I would then gather information that the children know about the planets already by using a KWL chart and through think-pair-share.
I would then introduce the Planet game to the pupils by placing hula hoops on the ground and pretending each hoop is a planet. I like the idea of the children moving around the room to different ‘planets’ as they are up out of their seats and actively learning.
To conclude, I would do the Planet dance with the pupils, as this would challenge their spatial orientation. This is also a fun listening activity for the children. I would then ask the children questions about what planets we have and what we revolve around to check for understanding. -
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Day and Night activity.
I think this is a brilliant way to teach the children about why and how we have day and night. I would begin with a discussion about the sky in the daytime and what we can see. What does it look like? Will it look the same at both breaks? This would be a good opportunity to go outside and take some photos to compare the sky at different times of the day. This is an easy way to introduce technology and a movement break to the lesson. I thought that sticking the bears on the globe(ball) and shining the lamp was a really good way of showing the children how it is day in one country but night in another. I also liked that the children could face and turn away from the light depending on if the teachers calls day or night. It is a very interactive and inclusive activity. I would like to do the Art activity using the fabric to conclude.
I also really like the Earth mosaics and the Planet song. I will definitely use those in my class next year.
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I really enjoyed discovering the variety of activities and activity sets outlined in this module. I feel a lot more prepared now to teach the topic of space to my class. One activity which particularly caught my attention was that of The Man in the Moon. As I will be teaching junior infants, I think this activity will be certainly well suited to them and their ability.
To begin with, I would ask them what they know about the moon and also what they would like to know. We would then explore some images of the moon and discuss it’s shape – there could be good linkage with 2D/3D shapes here also. Following this, the children would construct their own moon using materials provided and we would then discuss why they made their moon the way they did. I would then introduce the moon rhyme and discuss the concept of the man on the moon. -
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I would base this lesson towards infants and begin the lesson with the planet song, picking a song that does not have too many lyrics and focuses mainly on the planet names. Music typically ignites most areas of child development. The children would gather in a circle and I would play the song a couple of times before reading the lyrics aloud bit by bit. In order to catch the children’s attention, I would have planet posters displayed on the wall to help them to focus. The children could point to the correct poster while listening out for a particular planet in the song lyrics. To integrate art with the lesson, the children would each be given a clear, round plastic ornament to paint. They would paint the inside of the balls to match the colours of each of the planets. I would then tie string to the loop and hang them on a tree.
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The Moon
I would teach a lesson based on The cycles of the moon. First I would start with a KWL chart to elict what prior knowledge the children have on the moon.
Next I would play the video paxi & the moon phases. We would observe how the moon rotates around the earth and how the phases of the moon appear differently based on depending on the hemisphere in which you live.
We would do an extention lesson on space travel and the first man to walk on the moon. We would watch the video of Neil Armstrong and discuss how he needed space suit / zero gravity etc .
A few years ago I had the opportunity to visit the museum of Cosmonautics in Moscow. I would show photos from my visit and learn about Laika the first dog in space.
We would make a model of the moon during art class – paper mache. And further develop this into learning about the moons place in our solar system.
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I would choose the Spherical Earth Activity. I teach first class so I would aim to make this a very playful activity with lots of oral discussion.
The use of puppets would be effective here, as the children could interact with the puppet on north/south pole and ask it questions.
The puppet could bring in photographs of their home, they could map routes on the globe for how to visit the puppet.
Then I would introduce the toy ship/airplane to show them how to travel to north/south pole.
I would use the puppets to investigate the idea of ‘up/down’ with the children, rotating the globe as needed to explore how both puppets feel they are standing upright.
I would also bring in photographs of my own recent trip to New Zealand to explore how things look when you are on the other side of the globe. -
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I would choose the activity set ‘The Moon’to do with my senior infants class and incorporate it into many curricular areas particularly Aistear. For Aistear, I would have 4 stations for my 4 groups(only 17 in my incoming class). I would definitely have a role play/dress up station for the kids to roleplay astronauts on a mission to the moon! They adore dressing up and role playing so this would be great fun!
An art station could be set up to do ‘The man in the moon’activity from this module and could be completed over the course of a week. An oral language station led by me could focus on ‘The Moon’rhyme done through circle time with lots of discussion on what the moon looks like. My last station would be a Maths mini lesson focusing on the different shapes of the moon( draw,label then colour). They could also make 3D versions. -
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The activity set I would chose is ‘The Sun and the Shadows’. I am planning this for a junior infant class. Children are always so fascinated by shadows so I feel this will be a very engaging activity. I would use this as a follow-on from the night/day lesson.
Get the children to sit in a circle. Ask them to remind you of our night/day lesson. Some prompting questions to help – What happens during the day?/ Where does the sun go at night?/ Why do we need to use lights at home at night but not during the day?
I would then ask the children if they know what a shadow is?/ How do we get shadows?/ Can you give me an example?/ What causes a shadow?
I have a bucket of large toy animals and I will ask the children to pick one.
We will go out side and using chalk I will get the children to place their toy down and trace the shadow of their animal with the chalk. We will leave the animal where it is and go back inside.
In the afternoon we will go back outside and I will ask the children if they notice anything?/ Why did the shadow move?/ What caused the shadow to move?
I will explain to the children that the sun moving caused our animal shadows to move. If we don’t have a sunny day that week I will do the same activity in doors using a flashlight as the sun and black paper with white chalk to show our shadows. -
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Activity: The Sun and Shadows
Activity: Expanding Air
Using this experiment in the classroom provides a hands-on learning experience about the behaviour of gases under different temperature conditions. It allows students to directly observe the principle that air expands when heated and contracts when cooled. By engaging in this activity, students can connect theoretical knowledge with real-world observations, reinforcing their understanding through practical application.I would introduce the activity by discussing the properties of gases and the kinetic theory of matter. After explaining the setup, I would guide students to make predictions about what they expect to happen to each balloon. This encourages critical thinking and hypothesis formulation. Following the observation period, we would reconvene to compare the balloons and discuss the outcomes. This would be an opportunity to delve into why the heated balloon expanded and the cooled balloon contracted, linking these observations to the movement and energy of air molecules.
Finally, I would have students reflect on the importance of controlling variables in experiments. This exercise demonstrates how precise measurements and controls lead to reliable and interpretable results, a fundamental aspect of scientific inquiry. By actively participating in this experiment, students develop a deeper appreciation for the scientific method and the nature of gases.
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Aoife,
Do you have an outline for this activity? Heated Air is quite a general topic and I am not sure how it links to Sun and Shadows Toolkit.
It seems as if you might be considering making a hot air balloon, which I have seen done at second level, but not at primary.
Curious Minds has water fountain, which uses warm air to make water into a fountain. There is also PopTop.
With regards to the explicit teaching of “discussing the properties of gases and the kinetic theory of matter,” please note that the SESE Science curriculum refers to:
matter: anything that takes up space and has mass; all substances and materials can be called matter; solid, liquid and gas are the terms used to describe the three states of matter; it is possible to convert one state into another by either heating or cooling
In Junior Cycle Science students will “develop and use models to describe the atomic nature of matter … ”
When developing predictions at primary level I would not use the language of “hypothesis formulation,” but ask them to explain what they think might happen in terms of their own understanding.
You mention precise measurements and controls. What measurements would you expect them to make? A discussion about precision vs accuracy would be of interest to some of the more able children, but is generally a Leaving Cert Physics discussion. Controls in experiments tend to appear more in biology, so what would you expect the children to control? Would they keep one balloon at room temperature? Place another inflated balloon into the fridge? Place a third balloon into sunlight?
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I would choose the Planets to focus on as the starting point for learning about space with infant classes. I think having a stimulus such as ‘The little boy who dared to dream’ would be a great introduction.
I would then do a whole class art and get each table to work on a different planet so we could display them in our classroom. Each tablet would be given an outline to look at. I would also integrate the song : https://www.youtube.com/watch?v=F2prtmPEjOc. By working on a different planet each day or two, we could build an entire solar system slowly discover each one..
As the class get comfortable recalling information about the planets, I would introduce some games where pupils play What planet am I ? eg: I am very hot— children will guess which planet this is.
When the children are confident enough i would introduce a buddy system where children from older classes would come down to listen to what the infants have learned about the planets and to showcase their art.
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Kayleigh,
I’m not familiar with that book, a quick search turned up this: https://www.goodreads.com/book/show/51612747-the-little-girl-who-dared-to-dream
and this:
I like the constellation of the child’s name at the end of the story.
Planet images may help the children create their own version. NASA produced some fun Exoplanet posters which could spark the children into creating a travel brochure for their own planet.
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I would refer to the sun activities by Dr Maeve Liston while teaching the students about the Sun and Shadows.
Begin lesson by using the picture book “Bear Shadow” by Frank Asch as a stimulus.
Project pictures of sunny and cloudy days and highlight the shadows to the children. Ask them to find more shadows. Play ‘Sesame Street – My Furry Little Shadow.’
Take children outside to the schoolyard. Ask them to sit in a circle and begin to spot shadows outside. Trace the shadows with chalk.
Next, return to classroom and use a flashlight to act as the sun. Place objects in front of the flashlight to create shadows, seeing how shadows change depending on distance.
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Module 2 assignment: the planets
To begin this topic (aimed at Second Class), I would probably begin this topic with a whole class discussion. Building on the idea of discussing Earth as a planet, I would also present the children with named pictures of the planets and ask them to share any knowledge that they might already have about the individual planets. Something that worked well the last time I covered this topic was allowing the children to note down the facts that they found interesting in their SESE copies. This time I would probably build on that by creating dedicated booklets which a page for each planet where the children could draw the planet and write some facts.
I would encourage the children to seek out their own facts that they can share with the class during this time. I would make space related books/ booklets (fiction and non fiction) that I can source or print out available for the children to look through as early finishers work/ during DEAR time or for whole class storytime.
I would integrate this topic as much as possible, for example using games mentioned in the planet resources during PE (planet game and planet dance), the planet song for music, art creation of the planets, oral language and presenting in English etc. I have found when a topic is integrated in this way, it encourages the children to really engage with the subject. The completed booklets could be a great addition to our class library, encouraging the children to take pride in their work and learn from each other.
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My lesson is based on The Sun and Shadows activity set with Senior Infants.
Strand: Energy and Forces
Strand Unit: Light
- explore how shadows are formed
Lesson: To create a shadow puppet show
Introduction:
We will begin by recapping what we have learned about the sun being a lightsource.
Children will investigate a sample of small world objects including cars, people, animals that have been provided. They can also collect other items from around the room. We will predict and then observe how the size/ shape of the shadow changes as it moves closer to and further away from the light source – projector/ torch.
Development:
Children will create their own puppet character and stick it to a lollipop stick. Working in their groups they will create a moving small puppet show by holding their puppets up to the light source.
Conclusion:
Children present their moving puppet stories to the class. We will review what we have learned about shadows and that they are created by objects blocking the light.
Extension activities:
Art: Children could trace the shadow of their puppet by fixing it in front of the light source and drawing the outline on black sugar paper. These could then be displayed in a shadow museum.
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Grace,
shadow puppets are great fun, but I was surprised at how difficult it was for my Brownie Guides (aged 7 to 10). We used nursery rhymes and shapes to match (the cow jumped over the Moon etc). They had about 30 minutes to cut out, practice with a shadow theatre made from a large cardboard box and then present – and they needed way more time!
https://www.thepetitpelican.com/blogs/blog/how-to-make-a-shadow-puppet-theatre-at-home
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Module 2: The Planets
I would base my lesson on The Planets.I would begin the lesson with listing the planets on the board and asking the children to read the names and to report back anything they know about planets to establish prior knowledge. I would then play The Planets Song for the pupils. This is a great starting point as it will spark an interest in the topic.
A trip to the school library would be useful then as we can collect a variety of age appropriate books on the planets. I would also use ICT for gathering information. Depending on the age of the pupils I would either ask the children to split into small groups and assign a planet to each group. I have used the form of a news report with microphone and cardboard screen cutout to orally relay information on the assigned planets to the rest of the class. This way everyone can get involved. Something else I have used in my class is using playdoh to create the planets as papier mache may be too difficult for some pupils.
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Module 2
I would base my lesson on The Sun and Shadows for Junior Infants.
As a stimulus I would use a book, ‘Moonbears Shadow’ by Frank Asch that was mentioned in this module. I would pause to discuss questions throughout the story. I would also elicit prior knowledge and use a KWL to record their ideas. By using a torch/ table lamp as the sun and a toy teddy the children could engage in playful learning by exploring how shadows are formed and how shadows can change.
I would then bring the class outdoors to explore their own shadows in the playground. We would trace using chalk the shadow of a child and then come back at a later time to see how the shadow has changed by having the child stand in the same position.
I would also teach songs and poems with this topic, it really is a topic that can be integrated throughout the curriculum.
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This was an enjoyable module, as it contains lessons and activities that I can see myself using in the classroom next year.
I chose the Sun and Shadows activity set as this is so hands on.
This would obviously be best done in the late spring or Summer time when the sun shines high in the sky.
Firstly, I would read the Moon Bear shadow book as described here, or the book, The Day I met my Shadow, then get the children talking about the book, about shadows, the sun etc. We would brainstorm all these ideas and I would write / draw them on our flipchart, for reference – basically, a KWL chart!
Then, we would all go outside the next morning. In pairs or more if necessary, the children would stand in the brightest part of the school yard and observe their shadows. The others in their pairing or group would trace the outline of their shadows – this is a favourite with all kids I believe! We would then go out twice more in the day – at midday when the sun is high in the sky and later, before the children go home. We would compare the position of the shadows and discuss how this happpened – all answers taken and a little explanation from the teacher.
We could also extend this by taking it indoors, giving pairs of children a small lamp each and using the 3D of the bear/figure on a sheet, the children could experiment and explore how the shadow of the figure moves across the page.This might lead to another lesson on how the earth goes around the sun. This would be a separate lesson, like the one here with the two bears living on different sides of the world. This might also reinforce how the sun moves and therby how our shadows move across the ground.
We would finish with making shadow puppets on the whiteboard. The light from the projector would be perfect for this.Also, we would return to our KWL chart and fill in what we learned. New vocabulary and language would be highlighted and children encouraged to use it.
I usually ask the chidlren to draw or write what they have learned -obviously this is limited with Junior and Senior Infants, but I would give them all the opportunity to do so.
I fully intend to do this lesson next year, as it is so engaging and fun filled.-
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Colette,
offering the children the opportunity to experience shadows and then to model this in the classroom with the little bears means you should not be too much at the mercy of the weather.
Carrying this out in spring or early summer adds one slight twist, given that the time of midday in Ireland once we are on daylight savings is 1.30 pm. If you have an infants class they might be going home at that time, so will have to carry out the final observation after school time.
Shadows in the winter (Sun willing) are interesting to observe since they are so long, with the Sun low in the sky even at midday.
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I really like the simplicity of the activity introduced here explaining how day and night occur. After asking groups to discuss how they believe or what they know about how day and night occur I would use the flashlight activity introduced here to explain in a simple what is happening. I would give each child a small ball and ask them to draw a person or house on their ball they would be able to try the activity themselves and to explore when their figure is experiencing day or night. I would finish by asking each child to draw a picture of their neighbourhood at night or during the day, showing us where the sun or moon is in the sky.
I think a great activity to support this in art class would be asking a group to create their own model to explain how day and night happens to younger children and asking them to visit our infant classes to show what they have learned and use their model to teach.
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I found this module very practical and helpful. The resources given are very well structured and laid out. I thought the You Tube clips were a nice resource also. The activity sets very excellent. I liked the set based on the moon and would use as follows:
Man on the Moon: I really liked the rhyme given as a nice starter for this activity. The visual art activity would work well. There were plenty of images of the moon provided to give the children something to work from. I think the idea of identifying shapes on the moon is a great way to focus the children’s attention and they would enjoy this.
What does the Moon look like? I would use the idea of the word bank here, I also like the worksheets provided for the phases of the moon. I think the You Tube clip explained the whole concept in a clear, child friendly way. I would also like to bring the children out to observe the moon in the morning as suggested.
Meet our Neighbours : I loved the idea of building a tactile moon with fabric, sequins etc. I like the suggestion to draw attention to features such as mountains and craters.
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The activity I would choose is “The man on the moon”. For junior infants I would introduce the concept of the moon and ask them what the prior knowledge is. I would use the rhyme suggested as a nice starter activity and the idea of the white piece of paper representing the moon and the shapes we can see on the moon. If possible we could go out and observe the morning moon. I would then use the images provided to give the children a variety of images to use. Next I would play the video paxi & the moon phases. We would observe how the moon rotates around the earth and how the phases of the moon appear differently based on depending on the hemisphere in which you live. I think this is of great interest to children. A san art lesson we could make a paper mache model of the moon using a balloon and use this as a stimulus to discuss the different shapes we see on the moon.
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Hi Brenda,
In October this year the Moon has the following phases:
Oct 2: NEW, 10: 1st Quarter, 17: FULL , 24: 3rd Quarter
so it will be visible in the afternoons during Space Week, as a tiny sliver at the start of the Space Week to beautifully placed low in the late afternoon sky by the end of Space Week.
If you wanted to view the Moon in the morning sky, then wait another two weeks to catch it at 3rd quarter.
As noted in some other responses, phases of the Moon is not part of the primary curriculum, so we recommend treating the changing appearance of the Moon as an example of shadows across a 3-D object, in essence that night on the Moon is because the Moon is solid (much as night on the Earth is because the Earth is solid and only one side can be lit at a time).
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Activity Set: The sun and shadows
-Class discussion: What do you know about the sun? What happens when you stand in sunlight? (Further questioning if necessary: When it is sunny outside, what can you sometimes see on the ground?)
-Go outside and observe any shadows, ask pupils to stand in an area where they can see their own shadow, play shadow catch.
-Shadow tracing: ask another pupil to trace your shadow. Introduce topic of human sundial, trace shadow in the morning, return at different times throughout the day e.g. at noon and in the afternoon and note any observations.
-Return to the classroom for a class discussion sharing their findings with the class with the teacher scaffolding the discussion.
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The activity set I would choose for my class would be ‘The Planets’. I think this one would be the most suitable for the Junior classes as I can see how it can be integrated across the curriculum. I would start by having ‘Space’ or ‘The Space Station’ as my Aistear/Oral Language theme for the month and use the Planet song as a stimilus for the lesson. I think this is also a great way to integrate music into this theme. I love the activities provided with the hula hoops as I think they would be a fantastic as a P.E. lesson or a number of P.E. lessons over a few weeks. It incorporates basic movement skills and also dance which can be a challenging strand for the Junior Classes however I think it is very nicely presented in this activity. I also think the hula hoop activity where the children have to land on a hula hoop when a planet is called is an effective assessment strategy. I would also include some art activities in this-the children would work in groups to paint their own planets and we would create a class Solar System to display.
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The activity set that I would choose is The sun and Shadows as I think there are many different activities that you could do to investigate these, a lot of which are hands on and would grab the children’s attention.
I think the children would really enjoy creating a sundial and observing it over the course of the day. I think they would find it interesting to observe how the shadows move and change as the sun moves throughout the day.
Another activity to try with them would be tracing each other’s shadows with chalk in the playground. I think that they would have a lot of fun with this. They could then return outside later in the day and compare their shadows standing in the same position. They could then experiment further indoors with a lamp to mimic the sun, observe and trace different items in the classroom and see how the height and distance of the lamp changes the shadow. -
Activity Set: Sun and Shadows.
I choose this topic as this a topic I normally teach in the infant class.
First we always start by identifying sources of light and differentiating between natuarl/man-made light (through a cut and stick activity). We also explore the difference between day and night through stories, songs and pictures. Then we just to discuss and become aware of our shadows and how shadows are made, to do this we go outside and see all the different shapes we can make with our shadows, trace our shadows with a partner, play chase our shadow with our partner, take out a selection of figurines and trace their shadow and then we finish off by working in groups to create a shadow show using puppets they have created to retell a selection of known fairy tales.
After engaging with this module I know have a lot of new ideas for when teaching day and night and shadows. I love the idea of using a large globe and sticking on two figurines to demonstrate the difference between day and night. I will also be very excited to use the story bear shadow when introducing the concept of shadows. Also the idea of using the term UV light when teaching sun safety is fantastic, I will defiently use these ideas in my future teaching.
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Lauren,
it sounds like you have a lot of experience in engaging your infants in the topic and building on their understanding from sources of light to differences between day and night and hence to shadows.
Linking the fact that night is just the Earth’s shadow is a key concept, made clearer by letting children see shadows in their own environment. Perhaps it is the series of rather dull days that we can get in Ireland that make shadow days all the more special (as the Sun has just come out in Cork!).
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Activity Set: The Sun and Shadows
One activity I will bring into my classroom surrounding the sun and shadows is to firstly take the children outside to have a look at their own shadows. I would then
find some permanent objects like a sign, a tree or a pole and I would take out some coloured chalk. I would put the children into groups and ask them to trace the shadow of a chosen permanent object. We would then make some predictions on what the children think will happen to the shadows as the sun moves across the sky throughout the day. We would then revisit these objects throughout the day and trace around their shadows with a different colour of chalk. We would then make some observations on how the shadow changes as the sun moves across the sky. As an extension to this lesson, I would then do a shadow lesson in the classroom using a torch and the children’s hands or puppets they would make to explore shadows.-
Hi Rachel, that sounds like a fun and engaging lesson. I have used the torch and puppets idea in the past and the children absolutely loved it. Another idea I have done is where the children traced each others shadows and they really enjoyed it too. The chalk is a great way to show the changes using the different colours.
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I have used torches with Lego trees and people on a A4 sheet and it worked very well. The childen predicted where the shadow might fall and moved the torch around to investiagte what might happen depending on what position the light was shining from. We also drew with chalk around our shadows in pairs in the yard but the weather is not always ideal in Ireland for this!
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I would choose the activity on ‘The Planets’.
Having taught about the planets before this is the way I did it. Firstly I sang the song ‘Mr Sun’ with the children (Oh Mr Sun, sun, mr golden sun, please shine down on me ) as the children had previously learned this.
I then explained to the children that the sun is at the centre of the universe and that the planets revolve around it. Next I would use the idea of the hoola hoops from this module and put the yellow hoop in the middle and the various other hoops around it. This will help the visual learner to visual the idea.
I would then ask a child to stand in each hoop holding a card with their planet name. I would then play the Planet Game from this module with the children. I feel it is a great way to introduce active learning. Following this I would use this clip from Drake and Josh about the Planets as I have used it in the past and children seemed to like it.
We would then order the hoops in order of closest to the sun, having the yellow hoop first. When we have that done I would inform the children of the acronym to help them remember the order of the planets ‘My Very Excellent Mom Just Served Us Noodles’.
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Activity set- The Moon
We will explore the Moon by examining its appearance through pictures on the IWB and engaging in KWL about it.
We will begin by discussing what we know about the Moon, asking questions like, “What does the Moon look like?” and “Have you heard any fascinating stories about the Moon?” We’ll look at pictures of the Moon in various phases and talk about what we notice. Next, using a flashlight and a ball, we’ll simulate the Moon’s phases to understand why it looks different at different times. We’ll experiment with light and discuss how it changes the Moon’s appearance. We would also try to observe and record the moon and its phases through drawings and descriptions each morning in school and keep a log of it over time.
We’ll explore stories like the “Man on the Moon” and examine other cultural views of the Moon. I’ll show illustrations and books from various cultures and encourage children to share their ideas. For art we will create a textured art model of the moon.Finally, we’ll review what we learned, discuss any new questions, and think about how different cultures inspire us to think about the Moon in unique ways.
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Josie,
you might include the Moon Calendar that is shared on spaceweek.ie each year. We use a few different shapes to show the phase of the Moon, rather than have it exactly matching the phase in the sky (which is constantly, albeit slowly, changing).
This is the 2022-2023 one. and the 2023-Sept 2024 one.
I’d also note that phases of the Moon do not appear in the primary curriculum, so your idea of
We’ll experiment with light and discuss how it changes the Moon’s appearance.
is spot on.
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I would use the Planets activity set for a lesson for second class.
First, I would question the pupils to see what they know. They would fill out a “What I Know About the Planets” worksheet initially. Then they can talk to a partner and tell them one fact about a planet.
We will then listen to the Family of the Sun song about the planets.I will then present the information on the Solar System using posters, colourful images and videos. I will use the traditional mnemonic to help children remember the order.
Then pupils will play a game, “Order the Planets.” Choose one student to be the Sun; one student to be the Moon; nine students to be each of the planets; the rest of the students can be stars, asteroids, comets, etc. The “planet students” will line up in the correct order. The “sun student” will be in the center. Then, show the orbit of Earth around the Sun. The “Moon student” will walk around the “Earth student: to show how the Moon orbits the Earth. The “planet Earth student” walk around the “Sun student”. The other “planet students” can also walk around in a circle to show the orbit of their own planet.Then children can play a bingo game where they match a planet to its most renowned attribute.
Children will work in groups, to represent each planet and fill out a sheet..”What I learned about.. ”
They will then share with the class some things they wrote down.-
Mary,
making a human orrery is a great learning activity, particularly if you include some comets (they have much bigger orbits, and some go much closer to the Sun) to show the various different shape orbits. If you try to be slightly to scale you will need a large field.
The mnemonic I learnt was this rather old fashioned one:
Man Very Early Made Jars Stand Upright, Nearly Perpendicular – which one would you use as the “traditional” one? (see also: https://en.wikipedia.org/wiki/Planetary_mnemonic)
By including nine planets, would you discuss dwarf planets and how Pluto was reclassified in the light of the dwarf planet Eris (and the others) found beyond its orbit?
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The Planets activity
I would start with a story on Aliens and see if the children could name a few planets. I would then introduce : ‘The Plants Song’. There are many cross curricular links for this theme, art, oral language, drama etc,
The children would engage in planet quiz using picture cards to guess which planet comes next throughout the song. They would learn about the planet through online apps and select pictures from a picture bank to collect information on their planet. Each group would have a planet (cutout or card) and arrange the planets in the correct order from the sun (Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune) after the duration of the lessons, only when familiar with the song.
There is a nice book called “There’s No Place Like Space: All About Our Solar System” which could be read and discussed. The children could select a planet in groups and with the help of teacher and other available staff construct their planet using paper mache, over time. This would give them a sense of how the planet really looks.
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<p style=”text-align: left;”>I would choose to teach a lesson on Sun and Shadows.</p>
To assess their prior knowledge, I would ask the children to take part in an interactive quiz on the IWB based on the sunEg: Is the sun a planet or a star?
Is the sun solid? etc
They would come up to the interactive Whiteboard individually to answer these questions and then we would discuss the answers together. We would then watch a documentary on YouTube about the sun and discuss shadows.
I would ask one child to come up to the top of the classroom and trace his/her shadow. We would then go to the yard as a whole group and I would divide the children into pairs. They would take turns tracing the outline of each other’s shadows using chalk (weather permitting). If the weather was bad, they would take turns outlining each others shadows on flip chart paper and we would create a collage of their shadows.
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Catherine,
have you a particular Sun documentary you would choose?
Tracing shadows is great fun – do you have a suitable light source in your classroom and can you make the room dark enough? I have tried it inside my new classroom at Blackrock, but I have three small windows to one side that I cannot easily block, so I always have extra light sources. I have learnt to keep a big piece of cardboard to cover them up. The old room I had was a complete no-go for shadows, big windows on all sides and the blinds did nothing!
This is an activity that is best in a darkened room, or you could create a “light and dark cave” as suggested in this ESERO activity: https://esero.ie/wp-content/uploads/2015/01/09_Light-and-darkness.pdf
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I would like to plan a lesson on the planets. I would use Norah Patten’s book, Shooting for the Stars’ as a stimulus.
To start, I would assess the students’ prior knowledge by asking them what they already know about the planets and space. Then we would read “Shooting for the Stars,” sharing Norah Patten’s inspiring journey as an Irish scientist and aspiring astronaut. I think the planet song would serve as an excellent brain break. It would help them remember the names and order of the planets in a catchy way.
Following the song, we could create a large solar system model. The children could be divided into small groups and tasked with making a representation of a planet using a range of materials. We could then sing the song again and place them in the correct order from the Sun while discussing their unique features.
To integrate math, we could compare planet sizes using objects to represent their diameters, helping the students understand scale and proportion. We could end the lesson with a “space walk” where each group presents their planet to the class, sharing interesting facts they learned.
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I would teach the children about the planets by doing a number of fun activities with them! I would take these super activities form one of the Esero worksheets Esero 01. Some of these can be carried out in the classroom, others might be better suited to the hall so some cross curriculum linkage with PE.
We would listen to and learn then sing together The Planet Song. We would head to the school hall and do some hoop games based on the planets. We would do the activity ‘ Spin your Planet’.
We would do a planet dance using the hoops as follows-Stand with legs wide apart on your planet. Stand in your planet. Stand behind your planet. Stand next to your planet. Stand to the left of your planet. Stand to the right of your planet. Stand under your planet – hold the hoop above your head.
I always struggle to think of new dance ideas so I am delighted with the Esero planet dance and look forward to using it! -
The activity set I would choose to teach would be the ‘The Moon’ as it’s a topic I feel that could be reached in a fun and emgaging way. Teaching young children about the moon can be both fun and educational through an inquiry-based approach. The inquiry method encourages children to ask questions, explore, and engage actively in their learning.
I would begin with a simple question: “What do you know about the Moon?” . I would encourage the children to share their thoughts and any experiences they have, such as seeing the moon at night.
I would then show pictures or videos of the Moon and ask, “What do you notice about the Moon?” and “How does it look?”
I would then bring the children into a darkened room to demonstrate the moon phases. In a darkened room, use the flashlight, globe, and smaller ball to demonstrate the phases of the moon. I would explain and show the children how the moon doesn’t produce its own light but reflects the Sun’s light.
I would let the children hold the balls and flashlight to explore how the moon appears differently from various angles.
We would discuss what we observed during the demonstration.I would simplify explanations, and focus on how the Sun lights up different parts of the Moon. I would introduce the concept of the Moon’s phases in a simple way, using terms like “full moon,” “crescent,” and “new moon.”I would then have the children share their drawings and describe what they learned or found interesting.
In the closure of the lesson I would ask the children “What new thing did you learn about the Moon today?” or “Why do you think the Moon looks different sometimes?”-
Maeve,
I like how you plan to look at
how the Sun lights up different parts of the Moon.
since even though Phases of the Moon isn’t part of the Ireland’s primary curriculum (but is in second level), it can be treated as an example of light and shadows.
It is also a subject of many misconceptions: https://ed.ted.com/best_of_web/XA7WNT0o
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The activity set I would choose to teach is, ‘The Moon’. I would a station approach to teach this in an infant classroom. I would have the four stations as follows:
Station 1: Dress up/ role play. The children love dressing up and using their imagination. The children would be role playing astronauts on a mission to the moon.
Station 2: Maths station. The children would be using their measuring skills to measure ‘moon rocks’. I would create a variety of moon rocks using tin foil. The children can use balance scales and measure the different rocks. They can also describe the shape and length of each of the rocks.
Station 3: Art: The children can create a puffy paint moon on a paper plate. The children will need a paper plate, shaving foam, marbles, and glue. The children will mix the shaving foam and glue together and paint it onto a paper plate to create a puffy effect. The children will drop marbles onto the paper plate, when it all dries the holes from dropping the marbles will look like craters on the moon.
Station 4: Literacy: the children will create a checklist of items they need to bring to the moon. This can be differentiated, weaker children can draw pictures instead of writing the list.
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The Sun and Shadows
I liked the Sun’s Energy video from the Astronomical Soc. Of the Pacific which was part of this module. I would use the Storybook The Sun is My Favourite Star by Frank Ashe which was mentioned in the vidro. A story is always a great lead into a new topic for younger children. As part of the following discussion (Using the large orange ball as a talking prop) we would discuss how the sun helps us and then focus on UV rays. The children would enjoy heading outside and using the UV sensitive beads to further develop their understanding of the Sun’s energy. As a follow on lesson I would then introduce Shadows. I tend to do pair work during different times of the year with Junior Infants and 5th or 6th Class. The older children could help the younger children in drawing their Shadows on the school yard and repeat the exercise again with them later in the day. Lots of opportunities for shared learning with older children supporting the younger children in their work.
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Activity: The Sun and Shadows
Learning Outcome: The children will be able to understand the concept of shadows and how they are formed by the Sun’s light.Introduction:
I will introduce the concept of shadows by reading a storybook about shadows or discussing what they already know about shadows. I will explain that shadows are created when an object blocks light.
Exploration:
I will bring the children outside on a sunny day or to a well-lit area inside. I will show them my own shadow and move around to demonstrate how it changes shape and size.
Hands-On Activity:
I will give each child an object to explore shadows with. I will demonstrate how to place the object on the ground and observe its shadow.
I will encourage the children to move the objects around and notice how the shadows change when they move the object or when the angle of the light changes.
Shadow Tracing:
Using chalk (if outside) or tape (if inside), I will help the children trace the outlines of the shadows of their objects.
They can then colour in or decorate the traced shadows on the large sheets of paper.
Conclusion: The children will discuss what they observed. I will ask questions like:
What happens to the shadow when you move the object closer to the light?
What happens to the shadow when the light source is moved?
How do the shapes of the shadows compare to the shapes of the objects?
Shadow Dance
If time allows, the children will use their bodies to make different shadow shapes. They can try making animal shapes or other fun forms with their shadows.-
Deirdre,
note the nice discussion about shadows from the Sun booklet from Dr Maeve Liston where she argues that shadows should not be coloured in, since they are the absence of light.
We have used multiple lights to make ‘shadows’ that are the absence of one colour of light – which is a great “take the next step”
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A lesson for First Class about the Sun and Shadows, moving from the child’s own experience/knowledge forward that I have found was effective and fun.
Introduction
Today we are going to find out about shadows
Brainstorm about shadows
Focus
Take the children onto the yard (on a Sunny day)
Get them to stand tall/outstretch arms/bend down. Ask them for other suggestions. What do they notice? Get them to experiment with movement/shape and space
Give them chalk to draw each other’s shadow
Divide the children into small groups
Give each group a large white poster sheet and coloured markers. Ask the children to depict what they know about the sun and shadows
Feedback to class with children moving around and looking at each group’s pictorial description of the sun and related experience/knowledge
As a whole class using lower to higher order questions, discuss the children’s own experience and knowledge about the sun. Differentiate questions within the class.
Display posters
Consolidation
Ask the children what they have learned today about the sun and shadows.
Read and learn to recite the poem Scary Shadows by Celia Berrell
“My shadow on a sunny day
When standing clear of any tree
Starts at my feet and makes a shape
Of black that looks a bit like me”
Follow up
Ask the children to stand in the same spot in the yard at arrival and dismissal time and check what do they notice and ideas as to perhaps why
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I would use the activity set: The Moon
as a starter I would use the nursery rhyme “Hey Diddle, diddle”.
We would talk about the cow jumping over the moon. Do you think that a cow really could jump over the moon?
Discuss when we see the moon(at night) and it’s different phases and what names we use, full moon, half moon, crescent moon. Link to math and shapes.
Show video of the moon landing. In groups children record things they noticed in picture or word form. What does the surface of the moon look like? How do you think it would feel to touch? How were the astronauts feeling? Would you like to walk on the moon? Children to create their own picture of the moon landing and use junk art materials to make their own apollo 11 rocket.
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Carolann,
Please note that the Moon can be seen at night some of the month – the Full Moon is only visible at night since it rises at sunset and sets and sunrise. All other phases can be seen in the daytime as well as when it is dark.
Today’s Moon is visible right now, in the west.
Linking to maths and shapes is a great way to include the Moon in your teaching.The surface of the Moon and how we weren’t too sure what it is like is an interesting bit of space history. You can read about this here: https://airandspace.si.edu/stories/editorial/moon-before-we-knew
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The activity I would do with a class is The Sun and Shadows, as we are located in the southeast and we have some nice sunny days! I like the idea of teaching about Ultra Violet light and the benefits and harm it can do. It is a nice hands on activity based learning where the children can imagine and improvise. I would teach the shadows by discussing what the children know about shadows and I would preferably bring them outside with chalk, and in pairs to draw their shadows, and to have them discuss and observe differences in their shadows depending on where they were standing and where the sun is. I would bring them out later in the day to stand in the same place, draw their shadow again, discuss differences and why this happens. It would be a lovely activity to make the bear/fish/landscape and have children explore with flashlights.
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An activity that I enjoyed learning about during this module was the spherical Earth. This activity comes from the “The Universe in a Box” support document which outlines resources needed, as well as cross-curricular links. I currently teach senior infants but this activity could be easily adapted for both younger and older students. Using a globe, a flat table top, an origami ship and a captain figurine, we could investigate how the children’s perception of the ship changes as it moves further away from them, depending on what surface represents the earth. These observations could then be compared to the children’s own experiences. This learning could be expanded further using the lesson “Up or Down” from the same document. Using the same globe, as well as a polar bear and a penguin figurine, children could investigate their understanding of the Earth’s pull. The dialogue and language produced by the children during this activity will help me as the teacher understand their current level of understanding and indicate what the next steps in their learning should be.
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I found all the activity sets in this module to be really helpful and gave great ideas that I will certainly be incorporating into my classroom when we are learning about the sun, the moon, shadows and all things space related.
As I will be teaching Junior Infants next year I think the activity set based on the Planets is one that will really appeal to that age group. I will be using the planets as a theme spread across many different areas of the curriculum over the space of a number of weeks.
I will start be finding out what the children already know and gather what knowledge they already have. I will then read the children a story book based on the planets while displaying visuals for them of each.
I will play the song ‘Family of the Sun’ for the children and we will stop and discuss each verse and it’s description of each planet. I would not expect the children to remember all the words of the song but I know they will enjoy listening to it as it is a catchy tune and the chorus is easy for them to retain.
We will draw pictures of the plants on their whiteboards, make them with their play dough and also paint them in art. The hula hoop game for PE is a great activity that has the children learning while also having fun.
During play time the children can build homes for creatures that they think might live on the planets using a variety of different materials.
The Planets as a theme is a great way of getting the children to use their imaginations and explore possibilities. -
I would use all the activity sets as they are all fantastic resources and ideas. I particularly loved the idea about the Earth mosaic and how it gave children a visual model to understand the spherical shape of the earth and how gravity works in order for us not to fall off it. This is done in a very child appropriate way that is fun and interactive. The children in my class group love art and they would engage in the Mosaic lesson as it incorporates it. I think the Youtube videos also give children a sense of the reality of apace, in particular the walk on the moon. This could also be linked to History lessons, Drama, singing – learning the names of the planets, art and writing. It can also be linked to reading stories about space. A fiction story for infants that I would highly recommend to gain interest is Whatever Next by Jill Murphy and a non-fiction junior book I would recommend is Star Stuff – Carl Sagan and the mysteries of the Cosmos by Stphanie Roth Sission.
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Jennifer,
other teachers had recommended that book, I’d forgotten it. But, reviewing it, I remember it, and remember that the science of them flying “millions of stars till at last they landed on the moon.” bothered me last year as well!
https://youtu.be/6c5cb0u0rPM?si=EV7hFPHZU5Cyhfkl
Cute pictures, nice rocket from a cardboard box, great opportunity to discuss if the baby bear would need anything else on his trip to the Moon (like a spacesuit!)
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I would teach the children about Earth over three lessons as follows,
1. Earth – the first lesson focuses on looking at the Earth/ Globe. I would use blow up plastic globe. I would get the children to examine the globe focusing on the shape, landscapes and colours. The children would look at different animals that live on Earth and their habitats. The children will sort animals into habitats.They will design and make earth landscapes in shallow trays using different coloured materials (blue, green and white) and place small world animals in corresponding habitats (eg under the sea creatures on blue Ocean)The children will also complete the Earth mosiac activity shown in this module. Books I would use to accompany this lesson- Commotion in the Ocean/ Here we are.
2. Night and Day- lesson based on childrens’ own routines of night/ day. I would use large colourful pictures of night and day activities to sort. The children will then sequence pictures of their routine and sort pictures into night and day. We would discuss nocturnal animals. The book “Night Monkey Day Monkey” by Julia Donaldson would be good to use with this lesson. .
3. Explanation of what causes night and day- I really like the lesson shown where the teacher used a light and globe and two teddies on opposite sides of the globe. It is taught so simply and I think it would it the best way to explain what causes night and day to the children. I would use this lesson too as an introduction to the Sun and Moon and their relationship to the Earth. The main focus would be on Earth. Books I would use to accompany the lessons Earth/Habitats : Commotion in the Ocean, Polar Animals, We are Here, Blue Planet. Night/Day : Day Monkey Night Monkey, Can’t You Sleep Little Bear -
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I think the moon is something children are always interested in as it’s something that they can constantly see changing so I would teach about the phases of it.
i’d start with a suitable book or perhaps ‘Hey Diddle Diddle’ (The Cow jumped over the moon reference)and discuss what they already know about the moon. i’d ask the students to observe the moon over time and take photos to post on Dojo to document changes that they see.
At the end of the month, displaying all the pictures offers a wonderful opportunity to discuss how the moon changes each week and to introduce the names of each phase, with the possibility of adding extra phases if the students are particularly curious.
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Hi Coral, I like how you suggested using Dojo and creating a home and school link. I think if you are teaching about the moon its important the children are looking at and talking about the moon they see as well as pictures and videos so I think this is a great way to incorporate it and discuss as a class what they saw using their real lie experience.
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Activity: The Sun and Shadows
Stimulus: Guided Exploration: I would begin by bringing the children out at different stages of the day to explore the shadows cast in the yard. We would mark these shadows with chalk and begin the conversation in the classroom of what causes shadows?
KWL: We would do a class KWL chart to ascertain the children’s prior knowledge of shadows.
Free Exploration: I will give the children the opportunity to create shadows. (Tescos have 2 mini LED torches at the moment for 1.50)
Guided Discovery: I will pose questions to challenge the students understanding of lights and shadows. How can we make the shadow bigger /smaller etc.
Introduction: Sun dials – introductory video: https://www.youtube.com/watch?v=U2vZN3WcnbQ
Main Body: Create our own school sun dial – video it in time lapse. Mapping the positioning of the sun in the sky.
Conclusion: Using a globe and torch, demonstrate the concept to the children in the classroom.
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Jane,
when getting torches for this, look for single LED torches. If you get torches with multiple leds, they then cast multiple shadows.
I go through torches at an unbelievable rate – I usually find myself getting a new set of 12 every year.
I like how you have structured this inquiry to allow the children the free exploration to wonder and explore.
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I think the topic the sun and shadows is always something that interests children. I would start my lesson using the song ‘Mr Sun’. I would ask the children what they know about the sun. I would lead the children towards where is the sun located, what is it made of, colour, texture, and ellict that it is very hot. I like to document childrens answers so I would put these on a large cut out of the sun.
I would ask the children what the sun can do. I would lead the topic to how the sun makes shadows. As a class we would go to the yard, where I would put the children in pairs and ask them to make shadows. I would ask them to make funny shadows to encourage engagement. Then I would ask the children to use chalk to outline their friends shadow. I would do the sam with my shadow. Later in the day we will come back and draw our shadows again standing in the same location. I would ellicit off the children are the shadows different and how. I would then bring a focus to my shadow and how its changed. I would stand in the same position and encourage the children to look and see how the sun has changed. We would discuss my two shadows, the differences and why we think they occured.
As part of an art lesson I would again use shadows to create shadow silhouttes of the students. I would place a large A3 sheet on the board and encourage each child to sit facing sidewards with a light shining on the board. I would show the children how I can make different types of silhouttes using the torch. I would then draw a silhoutte for each pupil which they can then colour in or add positive phrases about themselves. We would display these in our classroom.
I liked the lesson shown in this module regarding Moon Bear Shadow. I would use this lesson as my follow up lesson. I would have the children create the shadows and experiment with them on their own and in small groups. I would ask questions throughout and I think the use of challenge cards is a great idea. I would then conclude by bringing together all the information we have learned on a chart for the children to see.
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The activity set I would choose is the Sun and shadows. The focus of my lesson would be what makes shadows. I taught a similar lesson to 2nd class before where we explored how light makes shadows. To begin the lesson I would place a picture of two children on the whiteboard standing outside in the sun. I will engage the students in a discussion based on this picture. I would ask questions like what do you notice about this picture? Where are the children? How do we know they are outside? This discussion will elicit vocabulary from the students such as the sun and the shadows of the children. The main activity of the lesson would focus on the children making their own shadows. I would give each pair a torch and two cardboard shadow puppets. The students would then walk to different parts of the room and use the torch to make shadows. I would also encourage the students to make shadows or their hands or feet as well. At the end of the lesson I would create another group discussion for the children to share their findings . I would use a slideshow of shadow pictures to check for understanding of the lesson for example I would ask the children to give me a thumbs up if it was a shadow picture or not and I would encourage some students to explain their reasoning behind their decision.
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Topic – Sun and Shadows
I would incorporate this topic into a lesson in a fun and engaging way for the pupils so they can learn about the movement of the sun during the day and how it affects the size, shape and direction of the shadows produced.
Activity 1 – Toy Shadows. I would allow the pupils to bring in 3-4 of their favorite toys. Each pupil places an a3 page flat on the ground in front of the toys with the sun shining at the toy projecting its shadow onto the page. They can use a pencil to trace the shadows onto the page and then spend some time coloring them in. Later in the day they can set up the toys for a 2nd time with the page on the ground again and they will notice how the shape and size of the shadows will now be different due to the change in position of the sun.
Activity 2 – Sundial. This would be a whole class activity. First thing in the morning we make our own sundial using a paper plate with a wooden dowel standing up in the middle. The pupils are brought outside and we place the Sundial on the ground and we mark the direction of the dowels shadow on the plate using a marker. We label this line with the hour of the day e.g. 10am. Throughout the day at each hourly interval we revisit the Sundial and mark the shadow with the hour, which will showcase the rotation of the suns path throughout the day.
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The lesson I would choose to teach is The Sun and Shadows with senior infants.
We would begin by having a class discussion about how shadows are made. We would discuss the sun and how light travels in straight lines and what happens when an object gets in the way of the sun shining. I would then turn out the lights in the classroom and shine a bright light in front of the interactive white board. I would then invite children to come up and see what shape of shadows they can make using their bodies. Next I would read Hand shadows by Usborne to the class and I would demonstrate different animal shadows that can be formed using our hands such as a bird, a rabbit or a frog. I would invite the children to take turns trying these out. We would then read the book Jack’s Amazing Shadow by Tom Percival.
We would then go out to the yard and play a game of shadow tag. Children would then be encouraged to observe how long/short their shadows are. They could also observe how much longer teacher’s shadow is. They could then trace each other’s shadows using colourful chalk.
In an art lesson children would make their own sun dials using a lollipop stick stuck into a tub of playdough. Throughout the day they could observe how the sun moves in the sky and they could record the position of the shadow formed each hour.
I would finish the lesson by singing ‘Mr. Golden Sun’ from YouTube with the whole class.
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The resource I plan on using on return to school is Earth Mosaics. Once the templates are laid in a circle and the children discover there is no ‘up and down’ – a great way to break their fixation on up or down.
I think I will incorporate the Earth Mosaics resource with Art class. The template for this is very useful so each child will get a template and we will lay them on the floor to form a round mosaic. Visuals such as this completed mosaic are a great way to see for themselves – in this case the no real ‘up and down’ fact.
I believe this will work well with my class. -
The activity set I have chosen is the Moon. As mentioned in the presentation, the Moon is such a great entry point for learning about space as it can be observed and all children have some knowledge and awareness of the Moon.
To introduce the lesson I would read a story featuring the Moon, ,”Astro Mouse” by Steven Smallman is a favourite of mine for Senior Infants. The book tells the story of a mouse looking at the Moon and seeing the ‘mouse on the moon’. This story would lead the lesson into What Does the Moon look like activity. I would show the children a white circle of paper, followed by crescent shapes and a white sphere – representing the full, first and third quarters. The children will then draw their own picture of the moon. We would discuss what the moon looks like and why people think they can see things on the moon, why it changes shape. The class would sit in a circle practicing the Man in the Moon rhyme. We can look at the pictures and discuss why some parts are darker/lighter and how it looks like different things. The children could another picture to show the different feature of the moon we have been learning about.
A nice follow up activity of would be Meeting Our Neighbour where pupils create a tactile model of the moon. The class would recap on the features of the moon. I would show pictures or a short video of the mountains, craters and maria. The class would then add the different materials to the template to create their own moon model for display.
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Conor,
I found one read along of Astromouse, but the energy levels were just too much!
https://youtu.be/v1quwfChw5M?si=OQjhhC-qjB6EEXGk
One of the reviews on goodreads has:
This is a lovely book that would be very useful to extend children’s thinking as part of a topic on space or travel. The mice characters are very engaging and sure to appeal to young children. The book includes reading comprehension questions and suggested activity ideas. These are useful, ( and I’m definitely trying the recipe for moon paint), but I think there would also be considerable scope for problem solving and Design and Technology activities. I would use this at the start of a topic, as part of a ‘Knowledge Harvest’ to find out what children already know about space and explore their thinking about space travel.
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I really liked the ideas based on the sun and shadows and think these would be so much fun to teach at any level.
I would begin my lesson in a similar way to what we saw in the video whereby I would pass around a ball (the sun) as a talking prompt and get the children to share PRK based on the sun. I would display this as a brainstorm on an anchor chart so we could revisit it later.
I would then work on the demonstration of the Earth spinning and why we have day and night/ only see the sun during the day. This idea comes from the spherical earth topic but I think it would link really nicely with this topic and would incorporate curriculum objectives also. I would have the children use the attribute bears as we saw to represent day and night i.e. facing the sun when it is day and away when it is night.
I would then ask the children to imagine teddy’s day. We would set up teddy on the tables and I would give the children time to free play with Teddy as he goes about his day. I would then explain we need to represent the sun shining so that it can really be day time for teddy. I would give the children their torches and have them experiment with shadow, coming up with and answering questions through exploring.
We would discuss what happened to the shadows based on the position of the sun. We would then go outside and do the tracing activity whereby I would have the children trace their partner’s shadow and swap.
We would revisit later in the day and redraw the shadows, discussing how they are different and why.
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I really like the idea of the activity: What does the moon look like? Journey to the moon, which investigates the shape of the moon. I remember doing a similar activity when I was a child and enjoyed the home element of recording the shape each night. I also like the little tip that the shape of the moon at the start of the new phase looks like a b for begin and a d for the end.
I like the idea of beginning the lesson with a mind map of the word moon, to identify the words which the children associate with it. This is a very visual representation which is a working document which can be added to when new ideas spring to mind. I also like the additional element of asking the children to bring in images and items which they may have at home which represent the moon, lights, cushions etc.
The dance to the moon phases is a lovely idea to get the children moving around the classroom to show the various phases of the moon.
It is always lovely to have the opportunity to integrate lessons and the moon offers so many possibilities. -
The planets song is a lovely way to introduce the name of the planets to the children.
Another way to introduce the lesson could be to read the book ‘My first book of planets’ – that could be a cross curricular link to Reading. This book could be read before the end of school each day.
The children could simply ‘make’ planets from balloons and papier mache. This is great fun and the planets can be easily identifiable from their size and colour. E.g red for Mars, blue and green for Earth. The balloons could also be blown up big(ger) and small(er) to demonstrate the size of the planets.
Before the lessons about planets I would slowly introduce the vocabulary needed for the lessons such as Solar System, orbit, planets, moon, space, stars, The Sun, The Milky Way.
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Hi Ciara, this sounds like a really lovely lesson. The children would have such a fun time making the different planets using balloons. A few years ago, I did a similar lesson with 1st class about planets. We, as first class teachers, decided to link a lot of our literacy and art activities with our science lessons that month and as part of this the children designed their own planet, its composition, its inhabitants or lack there of and its orbit. I was amazed at how much they had picked up from the lessons and included in their designs and their writing. They had planets lying on their side like Uranus and planets spinning the opposite way like Venus. Space really is such a great way to inspire their love of science.
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I have used some of these lessons before in class and the children have loved them. We explored shadows in the yard using chalk to draw around the children’s standing position and the point where their shadow ended. We returned to the yard at midday and again in the afternoon and marked the new shadow end and drew conclusions as to what had happened. The children came to the conclusion that the sun had moved- the day and night video helped explain what really happens!
This year I am in SEN again linked to Junior Infants and I think the lesson Spherical Earth could be used very effectively – making the origami ship might be a bit too challenging but a small toy ship would be a simpler alternative. Watching the ship sail away from the figure would create an opportunity to describe what is happening by simply describing what they see!This lesson could be followed up with the lesson 2.2 up and down. The visual aspect of the lesson, the starting dialogue and the follow up earth mosaic would create a valuable opportunity for language development and in the process an understanding of up and down in relation to the Earth.
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Celine, I really love this idea. I have always found that chalk is very popular in the playground and the pupils really love using it. This is a perfect example of using it in a child friendly, fun and educational way. I really like how you revisited at different stages of the day to mark and outline their shadows. I am definitely going to do this with my class next year. Thank you!
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I found Module 2 to be a very interesting, informative and interactive module. I have decided to focus on Activity Set: The Planets.I would base my lesson on, and take several of the ideas from the Esero lesson plan provided ‘Journey through the Solar System’. I would also tweak/change some of the ideas to suit my class level.
I really like the idea of introducing the lesson by starting with the pupils’ locality and where they live and then extending the conversation to the county/country they live in, the continent they live on and what planet they live on i.e. Planet Earth. This will lead very nicely into a discussion about the Solar System and all the planets. I would play the “We Are The Planets’ song here by StoryBots https://www.youtube.com/watch?v=ZHAqT4hXnMw to allow the pupils to visualize the planets and the position of the sun. I would also show the pupils simple profiles of each planet i.e. colour, size, position from the sun and discuss them as a class.
I would then play the ‘Planet Game’ using hula hoops and place the yellow sun in the middle. I would explain to the pupils that they can ‘planet hop’ between planets and when they land on a planet, they have to pose a question e.g. ‘Mars, what colour are you?’ (while having the planet profiles visible to the pupils as a reference).
Then, I would finish the lesson by passing a speaking object to each pupil and ask them to share one fun fact they learned or one thing about the lesson they really enjoyed. If there was time, I would play The Planet Song again.
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Emma,
if you do include the solar system to scale, you might adapt from this Space Week Ireland resource:
https://www.spaceweek.ie/wp-content/uploads/2017/07/Classroom-Resource-Booklet-Our-Solar-System.pdf
or from the club activity The Solar System Walk: https://www.spaceweek.ie/wp-content/uploads/2020/08/Solar-System-Walk.pdf
I have taken groups for walks, counting out each step and sharing our favourite planet facts when we reach the required distance. We have place planet pictures on sticks so that we could look back and see where they are.
You could also share this interactive that maps the orbits of the planets (you can choose the scale) to really bring home how close the inner planets are to the Sun and how much further away the outer planets are.
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I really liked the activity from AstroEdu called Meet Our Neighbours the Moon. I think it would work well with junior classes as it is such a tactile activity to create a template of the moon using a variety of materials such as felt, sequins and tin foil https://astroedu.iau.org/en/activities/meet-our-neighbours-moon/
First I would chat with the class about the moon to elicit what they know, focusing particularly on what they think it looks like, and put any questions that come up on our Wonder Wall. Then I would read aloud the story Moon Earth’s Best Friend by Stacy McAnulty and look at the Wonder Wall and see if we can answer any of the questions following the story and if we have any to add https://www.youtube.com/watch?v=EMtkf8rrxLs
Then using the resource material in the AstroEdu lesson the children would work in small groups to create a tactile image of the moon with teacher support. Once the images are created I would ask the children to present their work to the class and point out different features e.g. craters. We would look at our Wonder Wall and answer any outstanding questions and document the lesson using Seesaw so the children can share their learning at home. -
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Chosen Activity Set: The Moon.
I have aimed this lesson at a junior infant class who are learning about the moon for the first time.
1. Brainstorming: ask the children probing questions to find out what they already know about the moon. Discuss nursery rhymes they know that mention the moon – Hey Diddle Diddle – Could a cat really jump over the moon? Why not?
2. Create a KWL Chart for the topic of the moon. Begin with the K for Know at the start of the lesson. Because it is an infant class, children tell me the facts and I write them on Post-its.
3. Have the children draw the moon from memory with a pencil and crayons – compare them- it will be interesting to see what shapes the children draw – full-moon? Half-moon? Etc. It will also be interesting to see what colours the children use and will they add texture to the colour. I predict some yellow and oranges and yellowy-oranges!
4. Watch the video of the moon landing and look at the moon – what shapes and colours it can be.-
Hi Clodagh,
I did an activity like this years ago when I was teaching in the UK, with second level students.
I asked them to keep a Moon diary of the shapes they could see (similar to this one : https://www.mayodarkskypark.ie/wp-content/uploads/2023/11/MDSP-MoonJournal-v1.pdf )
and had one girl draw me out this shape.
I guess she had looked up the phases of the moon, seen 3rd quarter Moon and not done any actual observing!
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I love this lesson idea about the Moon for junior infants! It’s engaging and encourages creativity and critical thinking. Using nursery rhymes like “Hey Diddle Diddle” is a fantastic way to make learning fun. The activities, especially the KWL chart and drawing exercise, will captivate the children’s imaginations and curiosity.
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This is a good lesson for this age group as it gets them thinking about colours and shapes. It is also a good opportunity to increase their vocabulary, for example, full moon, crescent.
To help children understand, you can use a torch that represents the sun, a football to represent the moon, and a stationary object that represents Earth. Move the ball around the object whilst shining the light on it to represent different phases of the moon.
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I love using KWL charts in Infant classes for SESE lessons. I sometimes introduce a lesson by giving the children a blank template and allowing them to draw pictures of what they already know about a topic. Some can write words depending on their ability. They then present their topic i.e. The Moon. It’s a nice way to see what prior knowledge the children have. I then tell them to keep it aside until the end of the lesson and they can add any extra facts or information they learned during the lesson.
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For the ‘our spherical earth activity’ I would have a classroom discussion centred on where we live. We would discuss what a planet is as well as that fact that it is in the shape of a sphere, these lessons would be done in conjunction with 3D shapes. I would then ask the children to observe a toy boat on a flat surface such as a table moving into the distance. They would then look and imagine what an observer would see if the boat was moving away on a spherical surface while I move the boat away on a globe. We would then do the penguin and polar bear activity whereby they have an imaginary conversation with each other ‘what’s it like living upside down’ while turning the globe upside down and back up depending on whether it is the penguin or polar bear that is speaking. The children would then discuss how gravity pulls everything towards the centre of the earth. We would finish the lesson with the earth mosaics activity and let the children search for up and down and have a classroom discussion.
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Activity Set: The Planets
How would you use the activity in your classroom? Post a reflective piece to the forum (150 words min) as a reply to this post. You may include digital records of the activities.
The Planets and the Solar System is part of our thematic planning for November. So I’m always looking for new lesson ideas and activities. The lessons. The ESERO and UNAWE lesson plans are helpful and a good reference point.
I usually use the Solar system song to begin my lesson but it’s great to have some alternatives to use mentioned in Module 2.
Planet fact file booklet- The children really enjoy learning all the fun facts about the planets and creating fact files.
There are some nice downloadable Planet fact files and flip books that the children can work on. e.g. https://www.teacherspayteachers.com/Product/Solar-System-Mini-Book-Portrait-2539836?st=ce408fafb14a42891474cdd504e6957e
The idea of creating planet models using playdough, modroc or Clayotics is great for the children to work collaboratively in a group or on their own.
The children also enjoy colouring the planets using paint sticks and then cutting and sticking them to make mobiles using paper plates or hangers too.
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I would choose the activity on the planets as a focus for the lesson. My choice would be to create a scale model of the solar system, integrating art in the process. In order to do this there would have to be a lot of prior learning, the class would discuss the planets, their sizes and relative distances from each group. Children would be divided into pairs and assigned a planet to research, creating an index/information card on it.
Once children have made their own planets to scale, for example, 1 cm could be equivalent to 5 million km. I would have each group place their planet at the appropriate distance from a central “Sun’, either on poster board or hanging from the ceiling.
Following the lesson we would reflect and discuss on the learning and the scaled project would be left up for the year and used to elicit prior knowledge for future learning.-
Luke,
you can find a few ways to create a scale model of the solar system using the Solar System resource from spaceweek.ie, in English or Irish.
With a very young class, I’d just concentrate on relative sizes and the related language of big, bigger, biggest. Even for an older class, I’d determine a suitable scale for the size available.
The solar system is remarkably empty, so most scale models have to be over a very large space to get a sense of the distance to the furthest planets, or else the inner planets are almost all on top of each other.
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in my infant classroom I would set up stations for this topic as follows.
Station 1: Watching the moon landing on Youtube – a short clip of Neil Armstrong and his famous “One small step for man, One giant leap for mankind”
Station 2: A moon walk station- Using foam, bubble wrap, cushions etc to recreate what It would have felt like to walk on the moon.
Station 3: Dress up station for Astronauts where they pretend to be Neil Armstrong landing on the moon.
Station 4: Sending a short and simple postcard home from a spaceship. Focus on To and From and a simple sentence with support.
Station 5: Using chalk or crayons to draw the moon and including the craters.
There are also so many fantastic space resources online to support teaching in the classroom.I would definitely use some of the songs suggested on this forum and in module 2.
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Hi Orla, I like your idea of station teaching to teach children about the moon. There are lots of different activities there that would appeal to all different types of learners. I can imagine that the children would really love the bubble wrap to demonstrate what it may feel like to walk on the Moon. Thanks for sharing your ideas. Michelle
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Hi Orla!
I love the idea of the stations, it’s engaging, covering loads of ideas and topics at once, creative and very hands on for the children. There are a number of the stations that the children could navigate independently, leaving the teacher to move around and immerse themselves in the exploration and discussion with the children. Thanks for this idea, it’s fabulous!
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I would choose the activity set on the sun and shadows. There are so many different ways of exploring the sun and how it affects shadows. I like using chalk and working outside. We pick certain items in the yard that cast a shadow first thing in the morning and trace around them, I also draw the outline of one of the children. We come back out three more times during the day and trace the shadows of selected items in a different colour, the child must also stand on the same spot! Using the different coloured chalks really allows children to see how the shadows have moved.
Another lovely activity that ties in well here, is shadow drawing. The children select toys (ideally little figures e.g. dinosaurs, farm animals) and trace their shadows on to paper with pencil.
I also like to do an experiment about where do the stars go during the day from mysteryscience.com, a very simple and effective lesson.
The Sun Activities booklet is a lovely resource with some great ideas, I particularly like the idea of cooking outside!-
Pamela,
the activity from https://mysteryscience.com/sky/mystery-6/stars-daily-patterns/128
is a great way to introduce light pollution linked to the appearance of the stars when it is dark, not when it is day.
I’ve signed up for it – its a shame the archived readings are to other sites that you have to sign up for, and some of the features are locked unless you refer people.
“You need to refer five friends to view past mini-lessons – here’s the current one instead.”
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I choose the activity set on the planets. This year I engaged my class in creating the solar system using paper mache to form each of the planets.
To begin the lesson, I engaged the children in looking at and predicting what the picture book “Solar system” is about. I then read the book, asked and answered questions about the book. I explained to the children that our focus for this lesson was the planets. I engaged the children in discussing each the planets and their features as a whole class. I then divided the class into small groups and allowed them to choose a planet. Each group chose a different planet. I then encouraged the children to brainstorm the colours and sizes of their planet and discuss how they were going to create their planet. We created the planets in accordance to their sizes in paper mache. We completed the paper mache and allowed them to dry over the weekend. We then recalled our brainstorms and decorated the planets using paint and a variety of other material to create the features of the planets. Once all of the planets were complete, we hung them up in order on the roof in our classroom.
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For this, I would look at the moon activity set. From a personal point of view, the moon is something that has always intrigued me with the concept of the dark side of the moon that we don’t see.
I would begin by getting the children to share what they know about the moon and then to draw a picture with the moon in it. I would then follow up by getting the children to look at actual pictures of the moon and allow them to alter them as they see fit. I have in the past given the children a worksheet to document the shape of the moon for homework. This often depends on the time of the year for how practical it is. This can work well in bringing up the idea of the phases of the moon as children discuss what they saw and what they may have expected based on previous experiences.
I really liked the idea of exploring craters and creating a moon that you could feel and where children included the mountains of the moon. This is a type of research project I could see children enjoying.
In conjunction with this, I would also look at some of the mythology that exists in different cultures about the moon. I see this going well with the man in the moon activity and getting the children engaged in more creative, imaginative activities.
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I choose the activity set The Sun and Shadows. We will begin the lesson by listening to the story ‘Moonbear’s Shadow’. Ask children to help you find the Sun and Bear’s shadow in each illustration. Use your finger to trace a line from the Sun to Bear, and then to his shadow. Ask children to make predictions about the story. Discuss how the position of the Sun in the sky changed throughout the story. We would recreate the scenes using a bear and a torch to represent the sun. The outcome of the lesson will allow the children to explore how the position of the light affects the size, shape, and position of the shadow. This is an appropriate lesson for younger classes and awards the opportunity for the children to model how the Sun casts shadows. To observe the shadows cast by the light source and to compare their observations as they change the position of the light.
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I would choose the “Spherical Earth” activity for my classroom. This activity offers a really engaging way to introduce the concept of Earth’s shape to young learners.
I would start with a class discussion about what the Earth looks like. Students often have preconceived notions, such as a flat surface and create a KwL chart on a large sheet that we can come back to at the end of the activity.
Next, I would introduce the concept of a sphere using everyday objects like balls or oranges. Students can explore these objects, discussing their shape and characteristics.
For the main activity I would have the children create a model of the Earth. Students could use balloons or Styrofoam balls as the base. They could then decorate them with continents, oceans, and other features using markers or paint.
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Hi, for my junior infant class I would choose the activity set , the sun and shadows activity. I would choose the sun activity initially to start with. We would start with a classroom discussion about Day and Night to assess what the children know about these two concepts. I would then show the children a picture stimulus of day and night and ask questions about how they know it was day and night. And record some of the key language used.
We would then play and day and night game using some hoola hoops and picture cards. Over one hoola hoop is a picture of the sun and over the other hoola hoop is a picture of the moon. The children would choose a picture card depicting different activities we do during those times or pictures associated with the sky at those times. The children would then put the picture in the right hoop and say why.
We would conclude the lesson by recalling what we have learned and finishing off by singing Twinkle Twinkle Little Star
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Michelle,
do you have a set of day and night images? I know there are a few in the ESERO resource, and a quick google found me this set
https://docs.google.com/document/d/1P7V_O0BlzTFsR7ERNR_osM7lC02nl3JnQS8Bhpl6FLE/template/preview
from https://letstalkscience.ca/educational-resources/lessons/cycle-day-and-night
They come with an interesting observation, which is to be aware of cultural differences in times of eating. For example, people who observe Ramadan eat their dinner after sunset.
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I will definitely use all of these activities in my class for next year. This module has been filled with excellent exemplars from the facilittor but also from the participants suggestions. I have found I have earned lots from it too in terms of content and have a bit to go yet1 I loved the resourses used, sun and earth inflatabes and I have already ordered the UV beads !!! I really was impressed by the two teddies stuck n the globe to explian night and day time in different parts of the world
The Lesson I will outline uses the concept of the sun and the Shadows. I would introduce topic by using the song Mr Sun, sun, Mr Golden Sun, please shine down on me as a stimulus. I would conduct a KWL chart on the sun to glean knowledge base of the class. I would have prepared fun facts of the sun on crumpled yellow/ orange paper. These would be used in the parachute and play Sun Burst game where we bounce all balls inside the parachute. We will sing song again and then shout Sunburst. Whatever ball fall out of parachut, teacher child child will read the fun facts aloud to group. We will return continue until all facts are read. After game we can return indoors and record a fun fact we remember from the game either orally or written depending.
I envision that this could be spread over a week or more as we would explore the shadows element later or on another day. We would go outside and find our shadows, and play shadow chasing. Then we would draw our shadows using chalk.
Shadow positioning would be explored by revisistng our shadows later in the day to see if there is a difference, however I woud like to spend time using the activity outlined in the module using torches and campsite scene.
I feel all these activities need time and space so carrying them out over time would allowthe children to experiment, explore and be curious. It really is very experiential learning.
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Hi everyone!
I would like to explore the topic: The Moon. This is most interesting to me and I think is often something that really fascinates children. I find it’s one of the most accessible topics to begin with when exploring space, as the children can see it. The earth being a sphere, for example is a huge concept and the moon is something the kids see often and it’s a nice introduction to the concepts that follow.
In my infant class for the last number of years I have engaged with the Power of Reading and The Man on the Moon by Simon Bartram is a picture book we explore over the course of a month.
This is a beautiful book that follows the daily life of Bob who works on the moon. He takes care of it, keeps it clean, gives guided tours, etc. The illustrations are stunning and there are endless lessons that can be created from the storybook.
This story is a fantastic way to open the topic of the moon and gives ample opportunity to discuss it. The discussion points would be as follows:
– Do you think Bob’s job is real? Why/why not?
– Discuss Bob’s commute to work: is it feasible?
– Chat about Bob’s jobs on the moon. Could we go there on a guided tour? Talk about the aliens/visitors to the moon. Bob is cleaning and looking after the moon, chat about this.
After the discussion explore some facts about the moon, then revisit the discussion about Bob’s job. Talk about people who actually have gone to the moon, its landscape, gravity, other facts.-
Hi Robyn!
Your idea of exploring the Moon with “The Man on the Moon” by Simon Bartram sounds fantastic! It’s a great way to engage children’s imaginations and make the concept of space more relatable. I agree that the Moon is an excellent starting point for discussing space because it’s something children see often and satisfies their natural curiosity.
The way you plan to use the book encourages critical thinking and helps students differentiate between fiction and reality. The stunning illustrations will definitely help in visualising the Moon’s environment.
Integrating facts about the Moon and real-life space exploration afterward is a perfect way to bridge the gap between the story and actual science. Well done on a very thought provoking contribution 🙂 I intend to incorporate a similar lesson in the upcoming academic year.
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For my classroom, I chose the activity “What Does the Moon Look Like?” from the Moon activity set. This activity helps children observe the Moon and notice how it changes shape over time.
First, we would start with a simple discussion about the Moon. I would ask the students if they have ever looked at the Moon and if they noticed that it sometimes looks different. We would then read a picture book about the Moon to make the topic more interesting.
Next, I would give each child a special “Moon Journal” with blank pages. Each night for a week, I would ask the children to look at the Moon with their parents and draw what they see. In class, we would share our drawings and talk about the different shapes we observed, like the full moon, half moon, and crescent moon.
This activity would be a wonderful way for the children to learn about the Moon through observation and drawing. It would also help them develop their observational skills and enjoy learning about space in a fun and engaging way.
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I’d recommend the Moon journal pages from Mayo Dark Sky Park: https://www.mayodarkskypark.ie/discover/the-moon/
and an overview of the phases each year can be found on the Moon Calendar from spaceweek.ie (this is last year’s stay tuned for next year’s you’ll find it on the for teachers page).
So if you want them to observe in the evening, start a few days after New Moon when they can see a crescent moving towards the 1st quarter Moon.
Dates of new Moon this year are September 2, October 2, November 1, November 30 and December 30.
International Observe the Moon Night is on September 14 this year.
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The activity set that I would choose to do from this module would be on the theme of The Sun and Shadows and my lesson title would be titled: Shadows in the School Yard.
The concept that light travels in straight lines and the concept that shadows are areas of darkness would be covered in this activity that I would do on the yard.
I would introduce the concept of light and sources of light in the classroom. I think in previous lessons we would have discussed the difference between night and day, sunny days, wet days etc. For the main body of the lesson then we would go outside in groups of 3. One person having the chalk, one person to be lay on the yard ground and the other to ensure all operates ok.
Some questions that could be asked of the pupils while on the yard before the drawing commences would be: Do you always have a shadow? Why?Why not? What do you think your shadows will look like? Why?
After drawing the shadow of the pupils in their groups ask them to describe its shape and how does it look. Is it the exact shape of the person? Why?
Ask pupils to walk in their groups and see if they can guess anybody’s shadow based on the drawing on the yard. Discuss as a whole class back in the classroom how do you think shadows are formed? When might they be different?-
Hi Niamh,
I love the idea of the shadow guessing game. It’s a really good way to finish off a lesson and all the children can get involved. It also can cement the understanding of how shadows can be different sizes, ie. the biggest shadow is not necessarily going to belong to the tallest in the class.
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For children up to first or second class, the ESERO outdoor activity (ESERO Activity 1) is a great way to introduce the solar system through movement and music. Students will use hula hoops to represent the orbits of planets and move around them while singing the ‘Family of the Sun’ song. To extend learning, they can create simple planet models using craft supplies like coloured paper and stickers, helping them visualise each planet’s features (similar to the visual representations in the ‘My Sky Tonight’ video) During music lessons, children could be encouraged to create their own songs or soundscapes to represent the different planets. To ensure and plan for inquiry-based learning the teacher is encouraged to guide the students with simple questions like “What do you think it’s like on Mars?” and encourage them to extend their ideas. I believe that this approach would make learning the planets enjoyable and age appropriate.
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Katie,
to use the inquiry framework that we have referred to in this course with a research task needs just a slight bit of tweaking in the investigate section.
The children can still be engaged through a suitable prompt (What is it like on Mars? – show an image of Mars from https://www.google.com/maps/space/mars/)
They can then share knowledge as they wonder and explore. From this sharing they can identify starter questions that are testable and give a prediction based on their understanding.
So, they might note that Mars in the image is all the same colour, so they might wonder about water on Mars, and does it have any oceans (which on Earth are blue). They might predict that there are no oceans on Mars right now, since none of the picture they can see is blue. They can then use the google Mars tool and zoom in to check if they are correct as the investigate section. Then they can share their findings.
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Incorporating the ESERO outdoor activity (ESERO Activity 1) provides a dynamic way to introduce the solar system to children up to first or second class. This approach combines movement, music and visual art to make learning engaging and age-appropriate. However, to enhance the inquiry-based learning experience, I would incorporate a structured research task.
Engage and Prompt
To initiate curiosity, I would start by showing students an image of Mars using Google Maps Space (https://www.google.com/maps/space/mars/). I would ask an open-ended question, such as “What do you think it’s like on Mars?” This visual prompt would engage students and encourage them to share their initial thoughts and wonderings about the planet.
Wonder and Explore
Students would then engage in a group discussion where they share their observations and ideas. For instance, they might notice that Mars appears to be a uniform colour and start to question whether it has oceans like Earth. This collective wondering serves as the foundation for identifying testable questions.
Investigate
The next step would involve guiding students to contribute a suggestion that can be tested (or hypothesis). For example, based on their observations, they might hypothesise that Mars doesn’t have any oceans because they don’t see blue areas on the surface. To test this, they would use the Google Mars tool to zoom in and explore the planet’s surface, checking whether their prediction is accurate.
Reflect and Share
After their investigation, students would come together to share their findings. This reflection phase allows them to discuss whether their predictions were correct and what new information they’ve learned about Mars. They can also document their findings through drawings or simple reports, reinforcing their learning.
Extension Activity
To extend the activity further, students could create simple models of the planets using craft supplies, representing features they’ve discovered during their investigation. Additionally, during music lessons, they could create their own songs or soundscapes to represent the characteristics of different planets, deepening their understanding through creative expression or learn the ESERO planet song (Activity 1) as outlined in my above response.
Conclusion
By incorporating these inquiry-based steps into the ESERO activity, students are not only engaged in active learning but are also encouraged to think critically and explore scientific concepts. This approach ensures that learning about the solar system is enjoyable and also rooted in inquiry based learning and discovery.
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The activity I would choose would be on the planets.
As an intro to the topic the children would sit for circle time and look and listen to a picture book on the planets. Questions and discussion on the planets- focusing on unique features and some interesting facts using large visuals on IWB or printed pictures. E.g. Mars is known as the red planet etc.
Question: What is your favourite planet and why? (pair and group work or whole class discussion)
Activity: Using playdough make the planets of the solar system. Extension : show the mapping of the planets from the sun and on a laminated map ask the children to place their planets in the correct position.
Twinkl have lots of lovely resources and here is a cut and stick option that could be used if you didn’t have playdough- https://wordunited.com/free-resources/ordering-planets-cut-stick/This could then be extended into group/ whole class projects whereby the groups/class create larger solar systems from large spherical balls (Mr. Price). These can be painted and decorated to look like each planet and then ordered and hung from the ceiling to create a class solar system.
They can recall facts and add fact file cards to each planet also. They can also create their own planet, using a template- they decide what it is made of/ what it looks like/ who lives their etc. Draw and discuss it with peers. -
Using “The Planets” activity in the classroom offers an interactive way to engage students in learning about our solar system. I would begin by introducing the basic concepts of each planet, such as their size, composition, orbit, and unique features. To make the activity more engaging, I would incorporate multimedia resources like videos and interactive simulations that allow students to explore each planet in detail.
Next, I would organize a group project where students create digital presentations or physical models of the planets. Each group would be assigned a different planet to research and present. This not only fosters teamwork but also encourages students to dive deep into their specific planet, becoming mini-experts.
To assess their understanding, I would incorporate a hands-on activity, such as constructing a scaled model of the solar system in the classroom or at home. This can be complemented with digital records of their activities, including photos, videos, and presentation slides, which can be shared on a classroom blog or a digital portfolio.
Finally, a reflective session would be held where students share their experiences and learnings from the activity. This reflection can be written in journals or discussed in small groups. By using “The Planets” activity, students gain a comprehensive understanding of the solar system, enhance their research and presentation skills, and enjoy a collaborative learning experience. This holistic approach not only makes learning fun but also deeply ingrains scientific concepts through practical application and peer teaching.
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Lesson on Shadows
I will start the lesson with a discussion on shadows and creating a KWL chart on the board in relation to the following questions:
Tell me about your shadow. • When do you see your own shadow? Do you see your shadow on a cloudy day? Do you have a shadow when it’s dark? • Does your shadow always look the same? Why do you think that your shadow changes?
Assign pairs and a trigger question that they can work on: What elements do you need to make a shadow? Get children to brainstorm this in pairs and record their ideas on mini whiteboards.
Teacher will circle and observe children’s knowledge . Confirm where children are on the right track with elements listed (source of light and object to block light) and ask them to consider carefully what the 3rd element might be.
We need three elements to see a shadow: ❂ Source of light ❂ Object to block the light ❂ Surface for the shadow to fall upon.
I would then read Moonbear’s Shadow by Frank Asch (10–15 minutes) per lesson outline https://astrosociety.org/file_download/inline/c6bdec27-ce84-4819-ad1f-5aa3b79b4833
This is a story about Bear trying to lose his shadow. https://www.youtube.com/watch?v=gq0z-UVyYnE
I would use the following questions to focus the children’s attention
• Show me/ point to the Sun and Bear’s shadow in each illustration. Use your finger to trace a line from the Sun, to Bear, and then to his shadow.
• I would encourage children to make predictions about the story. For example: Do you think Bear’s shadow will stay fixed on the ground when he walks away? Bear’s shadow disappeared when he stepped into the shade of the tree — where did it go?
• Review, reflect and discuss with the children how the position of the Sun in the sky changed throughout the story, over the course of the day and the impact on Bear’s shadow relative to the position of the light source. I would encourage the children to describe Bear’s shadow as short or long and the light source as high or low.
Experiment with making Bear’s shadow in pairs (10–15 minutes) Invite each pair to a station so that they can recreate scenes from the book and try to make Bear’s shadow change. Encourage children to try switching the flashlight on and off, and using it to make the shadow of the Bear figure, then experiment moving the light and the objects to recreate scenes from the book as depicted on the challenge cards: 1. Move the Sun across the sky, from sunrise to sunset. What happens to Bear’s shadow as the Sun moves? 2. Shine the light straight down on Bear from above his head. Where is his shadow? 3. Try to make Bear’s shadow appear in front of him/behind him. 4. Try to make Bear’s shadow long/short. 5. Bear wants to hide in the shade of the tree. Can you help him? 6. In the story, Bear’s shadow scared the big fish away. Try to make Bear’s shadow touch the fish in the pond. This activity allows children to model the phenomenon of how the Sun casts shadows outside.
I would use the question prompts to help children investigate how changing the flashlight’s position changes the size, length, and position of the shadows. As children test different positions of the flashlight, ask them to compare their observations and encourage them use their observations to make claims about how to make the shadows longer, shorter, or in front of/ behind the Bear figure. Children can make claims either verbally or by demonstrating with their model.
I think children would really enjoy this activity from the initial stimulus, the story and really benefit from the hands-on experimentation with the torches and figuring out how the position of the light source impacts both the position of the shadow and also the shadow size & length.
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Leah,
the lovely astronomy side to Moonbear’s shadow is the changing direction of the Sun over the course of the day. When I have carried this out with children I have taken them outside first to to see where the Sun is in the sky – we have noted it and it is usually in the south -east (I start my workshops at 10am). We check again when we finish the whole visit (at 1pm) and it is in the south.
When we set up the Moonbear’s shadow fishing pond (a blue bit of paper with some paper fish), I have a compass drawn nearby with the cardinal directions. I ask them — what time of day have you made it? Is the Sun shining from the east – then it is early morning… etc.
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As a learning support teacher that works with infant classes, I would really like to use the ‘Up or down’ activity from the spherical Earth lessons from the Universe in a box activities when supporting the class teachers. As a school with children from all over the world, it would be a wonderful way to show how the Earth has no up or down. Using a globe the children could find their families home countries and mark them on the globe, similar to the polar bear and penguin idea from the lesson plan. This could be particularly nice to use during our schools multicultural week where we celebrate all nationalities. The ‘Earth Mosaic’ could be used and the children could draw features from their own families country. Through putting the mosaic together, the children could really see the idea of perspective and how up or down is relative to the observer.
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Module 2 The Moon
Use the story The First Hippo on the Moon by Davis Walliams as stimulus for lesson. Read story and have discussion about the moon and what they think the moon looks like. Ask all children to draw a picture of the moon.
Show children white circle, crescent shape and sphere which do they feel looks like the moon. Have discussion about the moon and how it looks from Earth. Set task of drawing what the moon looks like on the same day for 4 wks.
Have a picture of the moon with craters get them to look closely noticing size difference. Discuss how they think the craters were formed.
Using sand or flour and a variety of flour allow children time to drop balls and notice what happens the surface. Discuss how some balls make bigger/smaller craters, some are deeper etc.
Refer back to 4wk tracking of the moon. Discuss what children have drawn and discovered. Use phases of the moon pictures in resources to sequence the phases of the moon.
Play the story The Night the Moon went Missing (youtube)
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Valerie,
you’ve outlined a really nice activity set on the Moon, with lots of opportunities for children to use their science skills to observe and to record and communicate.
The flour cratering activity is very popular, as I have suggested before, use sand if you want to keep the trays around for a while, since sand isn’t a food product.
You can find detailed images of the Moon at this NASA site:
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I always enjoy teaching shadows in science lessons. There are many opportunities for both indoor and outdoor activities.
Outdoors, I would facilitate a “Shadow Hunt.” Students will take turns observing their shadows at different times of the day, documenting the changes in length and direction. We’ll create a shadow art project where they can trace their shadows on large sheets of paper, encouraging creativity while reinforcing our understanding of how sunlight creates shadows. The children can also use chalk to compare where a shadow was before break and after break etc.
Indoors, we could conduct a simple experiment using a flashlight to simulate the sun. Students will explore how the angle of the light affects shadow size and shape with various objects. We could also read stories related to the sun and discuss its importance for life on Earth such as “The Sun Is Kind of a Big Deal” by Nick Seluk.
Through these activities, students will gain hands-on experience and a deeper understanding of the relationship between the sun and shadows, making learning fun and interactive!
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I really Like this lesson idea that you’ve come up with here as incorporates inside and outside use of shadows. It sounds like a very interactive and fun activity which I’m sure the children would love to do in pairs or as a group. I like as well, you have included a story as children love to listen to stories that are connected to their learning
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Activity set chosen: The planets
I would 100% use this activity set in my classroomI would start by playing the planets song for the children to engage the children- it is fun and playful and also integrates well with music too!
I would then have a whole class discussion on planets gather prior knowledge and see what planets we already know.For my first lesson I would focus on earth and day by day would focus on a different planet each day.
Whilst focusing on earth- I would definitely use the many activities I have learnt in this module such as the earth mosaic and carry out the whole class experiment about day and night on earth and how it changes by having a giant earth and sticking two figures on earth side on the earth and shine a light on the earth to show the different times of the day on each side of the world! I absolutely LOVE this idea- it issue practical and visual for the children.As my lessons developed throughout the week (focusing on new planets through the weeks) – I would start each lesson with inquiry based learning and investigations on each planet, by for example starting by playing some games such as the planet game (ESERO 1). And continue on during the week to make fact files of each planet, and some clay figurines of the planets so we could have a whole class solar system with fact files to display!
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Harriet,
Planets are great fun, and of interest to many children.
I’m not sure that these activities need to be specifically “inquiry-based” since that has a particular meaning that references the Framework for Inquiry, which builds on the children’s understanding and asks them to extend that understanding by making testable predictions and investigating.
With the planets as a theme this could be structured research as the children notice patterns from their facts and then try to come up with explanations for those patterns.
They might see that the rocky planets are near the sun and the gas planets are far away. They might note that the small planets are near the Sun and the big planets are far away. They might think – planets near the Sun are hotter and planets further away are colder – and check that out.
Once they see that the hottest planet is Venus (2nd from the Sun) they might take the next step and look at why Venus is hotter.
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I would take the concept of the sun and shadows as an opportunity to go outdoors on a sunny day to explore how shadows are formed. I would bring out a football and a rugby ball as a trigger for engagement- what can we see here? What differences are there? How can we see what these are? What if it was night time- could we see the balls more or less clearly? Then address the shadows and their shapes.
The children could then explore the yard space by finding different objects and discussing and experiment with the shadows. I liked the idea of using chalk to outline shadows from the sun activities booklet. An extension on that could be to trace the children’s shadows in the morning, and compare them at lunchtime/ at the end of the day. This could offer a further challenge/higher order questions for the high achievers.
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I would choose the activity of the Planets to teach to my Senior Infant class. I would begin the lesson with a discussion about what the children know about planets. We will discuss an easy way to learn the order of the planets by using the mnemonic My Very Educated Mother Just Served Us Nachos.
Following this we will listen to the song “The Family of the Sun”. Each group will get a sheet of tin foil. I will draw various circle/rings starting with a small circle (the sun) and continue to draw bigger circles around each one to create an image of the solar system.
Each group will have a black marker to write the name of each planets. To support them I this task, I will ask the children to tell me the mnemonic that we learned regarding the order of the planets. I will place the names on the board for them to copy on their sheets.
I will show the children pictures of the solar system on the interactive whiteboard. We will look at the colours of the different planets. I will ask the children to work with their groups to create ach planet using the correct coloured playdoh pieces and place them on their tin foil solar system. I will prompt the children to recognise the different sizes of each planet too and to try their best to create similar models. By using play doh the children can really see how the planets are in constant motion around the sun. The children will be able to move each piece on the circles or rings around the sun to get a better understanding of this.
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I have chosen the activity set of the planets as a focus for this module. I liked this activity set as it gave a wide variety of multi-media resources. I will have 1st class again this year and I love to use music as a means to engage and motivate the students. Therefore, I think the planet song would be a fun and interactive way to introduce the topic. I would then use questioning to draw prior knowledge from the students and to encourage them to ask questions. I would begin using the resources in module 2, including the video describing the planets to engage the students furthermore. Over a series of lessons, we would examine the planets, tie in the solar system and living things. I would then encourage the students to work in pairs to research a planet if their choice on the school iPads. I would draw there attention to https://www.natgeokids.com/uk/primary-resource/solar-system-primary-resource/, to help them research. They could then work in small groups to complete a fact file, and project using their research. To finish this activity set, the students would be invited to present their projects to their classmates. And give their peers positive and constructive feedback.
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I have chosen the activity set of the planets. We teach the planets in junior infants but at a basic level.
I would introduce the planets by some work on planet earth and the children would have prior learning about earth.
I would ask the children to sit in a circle and show them an orange balloon and tell them this is our sun. I would ask questions to elicit knowledge about the sun. Then I would show them the planets video by story bots.
I would put a visual of the planets on the white board and then ask the children if they can remember any planets from the story. As children named them, I would match them to the visual. I would also ask children to pick from a selection of balloons and we would label the balloons with name and a small photo of each planet.
We would finish by sharing their favourite planet and why.
The next lesson we would move on to the position of the planets and the children would be active and moving around. Subsequent lessons would involve some recording of learning in their SESE journal.
We would try and remember some planets mentioned in the video -
Activity set: The Sun and shadows
There are some great activities for the junior classes in this module. I particularly liked the video on ‘Day and night’ (https://astrosociety.org/education-outreach/early-learners/early-learners.html).
1. Children sit in a circle and discuss what the sky looks like during the daytime and what allows them to see things (i.e. the sun). Show pictures of a bright sunny day with blue skies. Present picture of a cloudy day and ask the children to describe the difference and why they can still see things (sun behind the clouds). Show pictures of night time and discuss possible sources of light.
2. Attach 2 small plastic characters to the globe, one in China and one in US, darken the room and shine a torch/lamp to the globe, show the children how, due to the earth’s rotation, it is daytime in some parts of the world and night time in other parts of the world. Ask the children to mimic the earth’s movement by standing in front of the light and standing away from the light.
3. Finish off the lesson with a ‘day and night song’ and go over the elements of the lesson.
Shadows:
On a sunny day, ask the children to work in pairs to draw their shadows. later on in the day draw their shadows in the same position and compare the 2 shadows.-
Edel,
demonstrating with the globe is such a key part of this learning activity.
When asked “Why is it dark at night?” I have had children tell me “so we can go to sleep.” Children need to be able to step beyond – what happens when it is dark in a child-centred way to reasoning about the world with models.
I like your choice of China and Europe – very often children who have understood that it is dark on another part of the world think of Australia as their place.
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I have chosen The Planets as my activity. I would aim to teach this lesson to a Senior Infant Class. I would begin by asking the children to gather the in a circle and ask if they know what makes up our solar system.
Next I would introduce the concept of planets and explain that there are eight main planets orbiting the sun. Show them a model or images of the solar system and briefly explain that each planet is unique. I would go through each planet one by one, sharing simple facts and characteristics.Keeping explanations brief and engaging:
Mercury: Closest to the sun and very hot.
Venus: Known as Earth’s twin but is very hot and has clouds.
Earth: Our home planet with water and living things.
Mars: The red planet; may have had water.
Jupiter: The biggest planet with a big storm called the Great Red Spot.
Saturn: Famous for its beautiful rings.
Uranus: Has a tilted axis and looks blue.
Neptune: The farthest planet and very windy.
Use planet cards for visual reinforcement.Activity: Create Your Own Planet (20 minutes):
I would then ask the pupils to choose one planet to draw or paint. I would provide them with paper, crayons, and markers. I would encourage them to use their imagination and add features they think would be on that planet.
While they are drawing, walk around to engage with each child and ask them about their planet (e.g., “What color is your planet?” “Does it have rings?”).Once everyone has completed their artwork, invite students to share their planet with the class. Ask questions like, “What did you name your planet?” “What makes it special?” Lastly I would gather the drawings and create a “Planet Gallery” on a bulletin board to display their artwork, recap the names of the planets, encouraging students to shout out their names or do a simple chant together. This lesson provides an interactive and enjoyable way for young children to learn about the planets in our solar system while allowing them to express their creativity.
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The activity set I would choose is “The Sun and the Shadows.” I would begin by introducing the children to the concept of shadows through a playground game of “Shadow Chasing,” followed by tracing shadows with chalk. I particularly like the idea of assigning the children the task of creating a sundial in groups, allowing them to track the sun and its movements. This activity also offers excellent opportunities for integration with other subjects: Math – lines and angles, time zones, etc., Science – Earth’s rotation, History – the use of sundials by ancient civilizations, Art – construction. In groups, the children would collaborate using paper plates, popsicle sticks, a protractor, and a compass to build a functional sundial. They would then observe and document the sun’s movements throughout the day
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I would choose an activity on shadows.
Ideally I would start this lesson outdoors to spark inquiry. Ask children to stand in different positions and to ask what they notice around them. Is there anything happening when you move. What do you see. Then pair the children up to further encourage discussion. Have the children walk from one place to another. Ask the, what they observe when doing this. Children could record there observations in diagram/sentences based on ability.
We would return indoors and discuss our observations and thought shower all of our findings on an anchor chart.
I really enjoyed the 3D activity and torch. There is so much scope with that so I’d like to try that out. I’d like to encourage a collaborative approach to this so as to optimise observational talk and trialling and testing.
At the end of the lesson I would address any misconceptions that have arisen. After that each group could share their findings and answer questions from their peers.
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The activity set I have chosen is the Sun and the Shadows.
In my classroom, I would use the Sun and the Shadows activity to help students understand concepts about light and heat energy. I I would begin by introducing the children to the concept of light and where it comes from. We would then discuss different sources of heat and light, emphasising how the sun is our primary source of both heat and light.
To explore shadows, we would go outside into the sun and go on a shadow walk. Afterwards we would experiment using flashlights and objects to create shadows, understanding how they form and change. We would also discuss the differences between day and night, light and shade.
Erika
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I really enjoyed this module as I felt there was less different ideas and activities that I could use in my classroom in the future. The activity I have chosen is the planet song as this is something that I have done in my classroom previously and I feel it has worked very well firstly I would start off by teaching the children the order of the planets that they are familiar with what comes next in the song I would then break the kids up into smaller groups And get them to practice the words together and I will get them to create their own actions for the group group then would teach the rest of the class and as a unit we would create actions for the entire song to the children learn to remember the song for the future. The children then would create a piece of artwork further plan to hold up when it was their turn to sing their verse about their planet.
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That was a very interesting module I would choose the “Sun & Shadows” activity. It starts with a discussion to find out what the children already know about shadows and how they are made. We would then read Moonbear’s Shadow by Mr Ashe. While reading, I would guide the children to notice how the shadow changes in size and position with the sun in the pictures. After the story, the children would create models of Moonbear, the fish, and the pond from the book. Once the models are ready, they would use a torch to act as the sun and experiment with creating shadows using Moonbear. We would also go outside at different times of the day to observe how our shadows change as the sun moves across the sky. Finally, the children could draw pictures or write simple sentences to record what they have learned about shadows.
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The Planets – in infant level .
I would begin by asking the children if they know the names of any of the planets and the colour associated with each planet. I would then introduce the planets to the children in order of size, going from largest to smallest or vice versa. I use a mnemonic to help them remember the order of the planets – one being ‘my very educated easy method just speeds up naming planets’. I would then get them to draw the different planets using circles/rings around the sun. An alternative sensory activity is to use play dough (correct colours and sizes needed) and instead of colouring in the planets around the sun they can place the balls of play dough to represent the solar system.
An idea to finish off the activity is by singing the song ‘The Solar System’ to reinforce what was taught that day.-
Audrey,
the mnemonic of ‘my very educated easy method just speeds up naming planets’ is great for the order from the Sun, but if you have started with the order of size, then you would use:
My method very educated naming up speeds just! ( I left out dwarf planet Pluto).
Would you look at drawing the orbits even slightly to scale, or just as circles?
There are scale solar system details in this resource from spaceweek.ie:
https://www.spaceweek.ie/wp-content/uploads/2020/08/Solar-System-Walk.pdf
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The activity I would choose would be the planets. I would introduce the concept by playing “Story Bots We are the Planets” for the children.
Then I would move on to the crux of the lesson, using the ESRO worksheets and activities to teach the children about the different planets. Combining with art and aistear we would use group work to create papier machier planets to display in the classroom. I would use cutting and sticking and playdough making of planets in aistear stations also to reinforce. We would also use the planet dance in PE.
I would also use the Blues Clues planet song to teach the children.
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Rachael,
is this the song?
https://youtu.be/KQk3l3fSsOE?si=lTfnmWJyIYN0Gn53
The planets give lots of opportunity to combine maths and science, particularly around space, shape and measure (compare and order).
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I enjoyed this module and have saved many of the resources included to use when I return to school to teach Senior Infants.
I particularly liked the activity on the ‘Spherical Earth’. I always find it so interesting teaching this concept to children as it is something that may not have come across before or been aware of. I would start the lesson by using an inflatable globe and throw it around the classroom. When a child catches it we call out the country that their thumb lands on. More often than not the globe is upside down so we discuss questions like ‘Are all the people in that country living upside down?’ This creates a lot of discussion and laughter especially when we land on Ireland!
Then, using another ball and a torch, I would simulate the sun and rotate the ball slowly to show how the light only shines on one side at a time, creating day and night. This helps reinforce the idea that the Earth is round and constantly rotating. We would chat about different time zones and I would show them clocks around the world and relate it back to the sun and the world rotating.
I enjoyed learning about the ‘Spherical Earth’ activity where each child draws a different landscape and then connect the mosaics. I think this would further reinforce that the different orientations depends on which side of the ‘circle’ or ‘sphere’ that you are standing on.
I always love to read the story ‘How We Found the Earth is Round’ by Joseph Becker. There is a lovely animated version of it too which brings to life the discovery that the world is not flat and also introduces the concept of gravity which you could expand on then in your next lesson on this topic.
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Susie,
I found the book here: https://annabelleandaiden.com/product/how-we-found-the-earth-is-round/.
The interview with the author here gives a sense of the book.
The Eratosthenes experiment gets carried out each year – you can find an archive of past measurements here: https://eratosthenes.eu/wordpress/. For a senior class or second level!
Time zones are tricky for most people to get their heads around – I’m sure most of us have been woken up by a family member in another country getting the time wrong!
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This is a lesson I would do with 1st/2nd class based on the activity set The Moon.
Objective:
Students will explore the phases of the Moon and understand how the Moon’s position relative to Earth and the Sun causes the observable phases.Materials:
Styrofoam balls (representing the Moon)
Lamps (representing the Sun)
Dark room or an area where lights can be dimmed
Markers (to draw features on the “Moon”)
Student worksheets for recording observationsIntroduction:
Start with a brief discussion about the Moon, asking students what they know about it and its phases.
Explain that the Moon does not produce its own light but reflects light from the Sun, and as it orbits the Earth, we see different portions of its illuminated half, which we call the “phases of the Moon.”Demonstration:
In a dim room, place a lamp (the Sun) in the centre.
Choose a volunteer to hold a Styrofoam ball (the Moon) at arm’s length.
The student will slowly walk in a circle around the “Earth” (represented by the position of the observing students).
As the student moves around the circle, ask the class to observe how the lighted portion of the Moon changes.Hands-on Activity:
Divide students into small groups and provide each group with a lamp, a Styrofoam ball, and a space to walk around the lamp.
Students will take turns being the Earth, holding the Moon, and walking around their group’s “Sun.”
While one student moves the Moon around the “Earth,” the others will observe and sketch the phases they see in sequence (New Moon, First Quarter, Full Moon, Last Quarter, etc.).
Encourage students to notice and record the pattern of the phases.Discussion and Reflection:
Bring the class back together to discuss and question their observations , reinforcing what they have learnt from this lesson.
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Leeanne,
when looking at the phases of the Moon in primary schools, keep the emphasis very much on the appearance of the shadow and the light and how a 3-D object can be lit on one side only by a single light source.
Please note that the children will only be able to observe the Moon showing the correct phases when they are they person holding the styrofoam ball – from the side they will see the same appearance of a half lit sphere, since they are not in the centre of the activity, so it isn’t possible for “While one student moves the Moon around the “Earth,” the others will observe and sketch the phases they see in sequence (New Moon, First Quarter, Full Moon, Last Quarter, etc.).”
See this video for my favourite way to carry this out, which I usually do with second level students. Use the Sun as the light source, and go outside!
https://nightsky.jpl.nasa.gov/download-view.cfm?Doc_ID=329
https://youtu.be/ai9VcMLBiQg?si=voI1gFCBIpwxRKkW
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Assignment:
Choose from one of the activities or activity sets outlined in this module:
Activity: The Spherical Earth
Activity Set: The Planets
Activity Set: The Moon
Activity Set: The Sun and Shadows
How would you use the activity in your classroom?
Post a reflective piece to the forum (150 words min) as a reply to this post. You may include digital records of the activities.I thought My Sky Tonight video on the Sun’s Energy lesson was fantastic. I thought the use of the sun ball at the start to elicit prior knowledge was a fun and engaging way to get the children on board with the material and curious about learning more. It’s so important to incorporate safety in the sun for children too and I like how it was approached here. The role play activity was great as a reinforcer and incorporated hands on fun and engaging learning again. I look forward to using this lesson with my class next year and can see it working really well as part of Aistear.
1. Role Play – At the beach
2. Tech –Record sun safety videos
3. Junk Art – Design protective sunwear.
4. Story map – create story maps for story ‘When the sun goes home’
5. Sun Safety Quiz – complete sun safety quiz IWB-
Rachael,
Your Aistear summary is super – thanks for sharing. And with junior infants, even though we’ve had a not great summer, some of them might have been to the beach and will be able to recall that in September/October.
Here is a sample video of being sun smart:
https://youtu.be/7eKNU_dGv4Q?si=73BepnQxy_y88tpX
from SunSmart, who have a whole host of resources: https://www.sunsmart.com.au/advice-for/schools-early-childhood/primary-school-resources
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Planets:
In doing a lesson on the planets with my class, I would first brainstorm what the class know about the planets.
There is also a memorable song- The Planet Song that I would link with my music lesson at the same time.
The ESA planet resource that was mentioned further up in the forum would also be useful as a printout. I would discuss basic facts about each planet with the class.
If time allows, I would do up a few information/discovery packs on the various planets and have them at various learning stations for the pupils to visit (set up like stations).
There is a website that allows you to compare your age on earth with the age you would be on another planet. Anytime I have used it, the pupils have loved it and it is a fun, personable way of introducing the concept of orbit lengths to the class.
I really liked what Matthew said about making the solar system out of playdough. I think that’s a wonderful idea and I would also link this topic in with art in some way.
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Aisling,
is this the one you have used?
https://www.schoolsobservatory.org/things-to-do/space-age-calculator
I’ve always thought that I was in my twenties on Mars, but it has me at 31! I suppose using roughly 2 Earth years is a Mars year was not quite accurate 😉
This one asks for the date of birth to be input as dd/mm/yy which isn’t something very young children would know easily, so you might have to put this in from your own records.
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Hi Frances,
I know- I love my age on some planets!
I think this is the one I used (if memory serves correctly)
https://www.exploratorium.edu/explore/solar-system/age
I found it handy because it calculates the age for all the planets at once and shows when your next birthday will be- something the kids always get a great laugh out of!
I must try the one you’ve linked also- thank you.
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The activity I would choose to teach to junior and senior infants is activity 4: The Sun and the Shadows.
I would begin this lesson by gathering the children in circle on the floor and using the story ‘When the Sun goes Home’ as a stimulus. Using the same framework for inquiry, I would then encourage the children to think about the sun – what it is, how it helps us, what it looks like, what it does etc. I would elicit any prior knowledge about the sun and list the learning objectives using a WALT chart.
Next I would explain that the sun is a source of light and pose the question of how light can create shadows. The children can then predict how they think shadows are formed and we could put our predictions on an anchor chart. Outside, I would pair the children and allow them to see how the sun is creating their own shadow. They can then use chalk to trace their partners shadow on the ground. In class, I would place the children in small groups and encourage them to use torches and varying objects (solid and translucent) to investigate how some objects will form a shadow. The children can use card paper to create their own superhero shadow (like batman). -
The module has provided many excellent activities and ideas for the teaching of Planet Earth and space. Fellow participants have shared some brilliant teaching ideas, a lot of which I will use in the coming school year. I have chosen the sun and shadows as the activity that I would like to share my teaching ideas.
The teaching of the sun and shadows allows for the teaching of different areas of the science curriculum, Light , Materials and their properties and Planet Earth and space can all be visited.
To start I would revisit light. What is it? What colour is it? Does it travel. I would ask the children to discuss different source of light. Whare does it come from?
Next I would ask the question of what causes shadows. Children could experiment using torches to make shadows on white board by making shadows of different things and making shadow puppets. The class could discuss if the shadows were different for different objects. Here we could revisit the properties of material e.g transparent / opaque.
Once these activities have been done the children would then focus on the sun being a source of light. Children would then go to the yard and use chalk to draw around each others shadow. Once they have done this the children should be asked how the sun and their body formed the shadow. Throughout the day the children should revisit the yard and from their original shadow they should draw another shadow. Questions and discussion would follow. Is the shadow the same? How has it changed? -
The module has provided many excellent activities and ideas for the teaching of Planet Earth and space. Fellow participants have shared some brilliant teaching ideas, a lot of which I will use in the coming school year. I have chosen the sun and shadows as the activity that I would like to share my teaching ideas.
The teaching of the sun and shadows allows for the teaching of different areas of the science curriculum, Light , Materials and their properties and Planet Earth and space can all be visited.
To start I would revisit light. What is it? What colour is it? Does it travel. I would ask the children to discuss different source of light. Where does it come from?
Next I would ask the question of what causes shadows. Children could experiment using torches to make shadows on white board by making shadows of different things and making shadow puppets. The class could discuss if the shadows were different for different objects. Here we could revisit the properties of material e.g transparent / opaque.
Once these activities have been done the children would then focus on the sun being a source of light. Children would then go to the yard and use chalk to draw around each others shadow. Once they have done this the children should be asked how the sun and their body formed the shadow. Throughout the day the children should revisit the yard and from their original shadow they should draw another shadow. Questions and discussion would follow. Is the shadow the same? How has it changed? -
I would use the Activity Set: The Planets in my class.
To begin, I would introduce the planets to the class. I would use visual aids and the IWB to display pictures on the different plants and how they differ from one another. I would tell the children the names of each of the planets and chose 8 individual children to stand at the top of the room. Each of these children would be given a label with the name of a different planet on it. The class would work to put the children in the correct order of the planets (the order could be displayed on the IWB in the background to assist them). I would then play ‘The Planets song’. We would listen to it twice and I would ask the children to join in with it. I would then go on to play The Planet Game with the children on the IWB for a few minutes. We would then finish the lesson with The Planet Dance.
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I would choose the ‘Where is the Shadow’ experiment. I would take students outside on a sunny day to observe their shadows. Ask them to trace their shadows on the ground at different times (morning, midday, and afternoon) and predict how the shadows might change over time.
As the day progresses, have students revisit their traced shadows and compare them, noting changes in length and direction. Discuss why shadows move and change size, introducing the concept of the Earth’s rotation and how the Sun’s position in the sky affects shadows.
I really love that these lessons can be made so hands-on as it can be overwhelming at times to tackle such an abstract topic with younger children.
This activity promotes observation, prediction, and critical thinking, helping students understand the relationship between the Sun’s position and shadows through hands-on, inquiry-based learning.
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Marcella,
as I have just commented to another teacher:
We often don’t think that the Sun moves that quickly, since it takes a whole daytime to go from the east to the west, but in the time it takes to draw two people’s shadows, the first person can’t fit back into their own shadow!
We did this in a summer course a few years ago, and it was remarkable to see the teachers who hadn’t tried this before react to their changed shadows.
In the Sun and Shadows toolkit you can see how this understanding can be used to make a sundial, and the video we created during lockdown shows Frances running outside to make a sundial in her garden.
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I would choose the Activity set – The Planets ; A Journey Through the Solar System. As this is suitable for the children I teach in an SET setting.
Learning Outcomes:
Know the names of the eight planets.
Know that the planets revolve around the sun and that the sun gives light.Introduction- I will read the story ‘Meet the Planets’.
The Planet song – Eight planets of the Solar System. Children sing along to The Planet Song. I would put the video on the IWB as the visuals are very good. I like the way it shows the order of the planets from the sun.
Recap on the planet names. I will point to the planets on the board and ask children to identify them.
Hold up planet photographs and children identify them. I would ask if they could tell me something about the planet, such as : this planet is very hot.We would then go outside or to the hall to play the hula-hoop game. I think the children would love this fun, interactive game, pretending they are rockets flying through space. I like the added challenge that the children cannot land on the yellow hoop as it represents the sun, and it is too hot to land there.
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The Activity Set that I have chosen to look at is The Planets & The Moon
I would start by showing the children the video The Family of The Sun https://www.youtube.com/watch?v=Bzj6UEbIvKA as a stimulus for discussion. I would ask the children to listen carefully as I am going to ask them a number of questions at the end. How many planets are there? What does Saturn have that the other planets don’t?
I like the ESERO 1 activity about bringing the children outside, great link to PE and using hoops etc to imitate the planets, the Sun and the Moon have children running, hopping, jumping etc between them all. There are many different activities that I would do with the class as we explore this theme such as:
Chant and Move: Create a simple chant with actions for each planet. For example, “Mercury spins fast (spin around), Venus spins slow (turn slowly), Earth is where we live (point to the ground),” etc.
Create a Space Adventure Story: Encourage kids to imagine they’re astronauts visiting each planet. Discuss what they might see or do on each planet.
Planet Hop” Game: Use chalk to draw planets on the ground or place them on paper indoors. Call out planet names and have children hop to the correct one.
Space Treasure Hunt: Hide “space treasures” (toys or cut-out stars and planets) around the classroom or playground. Provide clues related to the planets to guide the children in finding them.
Shadow Play: Use a torch and foam balls to demonstrate how planets orbit the sun and how day and night occur.
Dress-Up and Role Play- Provide astronaut costumes and props. Encourage the students to role-play as astronauts exploring the planets.
The Man in the Moon activity is very cute and I think the students would really enjoy making their own moons. I think this John Lewis ad would be a lovely prompt for the lesson too: https://www.youtube.com/watch?v=jGY-T4W-BOc
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The activity set that I have chosen is The Sun and Shadows. I have actually carried out this activity with my Junior Infant class this year and they all loved it.
We started the lesson by discussing shadows – we carried out a KWL chart – I wrote down what they knew about shadows and what they would like to find out about them. We watched/listened to a song on YouTube ‘My Shadow’ by Hey Kids and ‘Shadow’ by The Dr. Binocs Show. I asked the children to become detectives and see if they could spot any shadows in the classroom. After they found some shadows in the classroom we went outside with chalk. The children worked in twos or threes and took turns in drawing/tracing each other’s shadows as well as other items on the yard – trees, flowers, buildings, etc. When we came back into the classroom we discussed the activity – what they liked about it and if they found anything interesting about it. A lot of them noticed that as the sun moved the direction of the shadows changed. As a follow on from this lesson the children went around the classroom in groups with a torch to experiment with making shadows and also making them big and small. -
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Hi everyone, Lauryn here 🙂
I would focus on the “Sun and Shadows” activity set from the module. This activity is definitely effective for helping students understand the concepts of light, shadow formation, and the movement of the sun. In my classroom, I would start by taking the students outside on a sunny day to observe their shadows at different times—morning, midday, and afternoon.
Students would trace their shadows with chalk and compare how the shapes and lengths change throughout the day. This hands-on activity would be enhanced by a discussion on how the sun’s position in the sky affects shadows.
By engaging in this inquiry-based activity, students would not only tap into the science behind shadows but also develop their critical thinking skills as they make predictions, observe changes, and reflect on their findings. This approach makes abstract concepts like the sun’s movement more understandable for young students.
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TOPIC: The Planets
ACTIVITY: Edible Solar System
During our Healthy Eating Week and as part of Food Dude Programme, we used a selection of fruits and vegetables to create Edible Solar Systems. The learners used Kids Britannica on Scoilnet to compare and contrast the sizes of the planets in allowing them choose the most appropriate fruits/veg to use. The adults in the room did any slicing or chopping required. We use the KLT Planet song on Youtube to order the planets correctly. https://youtu.be/awM6BCpxRaE?si=C0RV4wbpTOfHNwoD
It was surprising the limited knowledge of fruit/veg some of the children had and very parents were delighted when the children asked to recreate the edible solar systems at home.
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The Moon
I would teach my class about the moon using the excellent resources provided.
We would watch a video of the moon landing, discuss what we know about the moon. Discuss the spherical shape of the moon and it’s craters.
I would the pictures of the moon and discuss cultural differences in observations of the moon.
We would use the flour and dropping balls to recreate the craters and discuss how they are formed.
We used the fabric activity to recreate the moon, and using layering of fabric to create the surface.
I would use clay to mold the shape of the moon and a upside paint brush to create craters in the moon.
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The activty set I would choose is the moon. We would start the lesson by watching a video of the moon landing. We would discuss the shape and characteristics and features of the moon. What would it be like to walk on? What would the surface feel like? The class would then role play walking on the moon based on what they observed about the moon. After which we would create a moon using the resource meet our neighbours: moon from AstroEDU. The class would create a moon using materials such as fabric and sequins to create the mountains and craters.
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Aideen,
this would link really nicely to the history and design of landing craft for the Moon.
The engineers had to
A landing gear for the lunar surface had to be designed for varying landing conditions, such as protuberances, depressions, small craters, slopes, and soil-bearing strength. To achieve the necessary stability, the landing gear had to be able to absorb a diversity of impact loads. Houston and Bethpage met this challenge by using crushable honeycomb material in the struts, so the gear would compress on impact. A principal advantage of honeycomb shock absorbers was their simplicity. Since they had to work only once, the more common hydraulic shock absorbers and their complexities could be avoided. Subsequently, crushable honeycomb was also applied to the large saucerlike foot pads to improve stability further for landing
Source: https://www.hq.nasa.gov/pao/History/SP-4205/ch6-4.html
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I would choose the activity set The Planets. I feel this area provides lots of opportunities for exploration and education in a fun, active and hands on way.
Introduction: I would gather the children together in a circle and find out their prior knowledge, what they already know about the sun and the planets. I would ask some open and closed questions and write down all the information they provide collectively on the whiteboard.
I would read a picture book about planets, Adam’s Amazing Space Adventures. I would start by naming the planets from the sun. We would look at some images of the planets and discuss the facts to describe each planet.
I would play the planet game which would be lots of fun and hopefully the children would remember some of the names of the planets and begin to understand that the planets revolve around the sun.
I would show the children the video of the song, Planet Song and encourage the children to join in and sing along.
Finally, for the art lesson that week I would get the children to make and create their own planets using papier mache. I would encourage the children to focus on images they have seen and the facts they have learned about each planet and try to show this in their art work.
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Module 2 Assignment
I would teach a lesson on the moon. The moon, as mentioned in module two, can be/ is seen by every human being on planet earth. Most calenders are based on the lunar cycle and even Lúnasa- the month of August As Gaeilge- is derived from the Latin word Luna meaning moon. The moon causes tides, thus affecting the waves and the moon helps the children to understand the difference between day and night.
I would first introduce the moon by showing the children a clear image on the Interactive Whiteboard. I would ask them what they know about the moon and write their answers on a flip chart at the top of the room. I would ask the children what they see when they look at the moon. Shadows? Crators? The “man on the moon”?
This would lead to the man on the moon- the moon landing. I would show the children the clip of Neil Armstrong and Buzz Aldrin’s moon landing on the IWB. We would discuss gravity, the use of oxygen and discuss the astronauts helmets and suits. I would give the children the opportunity to ask questions about the clip and thd moon landing. We would then choose two children to take part in a role play at the top of the room during which they would re-enact man’s first steps on the moon. We would then play hot seating and the other children could ask Neil and Buzz questions about their experience in Space (more specifically- on the moon!)
The children would then create their own moons using paper (with a pre drawn circle) light fabric, paper, glue, sequins for creators and a scissors.
We would finish up by singing a song about the moon called The Moon Song by Kids Learning Tube.
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The Sun and Shadows
As an infant teacher, I would keep this activity really simple. To start I usually use torches and a variety of shaped objects. I let the children experiment themselves in pairs to see what shadows they can make. They also use different coloured paper as a surface.
I find the interactive whiteboard great for the next step. With just the bulb and the white screen children can stand in front of the screen one by one with the whiteboard light behind them acting as the sun. They can make different shapes with their bodies and watch their shadow on the screen.
Next it would be nice to take this activity outside on a sunny day and to use their bodies and a variety of objects to make shadows using the sun as the source of light.
They could record their results on the I pads using Chatterpix and then share to the class when back inside using Bytello share. These two apps are my go to with infants. They are a fantastic resource.
Extensions of this lesson could include drawing around partners shadows using chalk and creating a simple sundial with a bucket and stick and observing how the shadow moves throughout the school day.-
Emer,
thanks for sharing your recommendatins of https://www.bytello.com/home
and Chatterpix. I have just downloaded Chatterpix and it is simple and fun. Would you have talking shadows?
I agree that with infants, ‘shadows and how they are made’ would be sufficient. The children could revisit this when they are older to connect to the seasonal and daily changes in the Sun’s position and how that affects the length of the shadows.
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The activity set that I would choose from this module is The Planets. As I am carrying my previous class, I am already aware that some of them have a keen interest in the planets and I feel that is a topic that we can really delve into some more in Senior Infants.
Trigger: The Planet Song. My class love to sing and dance and I think this song would hook them as it is so catchy. It is also a simple song to learn and contains simple information about the planets.
I would begin this lesson by questioning the children’s previous knowledge on planets – what planet do we live on? Do you know the names of any planets? Is there any information you can tell me about different planets? etc. After listening/learning The Planet Song, the children should be able to name some planets and tell me something simple about them.
After a brief discussion about the different planets, we would watch a video about why Earth is the best planet for survival i.e, it is not too close/far away from the sun and the importance of this on human survival. We would end this lesson by playing The planet game – the yellow hoop is the sun, the surrounding hoops are the planets, listen to prompts and jump into the correct planet.
A follow up lesson could be an art lesson where children choose a planet and make it using a paper plate and marble paint. We could then order the planets closest to the sun to furthest, again, showing why Earth is in the best location for human survival.
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Jessica,
what a great collection of activities that build on your class’s interests. Looking at the Earth in relation to the “Goldilocks Zone” could lead to other science activities related to heat (recognise the difference between hot and
cold in terms of weather…) The first part of this video would suit!https://youtu.be/-8cp-1nVUHU?si=PdDCx0FiNz90kvXx
You will also be accessing: Environmental awareness and care>Caring for my locality.
- observe, discuss and appreciate the attributes of the local environment
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The sun and shadows
I would begin this lesson by showing the children photos of a cloudy and a sunny day. I would try to include examples of shadows in the sunny day photo. After discussing these photos and their differences and similarities I would encourage the children to discuss what we already know about the sun and shadows. (KWL chart) I would lead with the following questions
Why is it darker on a cloudy day?
What does the sun give us ?
Is the sun important to us?
Would it matter if we had no sun in the sky?
I would then read the story “My Shadow” by Robert Louis Stevenson.
We would then go outside and in pairs the children would draw their shadows on the yard. I would also encourage them to find other shadows and draw them too. We would discuss these and question what we can see. As mentioned in my previous comments I have taught infants for many years and the only way I can comfortably get through the Curriculum is through integration and Topic based fortnightly plans!
During the week using this topic I would integrate throughout the curriculum for example Ow sound in Literacy, Art – Drawing shadows – projector and draw around what we see and then cut it out on black sugar paper and frame on to white card, Maths / SESE- Time – day/ night – Seasons
During the week I would also carry out activities such as darkening the classroom and give the children torches to explore. We would also read many storybook to consolidate their learnings.
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The Planets.
I would introduce this lesson with a story/picture book about the different planets (‘Meet the Planets’ by Caryl Hart is a lovely story about flying through space to visit the different planets). I would encourage children to notice the differences in the physical attributes of the planets, using a poster of the solar system or by projecting the solar system onto the whiteboard. I would question children about the colours they notice, and what else makes the planets different. I would also encourage the children to image what it would be like to live on one of these planets. I would provide the children with paper plates of various sizes and allow them to paint/colour their favourite planet, describing the physical features that they are including
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Chloe,
this gentle activity about the planets accesses a range of Infants: Energy and forces >Light
- identify and name different colours
- sort objects into sets according to colour
- observe colours in the local environment at school, in the home, in the street, in animal and plant life
- explore dark and bright colours and become aware of different shades of colour
Studies have also shown gender difference in colour naming (see https://www.researchgate.net/publication/258831976_Gender_differences_in_colour_naming), so it would be interesting to see if your class can create new colour names : Mars Red or Saturn Yellow
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Mindmap:
https://mm.tt/app/map/3391660439?t=s9VmKCxX1FEngage:
The Trigger: Read “Oíche Mhaith a Bhéirín” (Irish language version of “Can’t you Sleep, Little Bear?” to the class?
Wondering: How are the shadows in the illustrations being created? What is creating the shadows?
Exploring: Allow pupils to use torches and objects from their pencil cases to create shadows. Have them experiment with using different objects and moving the torch (light source) into different positions.Investigate:
Starter Question: How does the size of a shadow change when the object moves closer to the light sources?
Predicting: Pupils predict whether the size of a shadow will get bigger, smaller or stay the same when the object creating the shadow moves closer to the light source.
Conducting the Investigation: Provide children with a torch, a white screen (e.g. bottom of a box with a sheet of plain A4 paper stuck to it), an object (e.g. a spoon or a fork) and a ruler. Ask them to devise their own investigation to discover what happens to the size of the object’s shadow when the distance between it and the torch (light source) changes?
Sharing, Interpreting the Data/Results: Guide the pupils to record their results in a table and a bar graph.Take the Next Step:
Applying Learning: Have pupils go out to the school yard in the morning (away from any space where buildings would cast a shadow) and work in pairs to trace around each other’s shadows in white chalk. Then return again later in the day to repeat this task. Have pupils compare the shadows created and discuss how the position of the sun affects the shadow created.
Making Connections: Create shadow puppets and use the learning from earlier to figure out how to make the characters’ shadows grow taller and shorter by adjusting the distance between the objects and the light source.
Thoughtful Actions: Use the shadow puppets to stage a little play for the infants. Incorporate the characters getting taller and shorter (shadows getting longer and shorter) into the plot.-
Nora,
I really like how you have structure the inquiry into shadows to look at firstly
“how does changing the distance from the torch to the object” affect them, and then as a perfect next step:
How do shadows change in the Sun – since the Sun is at a fixed distance from us, and only the angles between it and the screen (the ground) change.
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The wealth of resources and information in this module was excellent.
The activity set – The Planets.
How would I use these activities in the classroom?As I work as Junior school SET my lesson would be targeted towards this age group.
Lesson objectives: know/recognise the names of the eight planets • know that the planets revolve around the Sun and that the Sun gives light • differentiate between in front, behind, above, below, left and right • be given opportunities to listen, understand and respond.
Talk & Discussion about the planets in our Solar System. Talk about the names of the planets in the Solar system and that the planets orbit the sun. Highlight we live on earth. As I looked into researching this I found many songs etc. on youtube to support this in addition to the examples given in the module https://www.youtube.com/watch?v=F2prtmPEjOcAt this point I would play the Planet game with the children on the yard. We would use hula hoops to represent the planets and a yellow hula hoop at the centre representing the sun. The children travel from planet to planet in their Space rockets when a planet name is called. Cross curricular integration PE – hopping/ running/ skipping etc from planet to planet. The children are warned not to land on the sun as it is too hot. At the end of the game, ask what planet names the children can remember. Bonus points for the children who remember the sun is in the middle and the planets revolve around the sun.
The extension to this lesson would incorporate the Planet Dance. Again this could be taught through PE or Maths and focus on the childrens spatial orientation and prepositional language.
• Stand with legs wide apart on your planet.
• Stand in your planet.
• Stand behind your planet.
• Stand next to your planet.
• Stand to the left of your planet.
• Stand to the right of your planet.
• Stand under your planet – hold the hoop above your head.
In this lesson the children could also Spin their hula hoop and roll it around the sun (planets revolve around the Sun, but also spin on their own axes) -
The activity I have chosen is based on the moon.
Lesson: Exploring the Moon
Objective: Students will learn basic facts about the Moon, its appearance, and its phases.
Materials:
A globe or a ball (to represent Earth)
A smaller ball (to represent the Moon)
A flashlight (to represent the Sun)
Introduction (10 minutes): Start by asking the students if they’ve ever seen the Moon and what they notice about it. Explain that the Moon is Earth’s closest neighbour in space and that it shines because it reflects light from the Sun.Activity (15 minutes): Use the globe, small ball, and flashlight to demonstrate how the Moon orbits Earth and how its appearance changes (phases). Let students take turns holding the “Moon” and walking around the “Earth” while the “Sun” shines on it.
Discussion (10 minutes): Ask students to describe what they saw. Introduce simple terms like “full moon” and “crescent moon.” Finish by reading a short story or showing a video about the Moon.
Conclusion (5 minutes): Review what they’ve learned and encourage them to observe the Moon at night.
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Hi Maria, that’s a very nice lesson. Using balls and a light to explain the moon phases is extremely engaging for children and teaches them about moon phases in a way that is easy to understand. I recommended buying cheap foam balls and pushing some sticks into them so that they are easier to hold and see. What story/video would you show them?
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