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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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Activity Set: The Planets
I would use ‘The Planet’ song firstly to introduce the lesson about planets. This song is lively, visually fun and a great attention grabber. At the beginning of the lesson I would use a KWL chart to learn about their prior knowledge, then I would play the song. After teaching a lesson(s) about the Planets in our Solar System and learning about their characteristics I would always refer back to the song. We would pause it after each Planet is mentioned to discuss what details they included about the planet and then perform as a whole class. As an extension, the children could ‘adopt’ a planet each and come up with a way of representing their chosen planet, through art, drama, dance or re-writing a verse in the song. This could be then shown to the class. I also think this song a great way of learning all the Planet’s names and their order from the Sun.
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I really like your idea of using the Planet song as a lively and memorable way to anchor the lesson. The way you plan to pause after each planet to discuss its features is a great way to encourage active listening and deeper understanding. I alos like your idea of the children “adopting” a planet and representing it through art, drama or rewriting a verse. That creative extension would really help them connect with the topic in a meaningful way.
As a teacher, I can see how this approach supports a range of styles, from auditory to visual and kinaesthetic, and promotes colloboration and creativity. I might even borrow your idea of a class performance to consolidate learning at the end of of the topic- its a fantastic way to showcase what they have learned.
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Firstly I would introduce the planets using the planets song. I would have printed pictures of the planets showing the difference in sizes etc. We would work to lay out the planets in order from the sun maybe outside depending on the weather or in the school hall.
Then We would read a fun story about space and we would go to each planet- we would read the name of the planet and I would tell the children one fun fact about the planets while questioning them on what they can see. Which is the biggest planet etc?
We would work on some space related art after this lesson to further develop the children’s curiosity in space. A nice one that I have done before is to do a very simple astronaut drawing on a white sheet- cut that out and stick on a black sheet and pop in a picture of the child’s face to make them the astronaut.
I think space is an easy topic to stimulate interest in as it is so fascinating to all of us even as adults.
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I like the idea of reading a story to the children and introducing fun facts about space to them. Children love fun facts! It’s amazing how much they already know when you introduce a lesson about space. They love to sing songs about space when doing space art. Sometimes they even make up their own planet and space songs.
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I totally agree, my gang last year loved learning fun facts on any topic. We had a fun fact day every week and the children would be so enthusiastic to share their fun fact. Its a great way of learning new information. I’ve used it in senior classes and whenever they did a project they would often include fun facts!
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What a fun and engaging way to introduce the planets! Using the planet song and physically laying out the solar system really helps make the concept more concrete for the children. I love how you’ve connected science, literacy, and art—it sounds like a truly memorable experience for the children. The astronaut activity with their own faces is such a lovely personal touch! Totally agree—space captures everyone’s imagination, no matter their age. Thanks for sharing!
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Hi Sarah,
I love the variety of activities you are using to complete the lesson. The visuals will really help the children’s understanding of the topic. The children love stories and it is a great way for them to understand what you are teaching them. By completing an art activity based on the topic also helps the children to bring all of their learning together.
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I love this! Songs and videos really do make such a difference, especially with younger kids. The planet song is such a great way to help them remember the order without even trying—it sticks in their heads so easily. And having the pictures to show size differences makes it all feel more real for them.
Laying out the planets in order is a great idea too—getting them moving around makes the learning way more fun and helps it sink in. The little facts about each planet keep it interesting, and I bet they’d love guessing things like which one is the biggest.
The astronaut art idea is so cute! I’ve seen something similar and kids get so excited when their face is part of the project. It’s such a fun way to keep them curious even after the main activity.
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This is a wonderfully engaging and well-rounded lesson plan! Starting with the planets song is a great way to capture students’ attention through music and rhythm, making it easier for them to remember the order of the planets. Using visual aids like printed pictures to compare planet sizes adds a valuable visual learning component, and laying out the planets in order—especially outdoors—makes the learning active and memorable. Incorporating a story and interactive questioning promotes language development and critical thinking. The art activity is both creative and personal, helping students connect emotionally to the topic. Including their own faces as astronauts is a brilliant touch! Your approach makes space exciting, accessible, and fun—perfect for young learners.
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I completely agree, using the Planet Song combined with pauses for discussion is a brilliant way to embed learning through music and movement. I really like the idea of having the children “adopt” a planet and explore it through art or drama will help really bring the topic to life. I love how this approach taps into different learning styles, and gives every child a way to engage, whether through music, visuals, or performance. A class showcase is a wonderful idea too as it celebrates learning and helps builds confidence. Thanks for the inspiration, I’ll definitely be incorporating some of these ideas in my own classroom!
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My Senior Infants love this book! Its a great attention grabber whilst still introducing space vocabulary like “rocket,” “planet,” and “space” in a way that’s memorable and exciting. After reading, its a great time to discuss what planets the dinosaur might have eaten—this leads into a playful but meaningful introduction to the planets in our solar system. Using the Planets Song, or planet models to help children identify Earth, the Moon, and other planets is a great activity to do. Even getting them to create their own drawings of the planets the dinosaur visited is a great revision task. The story also raises natural questions—’What is space?’ How do rockets work?’ ‘What is planet? ‘How does earth differ from the moon? etc
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I have used this book with my class every year and they absolutely love it! It creates great fun in the classroom and grabs their attention from the outset! The illustrations are very funny and its a fun way to either start the lesson or finish the lesson. We always do an art lesson on this book and what the children love coming up with various interpretations of the story. Great fun!
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There are a few activities I’d use with my pupils from this module.
I would use the Earth mosaic template as a creative way for children to explore our planet from space. They can cut, colour, and assemble the mosaic, developing fine motor skills while learning about Earth’s shape and features. I think this is a fabulous idea and joining them together at the end would be exciting for the children.
Next, we could move on to building paper plate moon phases or creating a mini-solar system using craft templates included in the book . They’d work in pairs or small groups, collaborating, communicating ideas, and refining designs based on trial and error.
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The Mosaic Activity is also one I will be bringing back to school and I think it would work particularly well across the whole school as a Space Week Activity with the template being provided to all classes. The resulting Mosaics could then be compared and the similarities and differences across the age groups could be discussed.
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I agree with you Siobhan, the Earth mosaic template is a brilliant way for children to explore our planet from space. Cutting, colouring and assembling the mosaic are great ways to develop and strengthen their fine motor skills and their ability to work with others in a team. The fact that fourteen pieces join at the end is a great way to begin a discussion about the Earth. Paper plates are a brilliant resource for every classroom; I really like the idea of paper plate moon phases. I think children would enjoy creating these and they could write simple sentences and phrases to accompany the artwork. This would be a great show piece for a school assembly. Equally the mini solar system made out of cardboard and paint would be great for an assembly presentation or would also make a fabulous display in a classroom or on a corridor. Some great ideas for pair work or group work. Thanks Siobhan!
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Yes Siobhan, I loved the idea of the earth mosaic too and agree with you that the children will love putting them together at the end. Personally I was thinking of perhaps creating the planets as a fabric and fiber activity. I will have fourteen children in my room and thought that we might each do our own earth but then work in twos to create each of the other planets in the solar system.
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I have chosen to use the activity set ‘The Sun and the Shadows’. I would read the story ‘Can’t You Sleep Little Bear’ written by Martin Waddell. This story would be a great intro for younger children to discuss shadows and light and dark, day and night. The children will complete a cut and stick activity and decide which activities can be done in the day/light and which are activities for nighttime. Using torches we would also explore how to make shadows using different body parts. This activity can also be done in the yard on a sunny day.
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That is a great idea to use the story of “Can’t you sleep little bear” as a stimulus, I love that story!!!! Using torches or the sun to see shadows could be extended to an art activity to drawing the outline of the shadows they see. You could also use objects like zoo animals to create shadows outside and draw the shadows of the animals.
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That’s a really cute story Sue,
https://youtu.be/aL356cZVfPg?si=eI-CvZ31fKraiv1H
that nicely links shadows and dark to day and night.
Slight growl from me at the size of the Moon!
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Hi Sue
Can’t you sleep little bear is a great book as a stimulus for this topic. The illustrations towards the end when Big Bear brings Little Bear outside to look at the moon are also super as an art activity stimulus. Children can paint the pine tree silhouettes against a white moon, white snow and shadows. I’ve done this with junior infants and it works well.
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Hi Emma,
I love your extension activity of adopting a planet each. A great way to assess the detail of their learning, an opportunity for group work and collaboration to put together some presentation, or performance displaying their project work, on their chosen planet. This could then be performed for the whole school, perhaps at weekly school assembly, or even as a talent show- if that’s something your school takes part in.
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The Sun and Shadows Activity Set: I really liked seeing how this activity set was taught in the videos. I think that this series of lessons is perfect for junior classes and the way in which it was taught in the videos was superb. Integrating stories with practical work makes the whole topic of the sun and shadows both meaningful and interesting for the students. I have often replicated the lesson with the solar beads in classes up to 2nd class and it is always such a big hit with my students (as well as teaching the important safety in the sun element of SPHE). This lesson is worth doing twice with each class, once in autumn when suncream should be an important part of daily safety routine, and definitely again in the summer term. The solar beads are extremely easy to order on the internet and they are very inexpensive.
Observing shadows and making sundials are activities that students can do, both in school and in their own homes. The progression of this unit from focusing on day and night, to learning about the sun, then UV light and then on to shadows is perfect. I look forward to replicating these lessons with my students in the coming year.
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The Sun and Shadows Activity Set: I really liked seeing how this activity set was taught in the videos. I think that this series of lessons is perfect for junior classes and the way in which it was taught in the videos was superb. Integrating stories with practical work makes the whole topic of the sun and shadows both meaningful and interesting for the students. I have often replicated the lesson with the solar beads in classes up to 2nd class and it is always such a big hit with my students (as well as teaching the important safety in the sun element of SPHE). This lesson is worth doing twice with each class, once in autumn when suncream should be an important part of daily safety routine, and definitely again in the summer term. The solar beads are extremely easy to order on the internet and they are very inexpensive.
Observing shadows and making sundials are activities that students can do, both in school and in their own homes. The progression of this unit from focusing on day and night, to learning about the sun, then UV light and then on to shadows is perfect. I look forward to replicating these lessons with my students in the coming year.
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Activity: The Planets
First I would introduce all the planets of our solar system.
Using a mnemonic, we would learn their names in order.
We would then discuss their size relative to each other.
Each group would be given a planet to paint using various sizs of styrofoam balls. Circular doughnut shaped card can be used to attach the satellites.
We would use skewers to attach the planets to a floral foam in the correct order.
Using the ipads, each group will research some fascinating facts for their planet.
We will attach the fact cards to the display.
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Patrick, as I have commented to another teacher – this type of research is a way to bring the inquiry framework to life when you cannot actually do an “experiment” as part of the investigate section.
The fascinating facts should be guided by the children’s wonderings and predictions. They might notice that the smaller planets are nearer the Sun than the bigger planets – and wonder if that affects some feature of the solar system – and use research to check their ideas.
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I think the song would be great for introducing the planets but I would also like to play other song and ask the children to compare and contrast.
Did they notice that the songs had different numbers of planets? Eg. One had eight and one had nine. Why is this? Does anyone know more about this? It could be a good follow-up lesson after introducing the planets to the children.
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Activity Set: The Sun and Shadow – 2nd Class
I would aim to introduce the “Sun and Shadow” activity set to my 2nd Class in a way that supports both scientific understanding and child-led enquiry. The topic of shadows is one that naturally sparks curiosity, and I see this activity set as an excellent opportunity to build on that wonder with structured, yet hands-on, learning.
I plan to take an enquiry-based approach, encouraging the children to ask their own questions and explore the answers through observation and experimentation. I believe this helps develop critical thinking and supports a deeper understanding of scientific concepts at this level.
To begin, I will start with a classroom discussion about what shadows are and when the children notice them. I will pose a simple question like:
“Why do our shadows change during the day?”
This will act as the central enquiry question and guide our investigations.The core activity will involve the children going outside at intervals during the school day (morning, midday, afternoon) to trace their shadows using chalk. This will allow them to directly observe the changes in shadow length and direction. I’ll pair this with a simple recording sheet for drawing and noting observations.
To help make sense of what they’ve observed, I will use a lamp and toy figures indoors to model how the sun’s position in the sky causes shadows to move and change. This visual aid should help bridge the gap between experience and understanding, especially for visual and kinaesthetic learners.
As a creative extension, students will be invited to write or draw a short comic titled “The Adventures of My Shadow”, imagining their shadow moving and changing throughout the day. This will help consolidate their learning in a cross-curricular way.
I will encourage children to use scientific language (e.g. light source, shadow, sun position, longer/shorter) and guide them in drawing conclusions from what they see. Pair and group work will be emphasised to build collaboration and communication.
To support differentiation, I’ll provide extra scaffolding for children who need it, such as sentence starters or labelled diagrams, while allowing more able students to investigate further questions, such as how weather (e.g. clouds) affects shadows.
I believe this activity set will be a valuable learning experience that blends science with creativity, and I’m excited to see how the children respond to it.
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I would chose the Sun and Shadows activity set – creating shadows outside. Choosing a sunny day for this activity we would go outside to the school yard. I will ask the children to individually choose a random spot to stand and freeze. I will get them to tell me what observe actually on the yard – shadows hopefully being one of the suggestions! I will get them to refer back to the indoor activity of how we made a shadow in the classroom (using a torch) and ask them what our source of light is instead of the torch. I will also ask them why some children have shadows and some do not. I will then ask them to get into pairs, having one child stand to create the shadow and the other child to trace around the standing child’s feet and then record the shadow with chalk. I will also ask them to swap places and get them to check if the shadow will be the same and ask them for a reason why. As an extension to the activity I will ask them if they could record their shadow in a different way – make the shadows high 5ing or at a different time of day will the shadows be the same length and ask for a reason behind their answer.
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Activity: The Sun and Shadows
The Sun Activity Set.
KWL chart on the sun: What do you know? What do you want to know? What have you learned (as a reflection at the end of the lesson)?
The Sun Is My Favorite Star by Frank Asch (BOOK)
https://www.youtube.com/watch?v=-mz4O1Vnj6M
What do you know about the sun? After reading the book, the children can reflect on a way the sun helps us.
The sun makes us warm. It provides light for us. It helps the plants grow. But also, the sun may not be so helpful all the time.
Introduce the idea of invisible light. Ultraviolet light. UV light. We don’t see that light, but it helps our bones grow strong, and it also burns us!
The teacher turns the light on—and the children say ultraviolet light. Practice saying the words.
Discuss the harm of UV light. How can we protect ourselves from UV light?
· Sunscreen
· Clothes
· Umbrella
· Sunglasses
· Hats
Drama—act out a day in the sun at the beach. In pairs. Mime putting on your hat. Putting up your umbrella. Wearing sunglasses.
B’fhéidir cleacht deir ó’grádaigh a himirt chomh maith. Cuir ort do speaclaí gréine. Oscail do scáth fearthainne. Cuir ort do hata. cuir grianscéithe ar d’aghaidh.
Make UV bracelets. Bring children outside to see how the beads change colour. Why do the beads change colour?
As a follow-up activity, the children could investigate shadows using torches on a dull day in the classroom. This can be a fun activity to see what interesting aliens they could make with shadows and using their imaginations. We have also used our hands to make different animals on a white sheet of paper.
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Hi Elizabeth,
Thank you for the recommendation of the book ‘The sun is my favourite star’. I must have a look for it online. Always nice to add new books to the collection. I like the idea of your drama activity where the children have to act out dressing up for a day on the beach and they must consider all of the clothing and necessary items they need to stay safe in the sun.
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There were some great ideas in this module and great suggestions in the forum. I am looking forward to trying them out in the classroom.
The man in the moon activity set.
Engagement: read The Man on the Moon by Simon Bartram. Imagine and discuss what it would be like to live on the moon. 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.
Investigate: using pictures of the moon can the children find images and other hidden ideas.
Apply Learning: use a variety of materials (materials needed
• coloured circular
craft sheets
• coloured crescent-shaped
craft sheets
• glue
• paint
• scissors
• sticky tape
• white paper circle
• white paper crescent
• polystyrene spheres,
one of which is white) try and create their own moon.Finish lesson by highlighting there is no man on the moon!
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Activity- The Spherical earth.
Before beginning the activity we might have a little circle discussion.
What planet do we live on?
What shape is earth?
How do you know?
Can we tell by looking out the window?
Since we may already have explored some moon themed cross curricular learning it is likely that the children will know that man has visited space and seen the spherical earth from above.
I would ask ” I wonder how we knew earth was spherical before space exploration? ” This question leads nicely to the historical fact of ships being seen to disappear or fall over the horizon.
Now we can use the Unawe Spherical earth activity with the boat and flat surface / globe. I think the origami boat is too difficult for junior infants. Seniors could make your normal paper boat perhaps. I have small rubber transport vehicles for sorting and I think I would use these boats in stead with a tiny paper captain on board. The children would definitely engage with and enjoy this activity. I think it would lead to lots of talk and discussion. I’m looking forward to trying it
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Activity: The Earth, to show that the earth has no up or down
I would begin with reading the book ‘Here we Are’ by Oliver Jeffers as a stimulus. I work in a school with a high EAL population so we would focus on some of the language used in the book (flat/round/smooth/pointy/ocean/planets/stars/etc).
We would then look at a model of the globe and discuss what we already know about it – observing the different countries of the class, the oceans etc and where they are on the globe.
I would then place a polar bear on top of the globe and a penguin at the bottom. I would ask one child to be the ice bear’s voice, and another to be the penguin’s as they chat to each other about who is up or down. While this is happening I would move the globe up and down the change the direction of the bear/penguin.
Both animals (and also the children) will understand that because the
Earth’s gravitation is always directed to the centre of the Earth, there is
no ‘up and down’ and therefore, neither of the animals is standing upside
down, let alone falling off the Earth.To further reinforce this I would get each child to create an ‘earth mosaic. When they are all completed I would assemble them in a circle. I would invite the pupils to observe each others mosaic from different points of the circle and they will notice there is no real up or down anymore.
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This sounds like a really great lesson plan, thanks for sharing.
I liked the idea of the mosaic when navigating through the module, but I feel a 3d representation would provide a less abstract representation of ‘no up or down’. I’m trying to think of a way to this this part of the activity I’m 3d… I’m thinking of making a papier mache sphere around a balloon and cutting into my own version of the mosaic tiles, then reconstructing it- not sure if it would work though. I’ll have to do a trial mock up version of it before I attempt it with a class, but I’ll definitely give it a go at some stage.
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This sounds like a great lesson that I would love to use with my class next year. I love the idea of using the book for stimulation. I feel like the children would enjoy the role play of acting as the bear and the penguin. The mosaic seems like a great idea to try and view things from different points of view.
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Activity set: The planets
The planets song
The planetsFor teaching The Planets to Senior Infants, I would make the lesson fun and easy to understand. First, we would sing “The Planets Song” together https://youtu.be/mQrlgH97v94?si=J7BMt9bfVPq2hctK. I find that singing helps the children remember the names and order of the planets. I would also get them to help me to add some simple actions for each planet so it’s more fun (when they are involved in the learning it should help them learn it quicker).
Next I would show a short video of the planets https://youtu.be/VUuzC4A1rX8?si=8kuTevmcgE7qM3Bk and explain in simple words that Earth is one of the planets and there are others that go around the sun. We would talk about how some planets are hot and some are cold.
Then, I would give the children planet flashcards and ask them to match the names to the pictures. To make it more creative, I would let them make planets using playdough.Finally, we would sing the planets song again and play a quick game to help them remember the planets. These resources the song, video, flashcards, playdough help make the lesson fun, easy, and hands-on for the children.
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I would use the story Moon Bears shadow as an introduction to the lesson. I would read it to the class and recreate scenes from the book using different bear figures and a torch which represents the sun. Each child could hold the torch in front of or behind the bear and see how the light affects the shadows and the size and shape of the shadows.
I would then use a globe to explain how the earth rotates. I would darken the room and have the children standing around the globe. We would then take the torch and point it at the globe, taking turns to turn the globe. -
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For this assignment, I chose the “What Makes Shadows?” activity. This hands-on lesson encourages children to explore how shadows are formed using a flashlight and various objects (opaque, transparent, translucent). I would use this activity in my class as part of a science theme on light and the Sun. To begin, I would prompt students with some questions such as, “What do you think happens when light hits different objects?” Then, students would work in small groups to experiment with light sources and materials like cardboard, plastic wrap, and baking paper. They would observe and record the differences in the shadows formed.
This activity would support inquiry-based learning by helping students understand that light travels in a straight line and that objects block, absorb, or transmit light differently. It also provides opportunities to integrate literacy (through science blogging on their chrome books) and digital learning (e.g., using tablets or cameras to record their shadow experiments). I believe activities like this promote critical thinking, curiosity, and real-world understanding—skills essential for lifelong learning.
Possible digital records of the activities :
Photos or videos of:
Students testing shadows with flashlights and objects.
Different shadow shapes and sizes created by various materials.A comparison chart students made about opaque, transparent, and translucent objects.
Student work samples such as:A photo of a student science journal entry showing a drawing and notes on their shadow experiments.A short video or audio clip of a student explaining what they learned.
Digital tools: A screenshot if students used an app (e.g., Seesaw, google classroom, or dojo to document their learning. -
In my classroom, I would integrate The Planets Activity Set as a hands-on, interactive way to engage students with the Solar System. I’d start with a visual and lively song, like “The Solar System Song,” to capture their attention and set the tone for the lesson.
Next, we would dive into the activity set itself, which I would structure into multiple phases. Initially, students would learn key facts about each planet’s size, distance from the Sun, and unique characteristics. For a deeper understanding, I would then have them work in pairs or small groups, creating planet posters with art and facts. Each group would focus on one planet and present their findings to the class.
To build a connection to real-world learning, I would end the activity with a creative extension: students could perform a mini-skit, role-playing as their assigned planets, or rewrite a verse of the song to reflect new facts they’ve learned.
Reflecting on this approach, I believe it would promote active participation, stimulate creativity, and deepen students’ understanding of the Solar System through a combination of visuals, music, group work, and performance. The interactive nature ensures that each student is engaged, regardless of their learning style. This multi-faceted approach could also lead to meaningful discussions, reinforcing their grasp of planetary concepts -
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I have chosen to respond to the Planets activity set.
My stimulus for the lesson would be the book The Smeds and the Smoos, by Julia Donaldson a story about difference, set in an interplanetary travel adventure to set of ficticious planets.
I would use this to start a discussion of the difference between space as depicted in the book, and what the children actually know about the planets I space- real vs make believe planets.
We would complete a mind map of the planets we know and any facts about them.
Next we would play the Planet game with hula hoops as described in the Esero lesson plan activity for planets. Instead of just having the teacher call out planets for children to run to, I would let pupils be in charge of the game, calling out planet names.
I would then move to a maths lesson, but with a similar set up to the hoola hoop game. Pupils would draw a digit card from a pile, and a card with a planet name written on too. They would have to place that many astronauts ( Bear counters) in each planet. Groups would discuss which planets had more, less or the same number of bears.
Focusing on the language of spatial awareness pupils would be asked to place their bear in, under, over, next to, left, right or between X plants- as per tea Planet Dance activity, but using their maths manipulative. This will also be played as a PE game to cater for kinesthetic learners.
Following these activities, pupils will redo their mind maps and compare how many planets they previously knew, to the number of planets they can now name.
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All of the activity sets sound like great fun in this module and the resources are excellent.
I have chosen to elaborate on the sun and shadows activity set. I have experience of investigating shadows with infants during play. It’s an activity that they really enjoyed. I have completed this activity indoors using torches and a blank wall. The children had great fun making their shadows move and creating ‘shadow shows’.I really like how this activity includes stories, making it more accessible for children to make connections to the topic. I have made sun dials in the past with an older class and it was successful. When made simpler it’s an activity that the junior classes would enjoy too.
To expand on this topic I would include outdoor shadow work with the children. On a sunny day I would arrange the children in pairs and give each pair some chalk. We would complete our lesson out in the yard. Children would be given the opportunity to trace their partner’s shadow on the ground. Children could also use a variety of classroom items/ toys and trace their shadows.
A bit of movement is always welcome in lessons, so I would give the children an opportunity to play the shadow game. Children would be instructed to make their shadow run/ skip/ clap/ jump etc. -
Shauna,
thanks for sharing your experience and great recommendation for the movement break as part of it.
A simple discussion after the shadow work can be around which way do various sides of the school/classroom/their homes face? At what time of day does the Sun shine in the various windows – since the Sun is the source of the shadows in the natural world.
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Hi Emma,
I like the idea of using the KWL to assess prior learning and offer an opportunity for pupils to direct their own learning in identifying things the want to know. I think songs and music are powerful in helping children to solidify learning and facts, particularly for students who might struggle to remember information – songs seems to filter into the brain a little easier and help with recall. A great cross curricular approach for learning, especially in the infant classes.
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In my classroom, I’d begin this lesson by opening discussion: “How do we know the Earth is a sphere?” This invites students to question assumptions and share prior ideas, including any misconceptions. I’d prompt them to rely on their own observations before presenting images from space.
Digital record component: Students use tablets or smartphones to record a short video clip or photograph of a rotating globe under directed lighting—acting as the Sun. They capture how shadows move, showing day and night across the globe. These digital records support analysis and reflection, especially helpful for SET learners, who benefit from visual and replayable references.
Activity Flow
Group brainstorming: “Why can’t we walk off the edge of Earth?”—spark critical thinking.spark.iop.org
Globe & flashlight demo: Students rotate the globe while observing the flashlight’s light circle move—replicates the sequence of day and night.
Document observations: Pupils take 15–30 sec clips of the shadow’s progression, then annotate with voice-over or captions explaining sunrise and sunset, creating a digital learning log.
Link evidence: We discuss additional proofs: lunar eclipse shadows are always curved, visible in the globe’s demonstration—connecting to real-world phenomena.Teachnet.ie+1Teachnet.ie+1Wikipedia+1Reddit+1
Reflect and share: Using their recordings, students present findings to peers in small groups, promoting scientific communication and listening skills.Reflection
This activity integrates inquiry-based learning, digital literacy, and inclusive pedagogy tailored for SET students. Starting with an open question fosters curiosity and establishes an investigative mindset. The hands-on globe-and-flashlight demo provides a multisensory experience—students can see, touch, and record the effect of Earth’s rotation, concretizing the abstract concept of day/night cycles. For SET learners, the combination of visual, auditory, and digital record tools supports comprehension, provides repetition, and reduces working memory strain.By capturing evidence themselves—through video or photo—they take ownership of their learning, enhancing engagement and self-efficacy. These digital artifacts can be paused, reviewed, and annotated, enabling careful reflection and creating a portfolio of learning that demonstrates progress over time.
Analyzing the recordings, students connect the shifting shadow with real-world evidence: such as curved shadows during lunar eclipses and visibility of different stars from various latitudes. This encourages them to see how classroom experiments mirror natural phenomena—guiding them to scientific reasoning rather than rote acceptance.
Finally, student-led presentations reinforce literacy and confidence. We close with a facilitated discussion: “What did your recording show? How does it prove Earth is round?” This reflection consolidates learning, builds communication skills, and affirms that science is a process grounded in evidence—not magic.
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Activity Set: The Sun and Shadows
I love the sundial activity with the stones. I think it could be used from Junior Infants right up to Sixth Class. Before setting up the activity and waiting for a sunny day, I would ask the class to guess how people told the time before watches and clocks and phones. I would also get them to discuss why telling the time might be important or who ‘made up’ time!
I would then show the children some videos about sundials and ask them if they ever saw one.
This link to Science Questions: What is a Sundial? is really good because it shows the hemispherical sundial that was found in Egypt in 1500 BCE at the beginning of the video.
After watching that and making sure we had a sunny day I would ask the children in groups to come up with ideas of how we could make our own sundial. They could use simple diagrams to show their ideas. I would then prompt each group to come up with a sundial similar to the stone one in the video.
We could then paint stones and paint the numbers from 9 to 3 on them and mark them out in the yard. The children could also explore how we could make something upright to ‘point’ to the line shadow
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Camilla,
sundials are one of those things that seems really complicated, but it is actually delightful to carry out on a sunny day – and the reward of seeing the shadow pointing somewhere else after just a little bit of time is great.
There are sundials to be found across Ireland – including at Brigid’s Garden in Galway: https://www.atlasobscura.com/places/calendar-sundial
and in Waterville in Kerry: https://www.discoverireland.ie/kerry/arthach-dana-amergin-memorial-sculpture-sundial
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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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Hi David,
having looked at some of the map projections here: https://gisgeography.com/map-projection-types/
which map would you choose?
Nothing beats a sphere for me – either a school globe or the more fun Earth Ball.
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With the concept of spherical Earth I would use a globe or ball to visually demonstrate the Earth’s round shape. We could roll the ball to show how people and objects dont fall off, emphasising gravity in a basic age appropriate way. We could use stories about children from other parts of the world along with pointing to their locations on the globe and this in turn will build early geographical awareness and empathy. We could do a painting activity where children create their own Earth using green and blue paints which can reenforce the idea of land and water. We could of course include singing the song he s got the whole world in his hands tieing in music, movement and learning. To sum up this activity encourages the key element in stem… curiosity and questioning and in this case helping the children begin to understand that Earth is a shared, round home for everyone.
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This UNAWE activity might suit your plan.
or the templates on page 30 & 31, which starts with swapping land and ocean, then designing your own Earth:
https://www.unawe.org/static/archives/education/pdf/Earthball_booklet.pdf
Note – the rest of the booklet is for older children.
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For my junior infant classroom, I would use The Sun and Shadows activity set because it offers a simple, hands-on way to introduce early science concepts through observation and play. Young children are naturally curious about the world around them, and this activity connects to their everyday experiences—playing outside and noticing how their shadows change.
We would begin by exploring shadows indoors using a flashlight and small toys. This allows for controlled experimentation and immediate results. Afterward, we’d take the activity outdoors, encouraging children to observe their own shadows at different times of the day. We could trace shadows on the ground using chalk and revisit them later to see how they’ve changed. This would help develop skills in observation, language, and comparison.
I’d use guided questioning throughout (“Why is your shadow longer now?”) to promote critical thinking. This activity links beautifully with early learning themes such as weather, light, and time.
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I agree Emma, I think the Planets Song is fantastic. It is very child friendly, captivating, very informative and a great way to learn the planets in order closest to the sun. I would also start of the lesson with a KWL chart in groups, to see what the children’s knowledge is like prior to the lesson. I would record what the children want to learn on a separate sheet/board. I would call the children up and assign a planet to each one, and the children would tell me a fact about their planet. I would do “mix up” games where a volunteer would have to put the planets back in sequential order.
I would extend the lesson through art, drama and music. I would also assign project work on the planets, and incorporate English into it by doing fact files etc.
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I chose Activity Set: The Moon because it allows young learners to explore the world beyond Earth in an imaginative and accessible way. For junior infants, I would begin with a storybook about the Moon—something rich in visuals and simple language—to spark curiosity. We would then look at photographs and short video clips showing the Moon in the daytime and nighttime sky, helping children understand that the Moon is always there, even if it’s not visible.
Our main activity would be creating a “Moon Diary.” Over the course of a week, families could help children look for the Moon each evening and draw what they see, with parents adding a note if it was not visible. Back in class, we would share and discuss these drawings, noticing changes in shape and brightness.
Digitally, we could use an interactive Moon phases app or a simple animation to reinforce what the children observed. This activity supports early science skills, observation, and language development, while making the Moon a familiar and exciting part of their world.
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Petra,
If you want the class to draw the Moon in the evening, be sure to start when the Moon is a small crescent – possible dates this year are a few days after new Moon, so
after: 23 August, 21 Sep, 21 Oct, 20 Nov, 20 Dec.By first quarter Moon they will be able to see it well before dark, in the mid afternoon, so won’t need to be out late to see it all.
In Module 4 we look at Stellarium – a planetarium tool, you might look at that to see what the Moon will be up to and plan a suitable time for your class to go Moon watching.
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I have to be honest that I found it very difficult to select one activity from those outlined in the Module. I really enjoyed this Module and can see myself using all of the activities outlined in some way or another. I think that the Universe in a Box will be a very useful resource to have.
I already bring the infants outside to explore the sun and shadows but the content included in the activity set has made me realise that I could develop this much further. We need to go out over the course of a day and observe what happens to the shadows as the day progresses. This would be easily done but would add a lot to the children’s understanding of the sun and shadows.
The children engage with the story “Baby Brains” as a comprehension/making connections exercise. However, I have come to realise that I have been failing to use the book to its full potential. Baby Brains becomes an astronaut and goes into space. This point could be the stimulus and starting point for any one of these activities. While Baby Brains is in space what does he see? If he sees the earth what will it look like and we can travel down the spherical earth road. If he sees the moon we might engage with what the moon looks like when he sees it from his rocket and what it looks like when we see it from our gardens. However, asking the children what else Baby Brains sees while in space to ascertain if they mention stars or planets and if they can name a planet is probably the best extension activity for me to engage in. I have taught Infants for a number of years and have never done a lesson on the planets so I think this is the road I will travel. They will enjoy the Planets – Journey through the Solar System PE activities. I prefer the “We are the Planets” song and would use it as a way of briefly describing what each planet is like and where it is in the solar system. We would then create a whole-class fabric & fibre frieze of the solar system with the sun in the centre and Baby Brains in his rocket flying through space. While the children are working I would play Holst’s Planets Suite in the background!!
I feel this isn’t exactly the focused answer you were looking for but I just couldn’t pick one!
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In my classroom, I would use the “What Does the Moon Look Like?” activity to spark children’s curiosity and observation skills. The activity encourages students to look at the Moon over several days and record what they see through drawings or written notes. I would begin by asking the class what they already know about the Moon and introduce some new vocabulary to help them describe what they observe (e.g., crescent, full, shadow, bright, crater). Together, we would keep a “Moon Journal,” where children can add their nightly sketches, and then compare them in class to notice patterns and changes.
I believe this activity is particularly valuable because it connects science to the children’s real world—they can see the Moon from home or school without special equipment. It fosters observation, patience, and curiosity while helping them understand cycles and time. I would also integrate cultural elements from the Multicultural Moon activity, where we explore myths and stories about the Moon from different parts of the world. This makes the learning not only scientific but also creative and inclusive.
Reflecting on this, I think such activities help children see science as something living and connected to their daily lives. It builds a foundation for later understanding of astronomy, while also encouraging respect for diverse cultural perspectives on the Moon.
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I really like this idea! Using The Planet song as both an introduction and a reference point throughout the lessons is such an engaging way to keep children interested. The combination of music, discussion, and creative extensions like art or drama makes the learning fun, memorable, and very inclusive.
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By using a song such as ‘The Planet Song I have found in my experience it helps infants learn and remember as anything musical tends to naturally supports memory through rhythm, rhyme, and repetition. Songs are more engaging than plain speech, capturing attention and making learning feel fun. The melody and predictable patterns in this song make it easier for the pupils to absorb new words like planet names which maybe difficult to retain at a young age, while repetition strengthens recall without boredom.
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Activity Set: The Moon
The activity I would enjoy teaching most is “The Man On The Moon”. I think it is one the children would enjoy a lot. I like the fact that it is hands on and imaginative. The song about the man on the moon is one they can all relate to, making faces from the moon in the sky and pictures of the moon is one everyone has done at some stage. I would use the lesson as it is with the art work and song but also show them some video clips of the moon during the day and night and taken from satellites up close so they can get a clearer picture of how it looks in real life. I would also go on to tell them that different planets have different numbers of moons and that earth just has one moon. I would display their moon pictures on a noticeboard based on space.
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For the junior end I would begin the lesson with the planet song and invite the children up to dance around to the song as it is playing, to really engage them in the lesson. Then, I would show a picture of our solar system and maybe have the children complete a KWL chart in pairs to demonstrate their existing knowledge and find out what they would really like to know. I would then repeat the song and point to each planet on the image as they are mentioned. After this the children could spend a while in groups coming up with some actions to represent each planet eg. spinning like Earth, making big rings like Saturn or burning bright like the sun. Next, the class could complete a simple fact sorting activity about the planets. We would finish with the planet song and our new actions to end the lesson.
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I would use the Activity Set: The planets to engage children in understanding the solar system in a hands on and enjoyable way. i would start with an interactive discussion about the planets, encouraging them to share ideas and questions. Next, I would introduce a simple, catchy planet- themed song or video to help children memorise the planet names and their order from the sun.
After this, I would organise a practical activity where pupils create a scale model of the solar system suing balls of different sizes, labelling each planet. this would help children visualise the vast differences in planet sizes and distances. Additionally, we could use online resources or augmented reality apps to explore more feautures of each planet.
To deepen learning, I would encourage children to choose a planet to research and present simple facts about it to the class.
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Hi Eleanor,
I’ve seen a suitable activity on the Earth/Moon where children have different size spheres and have to try to find a partner to be Earth to their Moon, or Moon to their Earth.
https://www.exploratorium.edu/snacks/earth-moon
This would be suitable for an older class, and naturally groups the children into pairs to work together.
It would be interesting to see if it could be extended to the solar system – the space week resource has ideas on modelling the solar system with fruit – so perhaps the children could choose from a variety of fruits to make their own solar systems in table groups.
https://www.spaceweek.ie/wp-content/uploads/2017/07/Classroom-Resource-Booklet-Our-Solar-System.pdf
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Introducing the activity for 5 year old children in the 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 mimicking an astronaut.
Lunar Art: Art supplies such as paper, paints, crayons and glitter will be used. The children will creat their own lunar landscapes. The class will chat about colours and shapes and say what they notice in pictures of the moon.
Dress up: I will set up a pretend play area with astronaut costumes and props. this 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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Karen,
You could show the children videos of the astronauts on the Moon – this one shows the bouncing and jumping, which is a bit different from the “small, slow steps mimicking an astronaut.”
https://youtu.be/Zl_VdN6rfrQ?si=zkS6agAwEFAYuEoT
Apparently real moon rocks are jagged and sharp, because without an atmosphere there is no wind to assist in erosion, similarly, no water means no smoothing of the rocks.
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A lovely idea Karen to set up a moon walk for the children. It allows for active learning and and it would be an engaging sensory experience for the children. The children love when they can get up and move around during lessons and it also provides regulation for many children helping them to focus more on the lesson and become more involved. Foam tiles in different textures are a great idea. I would definitely incorporate this activity into a lesson based on the moon.
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I hope to use the Sun and Shadows toolkit in my class next year. This will be the perfect way to integrate hands-on inquiry-based activities from the start of the year. Using the DPSM/ESERO Inquiry Framework, I would begin with the “Engage” phase by showing images of sunny and cloudy days or just getting the children to observe this over the course of the week looking out the window. I will then read “What Makes a Shadow?”. These prompts will hopefully encourage the children to wonder: Why do we have shadows? When do we see them?
I’ve done the following activity with different class levels over the years and they have always enjoyed it. I will go outside on a sunny morning and the children will draw their shadows using chalk. Later in the day, they will return to the same spot and redraw the shadows, observing the change in length and direction. Although a simple investigation it reveals that shadows move and change due to the Earth’s rotation and the Sun’s position. Indoors, I will have the children replicate this using torches and blocks, allowing children to investigate how light direction affects shadow shape and size.
We will move to the “Take the Next Step” phase by making small sundials and then, collaboratively, a large sundial outdoors. I love the way this toolkit can link STEM with history and the arts (perhaps through the creation of shadow puppets. It is a fantastic toolkit as it supports inclusion through multimodal learning (visual, tactile, verbal), caters for different abilities, and encourages peer collaboration.
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Every year I love teaching the children about the sun and how we have shadows. This is a partiularly good lesson to do when we get into the summer months as we can use outside as our classroom. We explore the idea of shadows by creating them ourselces with our hands and torches. This links nicely with our “flashlight Friday” where the children grab a flashlight, find a space with a book and read.
I would also use videos to help prompt conversations with the class. As old as they are Sesame Streets videos are brilliant and short for the class. There is a great little song that explores shadows
We could also go outside and using chalk, draw our freinds’ shadows. If we come back in a few hours, the sun will have moved therefore we wouldhave to draw the next shaow. The kids love this activity!!
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I would use the activity set The Planets to plan a lesson for Second Class. I have seen a colleague do something similar to this, and would like to adapt it based on the information in this module and for my class level.
I would do this lesson as part of our daily Morning Meeting and have The Planets as the theme of all of the other meeting activities that morning as well as this lesson. In this lesson, I would have the children seated in a circle, and pass them pictures of the planets to circulate and examine. I would ask them to describe what they are looking at, assess their current knowledge and ask them is there any further information that they would like to find out. We would then listen to the planet song, encouraging the children to join in after hearing it once or twice. I would have children come up to make a human solar system, where each child is a different planet orbiting another child who is the sun. We would talk about which planet takes shortest/longest to orbit the sun, what it would mean to be closer to/further from the sun for the various planets. I would then divide the children into groups to complete mini-projects on one of the planets using the class laptops and the ESERO resources. Finally, we would make collaborative art using a large roll of paper where the children could, in groups, create their own paintings of the planets and the solar system to be displayed in the classroom or on the corridors.
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Hi Ciara,
The human solar system is a great idea- such a fun way for children to visualise that the planets vary in their distance from the sun. There would be lots of opportunities for integration with Maths speaking about the closest, farthest away from the sun and chatting about which planet takes the shortest/longest to orbit the sun.
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I discovered this year that one of the boys I was working with was fascinated by shadows. I can see myself using all of the resources here but I love the idea of using the lamp , globe and mini figures to show how the sun shines light and casts shadows upon areas around school/countries of the world. I would work on a number of practical lessons in the classroom along with bringing the pupils outdoors to explore light and shadows. We would explore what objects might block the sun in the areas around our school and what happens when the block the sunlight’s path.
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The activity set I am most looking forward to exploring with my class is ‘The Planets’
I would begin this lesson by reading aloud the story ‘Tasha Soars’ in which a little girl takes a night time adventure to the planets. The class could discuss their own prior knowledge on the planets in groups for teacher to record on a KWL chart. We would then become familiar with the order and names of the planets using songs such as the Storybots ‘We are the Planets’ song. To actively learn the names of planets, we would engage in a fun activity called the Planets Game using hula hoops. I would also conduct a game similar to musical chairs in which the children can only sit in a hoop if teacher calls out the name of a planet. Finally, we would explore the concept of planets revolving around the sun by moving and spinning our hula hoops around one yellow hoop. We would use our class solar system diorama to try to match the names of the planets to the correct planet. We would revisit our KWL chart and add any new facts we have discovered, e.g. planet names. In art, we could use playdough and clay to make our own planets. Finally, we would extend our learning by breaking into groups and researching one planet per group using our school encyclopaedias and ipads. This would be a collaborative project with our buddies from 5th and 6th class.-
Hi Louise, I think your plan about exploring ‘The Planets’ is excellent. Using ‘Tasha Solars’ as a stimulus to spark imagination and curiosity is a great way to engage the children from the beginning. I love the use of the KWL chart too to connect prior knowledge and using it as a working chart to build on it throughout the lessons, it’s a great way to make the learning meaningful. The Planet Games with Hula Hoops and musical chairs variation is a great way to get the children moving whilst reinforcing the planet names in order! The hands-on art activities by creating the planets with playdoh will certainly solidify their understanding too and I think that it’s an excellent idea to involve your buddies too from the older classes as having extra hands with infants whilst doing hands on tasks is always very welcomed!
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Activity set: The Sun and Shadows
Exploring the Sun and Shadows is a fantastic way to introduce concepts of light, time, and how the Sun affects our world, all while promoting curiosity and exploration. Here’s a hands-on activity for Junior Infants that combines inquiry-based learning with shadow play
I Would start with a simple question:
“Have you ever seen a shadow? What does it look like?”
“Where do you think shadows come from?”
Take the kids outside (or by a window if outside isn’t an option) and look for shadows on the ground.Ask: “Why do you think the tree has a shadow? What about the playground slide?”
Point out how the length and direction of shadows change depending on where the Sun is in the sky.Make Your Own Shadow
Using a flashlight , hold up simple objects and ask the children questions such as
“What do you see on the wall?”
“How did the shadow happen?”
“Can we make the shadow bigger or smaller?”
Let the children take turns placing objects in front of the light and seeing how shadows form.Move the object closer and farther from the light to show how the shadow changes.
Experiment with different objects and their shadows. What happens if you use your hand versus a block?explain the concept of shadows:
“The Sun gives us light. When something is in the way of the light, it makes a shadow.”
Use simple visuals or even act out the explanation:“When we stand in the Sun, our bodies block the light, and that makes a shadow!”
Draw a simple diagram on the board showing how the Sun, an object, and the shadow are connected.-
This all sounds very fun and engaging. There’s a song on the YouTube channel KidsTv123 called The Solar System song that includes some basic facts about each planet in a really simple, entertaining way. My classes have always loved it. Another idea for an activity under this theme is to get various sports balls to create Paper Mache models of the planets and display them above hanging from the ceiling.
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Activity: The Sun and Shadows
I would complete an activity based on the video: ‘Sun’s Energy’
Introduction: Circle Time: I would ask the children to sit in a circle as we review the facts we have previously learned about the sun, in a prior lesson. I would ask the children to pass a yellow beach ball (to represent the sun) around the circle as the children review facts we already know. I would then use a flashlight, with a cut out of a sun taped to the edge of the light. I would ask the children to imagine this is the sun- what comes from the sun? Light and warmth. I would then introduce the idea of UV light. I like the activity they did where the children said ‘Ultra Violet Light, each time the teacher clicks the light on. This is a fun way to help the children remember a difficult phrase. We would disucess the pros and cons of UV light.
I would then introduce a boy called George- who is a Sun Safe Superstar. I would ask the children to brainstorm how George can protect himself from the UV light. As the children gave suggestions I would use props to reinforce their ideas- for example I would have a hat, sunglasses, long sleeve top, umbrella and sunscreen.
I would then read/ watch the youtube video of the story ‘George the Sun Safe Superstar’. https://www.youtube.com/watch?v=T7ghJsZug60
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LOVE love love this story!
The rhymes are great:
“What is UV?”
Mum said it’s a harmful form of light
that’s called UV and is out of sight,
like lots of things that are in the air
that we can’t see but are still there.
The sun is hottest around midday
so find a shady place to play,
be extra careful between 11 and 3,
when the Sun produces strong UV.
Find some shade under a tree,
or go indoors for a while maybe.
A tip that’s really good to know
is to look down at your Shadow.
If your Shadow is shorter than you,
slip slap slap is what to do!Thanks for sharing the link to the read-along. If you did want to get the uv beads, Shaws Scientific have carried them. – they are now part of Vitta Education and the beads seem to be UK only.
Baker Ross has “Glow in the Dark Beads” which look to be the same thing.
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I really like this idea! The beach ball as the sun is such a clever and simple way to keep the discussion active and fun. Using the flashlight to represent sunlight makes it really visual for the children too they’ll definitely remember that. I also love the idea of introducing UV light in such a child-friendly way with the “Ultra Violet Light” chant. That’s such a smart way to make a tricky phrase stick.
The part with George and the props is great for making it practical. I think the children would really enjoy coming up with ideas and seeing the items added as they suggest them. The YouTube story is a nice finishing touch to pull it all together.
I might borrow this idea for my own class it’s a brilliant way to mix science, drama, and safety all in one lesson!
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I like the idea of exploring shadows with the children. I have used torches and shadow puppet prompts in the past to explore this and the children loved it. They investigated the difference in the size and clarity of the shadow depending on how close or far away the torch might be.
Another idea which I think would be hands on and engaging for the children when exploring shadows would be to bring them to the yard with chalk. In pairs I would get them to analyse each others shadows and how they can move according to how the child is positioned with the sun. Then I would get them to draw their partners shadow and compare these with others in the class.
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Sean – a way a teacher once described this to me is to challenge the children to “fit” into their shadows even 15 minutes later.
This can be fun if the children make a funny pose to begin with!
Needs a good sunny day for it to work, nothing more disappointing than a partially cloudy day which means the shadows are in and out!
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I’d go with Activity Set 4: The Sun and Shadows. It’s something I’ve observed colleagues do before & I think it’s something the children would really enjoy and learn a lot from. We would go out to the yard on a sunny day and have a look at our shadows — I’d ask them to notice where their shadow is, what shape it is, and what happens when they move around or turn a different way. We could come back to the same spot at different times and draw around our shadows with chalk to see how they change throughout the day.
It’s a nice, simple way to get them thinking scientifically — observing, asking questions and making predictions — without it feeling too formal. I’d also link it in with art (shadow drawings), English (recounts or simple descriptions), and maths (comparing shadow lengths) It’s very hands-on and visual, which works really well with the junior classes and of course, it supports language development too.
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Marcia, nice work on clearly connecting this science activity to the wider curriculum. You can also link the position of the Sun in the sky to the school’s orientation – ask the children which way their classroom faces by noting what time of day does the Sun shine in the window?
If you have to close the blinds in the morning – you face east. If at lunchtime, you face south, if in the afternoon, you face west. If the Sun never shines in the window – north.
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Activity Set: The Sun and Shadows
I would create a rich, playful learning environment that encourages collaboration and hands-on discovery by using the Sun and Shadows Activity Set. To begin, I would introduce the topic by asking the children ‘how do we have day and night?’. I would give them time for peer discussion and then I would use photos to discuss daytime and night time, inviting children to share ideas and vocabulary. This sparks curiosity and language development.
I would then introduce group work activities: children would work in pairs or small groups to trace shadows outside at different times and compare their observations, promoting social skills and cooperative learning.
Indoors, I would use solar beads, small beads that change colour in sunlight, as a tactile way for children to explore the sun’s energy, linking science to sensory experience.
The day and night activity from the module would support children’s understanding of the earth’s rotation through storytelling and movement, making abstract concepts tangible.
I would then use the story Moon Bear to as a stimulus to inspire the shadow play. Children can change the position of a lamp to see how the bear’s shadow changes, combining narrative with scientific exploration and imaginative play. The children can then have the opportunity to create their own Bear puppets and explore and move the light around the puppet and discuss how the shadows size, shape and position change. This hands on activity helps them make the connection between light source, object and shadow.
I would then extend their learning by using different shapes and objects to compare the shadows created. This could be integrated with Drama and English where they can work in groups to make ‘Shadow Puppet Shows’ and they can then preform them to the class.
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I love the idea of sun and shadows activities too. I feel they work so well because they let children see and experience how light and shadows change throughout the day, making abstract ideas concrete. They encourage curiously and questions, involve movement and play and create magical ‘WOW’ moments that build early science understanding in a fun hands on way.
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Junior Infants Lesson Plan: Exploring the Moon
Learning Objectives:
• Develop curiosity about the moon.
• Use language to describe what they see and feel.
• Engage in imaginative and sensory play.
• Respond to a space-themed song through music and movement.1. Introduction & Inquiry (10 mins)
Circle Time:
• Show photos or a short video of the moon.
• Ask: “What do you think the moon feels like?” / “What shape is the moon?”
• Read Whatever Next! by Jill Murphy (optional, 5–6 mins).
• Let children share what they would bring to the moon.
2. Sensory Exploration Activity (15 mins)
“Walking on the Moon” Tray:
• Use a tray filled with flour or sand to represent the moon’s surface.
• Add toy astronauts or small figures.
• Let children create “moon footprints” and find pretend moon rocks.
Talk prompts:
• “What does it feel like?”
• “Can you walk like an astronaut?”
• “What do you see on the moon?”3. Song Time: “Hello, Hello, Mr. Moon” (5–7 mins)
(Sung to Twinkle, Twinkle)
Teach the song and add actions (arms in a circle for the moon, waving, reaching high, etc.)Lyrics:
Hello, hello, Mr. Moon,
Up so high and round like a balloon… (etc.)
Repeat and let them sing along with actions!
4. Follow-up Creative Task (10 mins)
Drawing Prompt:
• Ask: “What would you see or bring on the moon?”
• Children draw their Moon adventure and share their pictures with a partner or the group.
Display the drawings as a “Moon Wall” gallery in the classroom.5. Closing Reflection & Calm Down (2–3 mins)
• Sit in a circle and ask:
• “What did you like best about our Moon adventure?”
• “What would you still like to know about the Moon?”
• Close with a quiet “astronaut rest” moment—children lie back, close their eyes, and imagine floating in space with calming space music or soft humming. -
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The activity set that I would choose from this module is The Planets. As I am carrying my previous class to Senior Infants, 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.-
Jessica,
I really like your playful plan for the Planets — and linking it to the Earth the whole time should really connect to those children who don’t appreciate “space” the same way as some of the others.
I was one of the “space” children – can’t remember a time when I didn’t think space and stars were the neatest things around!
Position in space related to the Sun nicely connects to ideas about heat transfer and why it is warmer next to the radiator than on the other side of the room – a simple idea for a further investigation.
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Activity Set: The Planets
The ESERO lesson would form a great basis for hands-on teaching of the planets in the Infant classroom. Prior to engaging in the activity in the hall, I would elicit the children’s prior knowledge, before teaching them the Drake and Josh planet rhyme, or using a new resource such as the “We are the Planets” song by Storybots. I especially like the fact that no children would be ‘out’ in this lesson, as that can often cause upset in the Infant room. I usually do a sun/ice warm-up in PE lessons but I could adapt that in this lesson, alternating between day and night instead, with certain activities being completed when a particular beanbag colour is presented. I would ask the children to also come up with some new names for the extra planets that are being used in the game, further encouraging their creativity.
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This is an example of an engaging lesson that I would use in first class on the sun and shadows activity set. As an introduction I would read a storybook called “Moonbear’s Shadow” to introduce the concept. After a short discussion, we would go outside to observe how our own shadows look in the sunlight. I’d ask students to trace their partner’s shadow using chalk, then revisit it later to see how it changed. Back in the classroom, we’d discuss why shadows move and link it to the sun’s position.
Resources I would use are also cheap and cheerful which helps and they include the storybook (online version), chalk, school yard, and pictures showing the sun’s movement across the sky. Shadow puppets and a flashlight could also be used for an indoor demonstration. This hands-on activity helps students understand that shadows are created when an object blocks light, and they change based on the sun’s position. -
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To begin the lesson, I would introduce the planets using the catchy planets song. I’d also provide printed images of the planets to help illustrate differences in their sizes and appearances. Together, we would place the planets in order from the Sun, either outside—weather permitting—or in the school hall.
Next, we’d read a fun and engaging story about space. As we journey through the story, we would “visit” each planet—reading its name aloud, sharing one fun fact, and encouraging the children to observe and describe what they notice. I would ask questions like, “Which one do you think is the biggest planet?” to prompt their curiosity and thinking.
To build on their interest, we would follow the lesson with a space-themed art activity. One project I’ve done before involves having the children draw a simple astronaut figure on white paper, cut it out, and stick it onto a black background. We then add a photo of the child’s face to turn them into the astronaut, which they absolutely love.
Space is a topic that naturally sparks curiosity—it’s vast, mysterious, and fascinating, not just for children but for adults too.
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Margaret, do you have a particular “a fun and engaging story about space.” that you would recommend that has a tour of the planets?
Previous participants have suggested:
- On a Dark, Dark night by Jean M. Cochran
- The Sea of Tranquility by Mark Haddon
- The Way Back Home by Oliver Jeffers
- Back to Earth with a Bump
https://youtu.be/KaCUZUuNTEA - Zoo in the Sky by Jacqueline Mitton
https://youtu.be/Leg_vT0yMq8 - A hundred billion trillion stars by Seth Fishman
https://youtu.be/OtMoDq5Git0 - Katie and the Starry Night by James Mayhew
https://youtu.be/QAPjNMsSc4M - Mae Among the Stars by Roda Ahmed
https://youtu.be/b_mfdqyBqT8 - On a beam of light – story of Albert Einstein
https://youtu.be/Io6aSfV0Oks - Older than the Stars by Karen C Fox
https://youtu.be/Lp1_dCIXqSw
https://www.spaceweek.ie/wp-content/uploads/2021/09/SpaceWeekJunior-1.pdf
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I would use the “Planets” activity set to introduce infants to the solar system in a fun and simple way. The activity would start with showing colourful pictures or models of the planets, naming each one and pointing out differences like size and colour. I would encourage children to explore these models through touch and play.
Next, I’d create a sorting or matching game where children group planets by colour or size. This hands-on activity helps develop their observation and categorisation skills. I would also use songs or stories about the planets to build language and memory.
As children handle the planet models and discuss what they see, I would ask questions like “Which planet is big?” or “What colour is this planet?” This supports curiosity and communication skills.
This inquiry-based approach works well because it makes learning active, engaging, and sensory. It helps young children connect with new ideas through play and discovery, making space exciting and understandable.
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Edel,
I’ve used “model magic” from Crayola, an air drying modeling material. It is non-sticky, smells nice and mixes wonderfully into different colours. You can get it at Art and Hobby – a bit pricey, but a tub goes a long way.
Children make small planets, big planets and can combine the colours to make swirly gas planets.
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The activity set that I would focus on is the sun and shadows. In this lesson, I would begin with the story and activity mentioned ‘Bears Shadow – My Sky Tonight activity to get the children working with light and thinking about shadows.
I would then take class outside several times during the school day to observe how shadows change as the sun moves across the sky. Each group would place a toy dinosaur / animal on the ground and use chalk to trace its shadow every hour. Each group would measure the length and direction of the shadow and record the time. (This activity would link in nicely with a lesson on graphs in maths).Back in the classroom, we would talk about what they noticed eg:how shadows are long in the morning and late afternoon. We would discuss why this happens and how it relates to the sun’s position in the sky.
To help the children understand the science behind it, I would use a flashlight (as the sun) and a globe or ball (as the Earth) to show how the Earth’s rotation creates day and night and causes shadows to move.
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I will use the song, the Planets to initially engage the children with the topic.
I will introduce the concept of shadows by reading the children the story of Moon Bears Shadow.
On a sunny day we will go outside and observe our shadows as we move around the yard.
Afterwards we can discuss, what caused the shadows? when the children identify that it was the sun we can explore what other light sources might create a shadow. then we can introduce torches for play and exploration.
During our daily discussion on the weather we can introduce the concept of day and night activities and watch the Paxi cartoon.
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Activity: Shadows in the School Yard
I would begin this activity with a class discussion on the question; “what is a shadow?”. This would serve to establish prior knowledge of the children. I would use this activity to make the concept of light and shadows meaningful and hands-on for the children. Taking them outside on a sunny day allows them to directly observe how light travels in straight lines and how sunlight cannot pass through opaque objects, resulting in shadows.
By asking questions like “Where did the light come from?” and “Why is your shadow dark?” I encourage them to think critically. Having them stand with their backs to the Sun and seeing their shadows stretch out in front of them helps them clearly understand that shadows are areas where the light is blocked.
By encouraging the children to trace their shadows with chalk reinforces that a shadow is a dark shape matching the outline of the object. Later, I would further develop the concept by using flashlights against objects such as toys and shapes in the classroom. I would encourage the children to draw and colour the shadows black on worksheets This would promote the development of the knowledge that shadows are areas of darkness without details or colours.
This activity supports scientific thinking through observation, prediction, and explanation, making learning about light and shadows both fun and practical as well as being memorable.
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Laura- by doing this outside you can also connect to the movement of the Sun as the Earth turns – it is amazing how quickly the shadow changes. If you have speedy chalkers they might not notice this, so guide them to return to their chalked shadow after 10 minutes and they will notice that their shadow no longer fits.
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After a very engaging module with many good activities, one that sticks out for me personally is the ‘What the Moon looks like’ activity.
For my class, 1st class, I feel that daily exposure to topics and consistently teaching a topic is one of the most important elements of a plan. With this said, I feel that I would include a mini lesson plan most mornings when the moon is in the correct lunar cycle to observe.
From here there are many avenues of higher and lower order questioning, links with literacy and art.
By encouraging the children to observe the moon every day and discuss its characteristics, then draw or log their observations in a journal style copy, I feel this would be a progressive and personal way for the children to learn the vocabulary and witness the changes over the course of a period of time.
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Sounds like a plan Darren. The third quarter Moon is visible in the morning sky, around 14 September and again 13 October (and so likely 12 Nov, 11 Dec….)
You can use https://stellarium-web.org/ to check on the phase of the Moon on each of those dates -it will use the location of your computer to work out where in the world you are.
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The most interesting and exciting topic activity set I am going to explore in detail with my new class is The Planets. Whilst working in the UK we named all the different classes after the planets so it was always am ongoing theme that was explored and research on each planet was carried out. I remember using The Solar System song with the children which was really calming. Hence I think using a song at the start of a lesson or topic is really engaging for the children and they make the link back to the learning. Also I like the idea of using a class text such as Tasha Soars. This is such a brilliant book to use as a little girl takes a night time adventure to the planets, which will help to ignite the children’s curiosity and engagement on the theme. Using lots of discussiona and allowing the children lots of time to pair and share is key- discussing their own knowledge on the planets in groups. The children could record their ideas in groups or for the more able a KWL chart could be used.
Allowing the children adequate time to become more familiar with the order and names of the planets using songs such as the Storybots …We are the Planets song. I believe this works best with younger children although some rhymes could also be used in a simple way to help them remember.
It is important that the children are exposed to the idea that the planets are moving around the sun and showing them virtual videos first to help explore the idea before doing a practical activity to model this.
Following any learning it is important that the children have an opportunity to show or explain what they have learned either verbally or on paper e.g. the KWL grid for the most able in the class. For some they could show their new learning by visual means such as illustrations. During art or fine motor time children could use playdough make their own planets and use different colours. As an extension the children could work alongside children from a senior class during I Pad time and research facts that the older children could read out and record for them encouraging collaboration.
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This is a lovely lesson Amanda! I checked out the story you mentioned – I hadn’t seen it before but it’s got a great amount of detail on the planets. There’s also a great ESA video with their kids mascot Paxi about the Solar System: https://www.youtube.com/watch?v=mibxJwpennU&t=9s
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For this module, I chose the Sun and Shadows activity because it offers a hands-on, inquiry-based approach that I like. Children in the infant classroom are naturally curious about the world around them, and this activity taps into that curiosity by helping them observe and understand how the Sun affects shadows throughout the day. I would begin by taking the children outside at different times—morning, midday, and afternoon—to trace their shadows using chalk. We would mark the time and compare the lengths and directions of the shadows. This simple yet powerful activity encourages observation, prediction, and discussion. It also integrates well with other subjects: we can link it to maths by measuring shadow lengths, to literacy by writing about our findings, and to art by creating shadow drawings. What I particularly like about this activity is how it helps children grasp the concept that the Sun appears to move across the sky, which in turn affects the position of shadows. It lays the groundwork for understanding Earth’s rotation in a very tangible way. I would also use a globe and a torch in the classroom to model how the Sun’s position changes and how shadows are formed, reinforcing the outdoor observations.
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Hi Criona,
This is a fantastic approach to making a complex concept accessible and engaging for young learners. I love how you’ve planned to use real-world observation across different times of the day. It’s such a powerful way to show how the Sun affects shadows. The integration with maths, literacy, and art adds great depth and variety.
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The Moon
Using the ESERO documents and resources as a stimulus, I would firstly would introduce : The Moon – Our Natural Satellite
The focus of the lessons (could be developed over a month) would be:
For the children to understand basic facts about the Moon.
Understand that the Moon orbits the Earth.
Identify some features of the Moon’s surface (e.g. craters, grey color).
Know that humans have visited the Moon.
Use imagination to describe a trip to the Moon.
Using materials, e.g. Pictures or videos of the Moon (ESERO/ESA images or NASA resources) A globe and small ball (for Moon orbit demo)
Worksheet based on the ‘Man in the Moon’ showing the Moon phases or drawing task.
‘Meet Our Neighbours’ activity is very hands-on and is a great activity to further extend the understanding of the moon and its features.
Using flour and small stones for crater-making activity.
Drawing activity – “If I went to the Moon…” Pupils draw themselves in a spacesuit on the Moon.
Writing prompt, “If I visited the Moon, I would see…” Encourage them to use adjectives (grey, dusty, round, dark, bumpy, cold). (word bank words as stimulus)
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For this module I choose the sun and shadows activity. Children are naturally curious about their shadows and it is a fun way to learn.
I would take the children to the school astro where are shadows are clearly visible. Firstly allow the children to spot their own shadow and see how it moves. Explaining simply where the light is coming from. Turning this into a P.E. lesson doing star jumps and watching our shadows react.
Then ask the children when we return indoors Has it followed? Why? How could we make shadows indoor?
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The children are always fascinated to see their shadow. We have used a lamp and large sheets of paper in previous years to draw around the children. It is a silhouette but cut out on black it looks just like their shadow. Parents and children alike are always excited and recognize their child in them.
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Next year I will be working primarily as an EAL teacher with children from Junior Infants to Second Class. I also have responsibility for STEM teaching and learning in my school and, as such, I want to try out many different STEM based activities that I can then communicate to my colleagues.
I think exploring the topic of the sun with my EAL students will have many merits. The sun has universal relevance and makes links to much of what they will learn in their classrooms (weather, seasons etc.). It provides many opportunities to build context rich vocabulary. It also allows for connections to lived experiences.
I will be using ideas from Dr. Maeve Liston’s Space resource. I will introduce the topic to my groups with the activity: The Day and Night Sky. I will be showing them photographs of the day and night sky on the IWB an asking for differences and for descriptions of the sky at different times. I will try to elicit colours, shapes and textures; and also ensure they have the vocabulary of sun, moon, stars and clouds.
I will have the children draw pictures of the night sky and the day sky (this might take place over a few sessions.
I will then introduce the UV beads. I have never heard of these before and am dying to try them out! I know the children will love them and it is something achievable and practical that other teachers may like to try out (starting small as there can be anticipation when it comes to STEM). I will support the children in making their bead bracelets and observe them inside the classroom and in different sunny and shaded spots on the yard. In this way, I will be able to educate the children on the dangers of too much time in the sun. -
I would like to explore some activities on the theme of the moon for Junior Infants.
Objectives of my lesson would be:
Recognise the Moon as something in the sky we see at night.
Understand some simple facts about the Moon.
Express ideas about the Moon through art and movement.
Lesson:Story:
Play a game of different moons e.g. smiley moon, sleep moon etc.
Read the story “Papa, please get the moon for me” by Eric Carle
Use props to create and act out the story.
Ask appropriate questions such as: What did the girl want? What shape is the moon?
Moon:
Using a ball and a flashlight to demonstrate that the moon is a reflection of light from the sun.
Allow the children to use a flashlight to do the same.
The children could watch a short youtube video on the moon
Stations could be set up for children to explore the theme of the moon in different ways
1. Moon sand – by mixing flour and baby oil
2. An art station on creating a moon
3. Picture book station on themes of the moon – “Goodnight Moon” “I took the moon for a walk” etc.
4. Music/movement – Listening to space music moving to the music – moving like an astronaut.
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Hi Caroline,
I really like your lesson plan and the selection of books you have selected. Goodnight Moon and I took the Moon for a Walk. Another book I would recommend is Chris Hadfield The Darkest Dark, and Owl Moon by Jane Yolen are also lovely books as inspiration to learn about the moon. I love this video reading by the author Eric Carle.
Another activity I would add here is flour craters, which the children really love by making different-sized spheres and allowing them to fall from a height, just like a meteorite hitting the moon and creating a crater.
Cornflour and water to create alien slime for infants can be very exciting but require some cleaning afterwards.
I really liked your idea of astronauts for drama. I think the children would enjoy responding to space music.
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The activity set that I am going to discuss is The Planets. This is a lovely resource that I look forward to using in my classroom. I would begin by introducing the lesson by asking the children about where we live, what city is our town in, what country. Ask them do they know what planet we live on. I would then get the children to brainstorm if they know the names of any of the planets. I would introduce them to the names of the other planets in the order of their distance from the sun.
When the children are familiar with the planets, I would play the planet game. This is a lovely game and is engaging for the children. I would conclude by doing the planet dance which also would be a great movement break to use after the lesson as it would further reinforce the learning. I would do this by getting them to share the name of their chosen planet with a partner. The Planets song is a great resource to use for this topic.
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I would explore a topic based on The Moon
My trigger would be the rhyme Jack and Jill and then the image from the moon stories included in the module.file:///C:/Users/User/Pictures/New%20folder/MoonStoriesASP.pdfWondering Questions:
I wonder what it would be like to live on the Moon?
What would we need to bring with us?
Where would we live?
What would we eat?
How would we move about?
What clothes could we wear?Exploring:
We would look at our life here on earth and how different it might be on the moon.Display images of the moon, astronauts in spacesuits, rockets, lunar rovers
Apollo 16 “Grand Prix”: lunar rover / buggy (LRV) footage – HD Video Stabilized
Discuss our homes here on earth and discuss shelters.
I would remind the pupils about the environment they would be building in. The lunar surface is rocky and dusty with a huge number of deep craters which we can see from images of the Moon.
Display images of the moon.
Discuss and build a shelter from materials in classroom – lego, playdoh and straws, Klapa planks. -
Sun And Shadows
I would begin by gauging the children’s knowledge on shadows. You could do shadow puppets, read a book such as ‘Nothing sticks like a shadow ‘ or ‘Guess who’s shadow’ or watch a YouTube clip of when Peter Pan lost his shadow. All of these would get the children discussing shadows. Once I have a good understanding of the children’s knowledge on Shadows, I would split them up into pairs and explain that we are going to examine how shadows change throughout the day. We would go outside (on a sunny day). I would get the children to stand still. Ask them what they notice about their shadows. Get them to move their arms ,legs etc. Ask what happens to their shadow when they do this. After this discussion, the children would trace their partners shadow using chalk. We would describe the shadows. We would revisit and retrace the shadows using different colour chalk throughout the school day to see how their shadows change even though they are standing in the same position. This activity would help develop observation and comparison skills. The children learn that shadows move depending on the position of the light.-
This is a fantastic and engaging approach to introducing the concept of shadows. I really like how you start by tapping into the children’s prior knowledge through stories, shadow play, and familiar media like Peter Pan—it’s a great way to spark curiosity and discussion. The hands-on investigation outside is a brilliant idea, especially with the use of chalk to trace shadows at different times of the day. It not only helps children observe changes in shadows but also encourages teamwork, communication, and critical thinking. Repeating the tracing throughout the day using different colours is an effective visual strategy to help children clearly see how shadows shift as the sun moves.
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Learning Log:
I would explore a topic based on The Moon
My tr
igger would be the rhyme Jack and Jill and then the image from the moon stories included in the module. file:///C:/Users/User/Pictures/New%20folder/MoonStoriesASP.pdf
Wondering Questions:
I wonder what it would be like to live on the Moon?
What would we need to bring with us?
Where would we live?
What would we eat?
How would we move about?
What clothes could we wear?
Exploring:
We would look at our life here on earth and how different it might be on the moon.
Display images of the moon, astronauts in spacesuits, rockets, lunar rovers
https://www.youtube.com/watch?v=5cKpzp358F4
Discuss our homes here on earth and discuss shelters.
I would remind the pupils about the environment they would be building in. The lunar surface is rocky and dusty with a huge number of deep craters which we can see from images of the Moon.
Display images of the moon.
Discuss and build a shelter from materials in classroom – lego, playdoh and straws, Klapa planks.
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I would explore a topic based on The Moon
My trigger would be the rhyme Jack and Jill and then the image from the moon stories included in the module.
file:///C:/Users/User/Pictures/New%20folder/MoonStoriesASP.pdf
Wondering Questions:
I wonder what it would be like to live on the Moon?
What would we need to bring with us?
Where would we live?
What would we eat?
How would we move about?
What clothes could we wear?
Exploring:
We would look at our life here on earth and how different it might be on the moon.
Display images of the moon, astronauts in spacesuits, rockets, lunar rovers
https://www.youtube.com/watch?v=5cKpzp358F4
Discuss our homes here on earth and discuss shelters.
I would remind the pupils about the environment they would be building in. The lunar surface is rocky and dusty with a huge number of deep craters which we can see from images of the Moon.
Display images of the moon.
Discuss and build a shelter from materials in classroom – lego, playdoh and straws, Klapa planks.
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I love the level of activity in these topics. I like the idea of exploring shadows with the children. The use of torches and shadow puppet prompts sound great. I would get the children to investigat the difference in the size and precision of the shadow depending on the distance away from the torch.
I would get the children out at different times during the day. We would draw chalk around our shadows in the morning, at midday and we would examine them before the children go home. This would show them how the sun is constantly moving. We would discuss directions and where the sun rises and sets.
I would include the day and night activity that would support children’s understanding of the earth’s rotation through storytelling and movement, making abstract concepts tangible.
These activities encourage thinking scientifically — observing, asking questions and making predictions in a fun and engaging way. Integration with Art, oral language- language development- discussion of the sun as a star, Geography- directions. Really engaging activity.
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I think this is a great idea Jane! I love how fun and active the shadow activities are. Using torches and shadow puppets is a brilliant way to get the children involved. It’s a great idea to look at how the shadow changes when we move the torch closer or farther away. I really like going outside to trace our shadows with chalk during the day. It helps the children see how the sun moves. Talking about where the sun rises and sets is a lovely way to bring integrate Geography too. We just need to make sure we have enough torches for everyone 🙂
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Using “The Sun and Shadows” Activity in the Classroom
I would use The Sun and Shadows activity as a hands-on, inquiry-based science and math lesson to help students understand the relationship between the Sun’s position and the length and direction of shadows throughout the day. This activity works well in cross-curricular learning, incorporating elements of science, measurement and data collection in maths and artistic expression.
Firstly, I would have the class go outside at multiple times during the school day (morning, lunchtime and afternoon) to trace shadows from a fixed object, such as a flagpole in the ground. Students would record the length and direction of the shadow and note the time on a record sheet. Throughout the week, we would compare the results, discuss any patterns we’ve observed and relate it to the Earth’s rotation and position to the Sun.
This activity encourages the use of observation skills and scientific thinking, while also promoting collaboration and group work.
As an assessment at the end, students could create a visual model, illustrating how and why shadows change during the day. This type of experiential learning fosters curiosity and deeper conceptual understanding, which is exactly what I hope to inspire in my science classroom.
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Hi Aisling,
I like your idea of going out at different times of the day to draw the shadows. Observing the change in the shadows based on the different time of day is a great way for the children to spot and understand how the sun at different points affects the shadow. It is also a very hands on activity that the children would love to get involved in.
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The sun and shadows. This is always a really fun activity to do. The children thoroughly enjoy it and it can really be used for any age group. It’s really nice to do indoors or outdoors. As Irish weather is unpredictable its nice to have a back up plan made. There are two activities here with similar ideas. This could be done in pairs or a group. Place a white sheet of paper on the wall behind the child. Another child holds the torch and shines it at the first child’s face-side profile (discussion on safety and not shining torch into eyes is important before lesson starts). A third child can draw the outline of their side profile. To extend the lesson they could draw in the other facial features that couldn’t be seen in the shadow. An outdoor activity is to use the sun to cast shadows and children draw (using chalk) around other children in whatever position they choose. They could also bring out some other objects and draw their shadows too. Extending this activity, you could go out at various times during the day and see what happens to your shadow.
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Hi Aine, shadow activities are really great. You can use this lesson as an opportunity to discuss day and night and why that happens. The torch can represent the sun, and shining the torch on a ball and viewing the ball from different perspectives in a dark room is a simple way of demonstrating phases of the Moon or day/night on Earth.
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Module 2:
Inquiry-Based Moon Activity for Senior Infants
In this lesson, I explore the moon with the class through hands-on investigation and group work. We begin by watching a short video of the Moon Landing to spark curiosity. Then, I ask the children questions like: What do you see? Where are the astronauts? How did they get there? Why did they go? This encourages them to share ideas and wonder aloud.
To add fun and help memorisation, we sing the Moon song https://www.youtube.com/watch?v=4srrN7uUAsU together. It’s catchy and gets the kids excited about space.
Next, children work in small groups of 4 or 5. Each group chooses a tray filled with sand, flour, or rice to represent the moon’s surface. They take turns dropping different sized balls into the trays to create craters. We discuss what happens and compare the crater shapes and sizes.
Throughout the activity, children make predictions, observe results, and talk about why craters look different and how they might have formed on the real moon.
To finish, each group creates their own “moon surface” artwork inspired by what they learned and shares it with the class. This encourages teamwork, creativity, and reinforces their new understanding. I’ll read the story Goodnight Moon.
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Hi Deirdre,
I really like this song about the moon, as it covers all the important facts about the moon, including what a waxing and waning moon is. The eight phases of the moon is also taught along with the meaning of a solar eclipse. The song could be written so the children also practice reading.
This song explains that the moon has no air to breathe and how humans have visited the moon. It would be lovely to add this song to the flour and ball experiment to explain how craters are formed on the moon. The children could make different-sized spheres to show the meteorites hit the moon to create craters.
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Hi Deirdre,
I really like your group activity where the pupils are creating craters in flour/sand. I think it would really engage the pupils and take quite an abstract idea of the moons surface from pictures to a reality in creating craters. There are some great language opportunities in this activity too.
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For my module 2 assignment I chose ‘Activity Set: The Planets’.
I would begin my lesson with a brainstorm to see how many of the 8 planets we already know as a class. We would then listen to The Planet Song as a fun stimulus and to spot which planets we already know / add new ones to the brainstorm list.
Following this, I would split the class into 8 groups and give each group a planet name. The planet song would be played again and each group would stand up when they hear their planet.
Using the information given from the song, each group would get to create a poster about their planet e.g. Name, what it looks like and a fun fact. The poster layout would be teacher modelled on the whiteboard to support them. Each group would then present their poster to the class in order of the song.
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Each year I like to teach a unit on the planets for Space Week. This is a topic that really engages junior classes. I rely heavily on the mini space book and the planets song from Smithsonian. Sometimes I too group the students and give each group a styrofoam ball to paint for their planet. They really take ownership then of their own planet!
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As I will have senior infants next year I would begin with a song as a stimulus “Mr. Sun!”. Then we would talk about how the Sun gives us light and warmth. I would then read a short picture book about the Sun, then take the children outside to feel the Sun on their skin and observe how it lights up the world. The simple UV bead activity would fit in nicely here and I would give each child bracelet to wear that changes colour in sunlight, helping them understand that the Sun gives off invisible rays.
In our “Shadow Fun” lesson, the children would go outside in pairs and trace each other’s shadows on the yard with chalk at different times of the day. This would show them that their shadows grow and shrink! Back in class, we would talk about what makes a shadow, using a torch and toys to create shadows on the wall or even hand gestures to make shadow animals. We explore how moving the torch changes the shadow’s size.
To finish, on a sunny day, we could create a “Shadow Art” display where children draw around the shadows of objects onto a long roll of paper and colour them in. This would encourage them to discover science through movement, storytelling, art, and play especially in the infant class.
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Using the activity set- The Sun and The Shadows my lesson would begin with a critical thinking and book talk lesson on the book Rosa’s Big Shadow Puppet Experiment by Jessica Spanyol. I would encourage discussion on the topic and how and when shadows are formed.
Using the torch or lamp, I would get the children to experiment with hand and body shadow formations.
In pairs, I would ask them to concept map day and night. Using their feedback we would discuss how day and night are formed.
Similar to the Day and Night lesson shown in slide 23 of lesson 2, I would introduce a globe and put two teddies on either end. Turning the globe in front of the torch, we would discuss what is happening to the teddies; The bear is facing away from the light, it is nighttime, the bear is asleep and the cat is facing the light, the cat is in daytime.
I would then encourage the children to stand up in the circle and being to rotate on the spot to encourage further discussion in relation to the sun and the shadows on other planets.
Following this I would take from the University in a Box Activity Box lesson 1.5- Reflecting Moon. Using a moon sphere and a torch, we would investigate the shadows on the moon from different angles. This lesson could be further developed to discuss and learn about the lunar phases. -
The moon
I would start the lesson by brainstorming with the children activities we do in the day and night.
The children will identify the difference between day and night- sun, moon and stars.
I will read the story “Can’t you sleep little bear” to begin the discussions with the class.
I will ask the children questions about the story- why was little bear afraid when he was going to bed? How did big bear try and help?Discuss lanterns and other sources of light? Did the various size lanterns work? Did they remove the dark? When little bear showed the darkest outside? What did he see in the sky? The moon provided light.
The children will complete art work on the moon. We will discuss the moon and we will use a globe to show how half the world is in darkest when the other half is bright. We will also discuss how someone would travel to the moon. We will discuss how an astronaut walked on the moon
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Activity- The Planets
I liked the idea of using this planet song as a stimulus, however, I would use the concept as the main body of the lesson. I would integrate it with music and the composition and performance strands.
Years ago I made up a song about the planets with a fifth class of mine, coincidentally to the tune of ‘Hey Ho’ not ‘Hey ho, my dadio’ which is certainly more familiar a tune to the junior classes.
I would listen to this song as a stimulus, then teach the names of the planets and some of their characteristics, while noting keywords on the IWB.
I would perform the other song we made up previously and then give them the choice of tune that we would compose our own song to. Brainstorming, using the word bank and important facts on the board we would carry out a shared composition.
This is a lengthy procedure so would be spaced out over a few lessons but would incorporate music and literacy objectives with rhyme and rhythm, and certainly make the science lesson more enjoyable and content more memorable. -
Introducing a topic like the planets which contains lots of facts and information can seem like a daunting task but when a song is used especially a catchy song life just gets much easier. I really liked the song and i could see it being integrated into drama , pe , english . It provides a wealth of vocabulary which will bring the planets to life. I can see students becoming the planets using the descriptive language as clues to guess which planet they are. I think the song could be further used as a game using the coloured hula hoops where when the music stops the children run to planet being sung about. The song and topic could be further used with the hula hoops to link in positional prepositions.
Children could then choose their favourite planet a, draw it and explain why they like it so much.
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I would use the planet song to help infants learn the names and order of the planets in a fun and active way. Songs are a great way for young children to remember new information, especially when combined with movement and repetition. We would start by listening and singing along, using simple actions to help remember each planet.
Afterwards, I would give each child a paper planet and ask them to work together to place the planets in order from the Sun. This promotes sequencing skills, cooperation, and early science knowledge.
To bring in a maths element, we would compare planet sizes using everyday objects (e.g., a marble for Mercury and a football for Jupiter). This helps children explore size, comparison, and ordering—key early maths skills. It also gives them a clearer idea of how different each planet is, making the learning more real and memorable. I think the children would really enjoy this.
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Hi Ciara,
Sounds like a lovely, engaging approach. Using a song to teach the planet names and order is such a fun way to make the content stick—especially for infants who respond so well to rhythm and movement. I really like how you’ve extended the activity beyond the song into hands-on learning with the paper planets and size comparisons. The idea of using everyday objects to represent planet sizes is so clever—it’s such a great way to help children visualise abstract concepts in a meaningful way.
It’s also great to see how you’ve integrated both science and maths so naturally into the activity. I can imagine the excitement in the classroom as the children work together to build their own mini solar system.
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The Activity I have chosen for this module’s assignment is ‘The Moon – What does the moon look like?’ A lesson plan for junior classes about the moon could involve exploring its appearance, creating moon phase models, and learning about the moon’s relationship with Earth and the sun.
I would begin with a discussion about what children see in the night sky. I would show them pictures of the moon in its different phases at night. I would also show them pictures of the moon in the day time.
I would use circular crackers or biscuits to represent the different phases of the moon. No doubt the children would enjoy creating the different moon phases with their biscuits!
I would set up a simple model using a lamp as the sun, a small table tennis ball as the moon, and a larger ball as Earth. Using the balls, I would show the moon’s orbit around Earth and how it reflects the sun’s light.
I would create a moon surface with flour or sand and allow the children to drop objects into it to create indentations that resemble craters.-
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I really like your plan — it sounds very interactive and fun. My class love anything involving getting messy or eating! Your idea made me think of the old Jaffa Cake ad. Instead of biscuits, you could try using different sized paper plates or craft foam circles to represent the moon phases. The children could use paint, chalk, or fabric to show the light and dark parts. Another idea is using shadow puppets with their hands to mimic the moon phases.
Your moon surface activity sounds very hands-on too. I was thinking I might do this using a tuff tray and supply materials like crumpled foil or bubble wrap to represent the rocky, uneven surface, alongside sand or small pebbles. Adding a few flashlights could help the children explore light on the moon’s surface.
I also think incorporating a simple dance or movement game to show the moon’s orbit around Earth might help make the concept stick. My class love Danny Go and his ‘Space Race’ dance: https://www.youtube.com/watch?v=9Sv-CXY2soo
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I would use the Activity Set: The Planets to help children explore the solar system in a fun and interactive way. I’d begin with a class discussion, encouraging pupils to share what they know and ask any questions they might have about the planets. We could create a KWL chart to show our learning process throughout the lesson. Then, I’d play a catchy, planet-themed song or video to help them learn the names of the planets and remember their order from the sun.
Following that, I’d set up a creative activity where students make a scale model of the solar system using paper mache balls of different sizes, clearly labeling each one. This would support their understanding of the huge differences in planet sizes and the distances between them. We could also use digital tools to dive deeper into the unique features of each planet. This would also allow for integration with art and geography to allow for cross curricular learning
To build on their knowledge, I’d let the children use iPads or tablets to research a topic of their choice related to the lesson to deepen their learning and then we could share these on a Padlet so that all of the children could read each others ideas, learning from each other.
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Hi Sorcha,
Using iPads and Padlet is a great addition to the lesson and it encourages independent research and peer learning, making the lesson more interactive and engaging. A useful app for this activity is Explain Everything, which allows children to record their voice, add drawings, images, and text to create short presentations. They could use it to explain what they’ve learned about the Sun or shadows in their own words, then upload their videos to Padlet for the whole class to watch and learn from each other in a fun, creative way.
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The Sun and Shadows Activity Set: I really liked seeing how this activity set was taught in the videos. I think that this series of lessons is perfect for junior classes and the way in which it was taught in the videos was superb. Integrating stories with practical work makes the whole topic of the sun and shadows both meaningful and interesting for the students. I have often replicated the lesson with the solar beads in classes up to 2nd class and it is always such a big hit with my students (as well as teaching the important safety in the sun element of SPHE). This lesson is worth doing twice with each class, once in autumn when sun cream should be an important part of daily safety routine, and definitely again in the summer term. The solar beads are extremely easy to order on the internet and they are very inexpensive.
Observing shadows and making sundials are activities that students can do, both in school and in their own homes. The progression of this unit from focusing on day and night, to learning about the sun, then UV light and then on to shadows is perfect. I look forward to replicating these lessons with my students in the coming year.
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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 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 – Activity set The Planets
The Planets activity set has lots of possibilities for a cross-curricular approach which would cater to all the different learning styles and needs in the classroom- I’d probably do a thematic approach across at least a week if not longer.
I think I’d start with a group chat or brainstorm to elicit what the pupils already know. Then maybe use the Planets song as an introduction to each planet and its characteristics- for younger children rather than expecting them to learn the entire song initially, each group of two or three could become a planet and just learn that verse.
Maybe a ‘Which Planet am I?’ game – where the planet would be described and the other pupils could guess which planet it is. You could also use the ‘Tiny Planets workbook’ to consolidate this. This theme could also be explored as part of Aistear- great potential for role play and construction.
The Planets Game and other activities (on the ESERO1 sheet) could be used as PE activities. The Planets could also be used as the theme for Art for the week- for infant classes painting or drawing, and for older pupils you could look and 3D activities using clay or plasticine.
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For my classroom, I would love to use The Spherical Earth activity, as I find it’s a fantastic way to help young learners grasp the concept that the Earth is round, especially when their everyday experiences tell them otherwise. With Senior Infants, I’d introduce the idea gently by asking them what shape they think the Earth is and encouraging discussion. Then, using a globe and a small figurine, I’d demonstrate how someone can stand “upright” in different parts of the world—like Ireland, Australia, and the North Pole—even though they’re on a curved surface.
To make it more engaging, we could use a torch and a ball to model day and night, helping to tie the spherical shape to real-world observations. I’d also incorporate digital storytelling tools like Seesaw, where students can record their thoughts and reflections or draw what they learned. Activities like this nurture curiosity and encourage children to ask questions, laying a strong foundation for scientific thinking.
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How to use the planets activity in the classroom
Ask the children, do any of them know the names of any planets?
Introduce the planets using the planets song. https://www.youtube.com/watch?v=mQrlgH97v94&list=RDmQrlgH97v94&start_radio=1 Talk about their location in relations to the earth and the sun.
Identify key characteristics of each planet.
Planet walk activity:
Set up a simple scale model:using hoops to represent each planet.
Position them around the sun . Children hop around the “solar system” landing on different planets (hoops) and learn fun facts as they go.Planet dance activity using hoops. Assign each child / small group of children a planet and they must follow the instructions of the dance on their planet. They then roll their hoop around the sun using the vocabulary of ‘orbit’ to demonstrate the planets moving in the solar system.
Build a tactile moon in groups, identifying the properties of the moon and how they are represented on the tactile moon.
Kahoot also have some quizzes aboout space which are a fun way to finish a lesson.
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I’ve chosen a project on planets…as I’ve previously done this with 2nd class and the kids love it so much.
Exploring the Planets!
Age Group: 2nd class
Theme: “Our Solar System Adventure!”
Project Goal: Learn about the 8 planets in our solar system with a fun, interactive craft or display.🧠 Learning Objectives:By the end, kids should be able to:Name the 8 planets in order from the Sun 🌞
Recognize that each planet is different (size, color, distance)
Understand that planets orbit (go around) the Sun🌌 Step-by-Step Project Plan:. Mini Fun Facts for Each PlanetYou can create a mini flipbook or planet cards with 1 simple fact per planet. Example:
Planet
Fun Fact
Mercury
Closest to the Sun! 🌞
Venus
Hot and cloudy! ☁️🔥
Earth
Our home! 🌍
Mars
The red planet! ❤️
Jupiter
Biggest planet! 🌪️
Saturn
Has beautiful rings! 💍
Uranus
Spins on its side! 🤸
Neptune
Windy and cold! 🌬️❄️🪐 1. Start with a Story or Video
📖 Tell a short story:
“Long, long ago, the Sun had eight little planet friends who danced around it in space…”
🧑🏫 Or play a short, fun video: The Planet Song (YouTube has age-appropriate songs).2. Create a “Solar System Mobile” or PosterOPTION A: Solar System MobileMaterials:Paper plates or black paper (for space background)
Colored paper or foam circles (planets)
String/yarn, glue, scissors
Markers or paint
Label tags
Steps:Cut 8 circles (different sizes for each planet).
Color each one to match the planet’s appearance.
Tie or glue them to hang in order from a paper plate (Sun in the middle).
Label each planet.
🎨 Planet Colors Guide (Simple version):🌞 Sun – Yellow
🌍 Earth – Blue & Green
🔴 Mars – Red
🟡 Jupiter – Orange with stripes
🟠 Saturn – Yellow with rings
🔵 Uranus – Light Blue
🟣 Neptune – Dark Blue
🟤 Mercury – Grey
🟡 Venus – Pale Yellow -
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As regards ideas posted already, I loves Rachel Kenny’s Sesame Street Video on shadows.It is light, funny and entertaining even for my own class of 11 year olds( Rang 5).
A follow up activity of the class organised in pairs to draw one another’s shadow in the yard with chalk is a very good learning activity for the children and something that would work well at the end of the day as a fun activity, or a prize for work well done by the children. I would show them the video as a prompt.
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How to use the planets activity in the classroom
Ask the children, do any of them know the names of any planets?
Introduce the planets using the planets song. https://www.youtube.com/watch?v=mQrlgH97v94&list=RDmQrlgH97v94&start_radio=1 Talk about their location in relations to the earth and the sun.
Identify key characteristics of each planet.
Planet walk activity:
Set up a simple scale model:using hoops to represent each planet.
Position them around the sun . Children hop around the “solar system” landing on different planets (hoops) and learn fun facts as they go.Planet dance activity using hoops. Assign each child / small group of children a planet and they must follow the instructions of the dance on their planet. They then roll their hoop around the sun using the vocabulary of ‘orbit’ to demonstrate the planets moving in the solar system.
Build a tactile moon in groups, identifying the properties of the moon and how they are represented on the tactile moon. https://astroedu.iau.org/en/activities/meet-our-neighbours-moon/
Kahoot have some good quizzes on the planets which is always a fun way to end a lesson.
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As regards ideas posted already, I loves Rachel Kenny’s Sesame Street Video on shadows.It is light, funny and entertaining even for my own class of 11 year olds( Rang 5).
A follow up activity of the class organised in pairs to draw one another’s shadow in the yard with chalk is a very good learning activity for the children and something that would work well at the end of the day as a fun activity, or a prize for work well done by the children. I would show them the video as a prompt.
I would select the ESERO 22 lesson The Moon for my lesson . I would begin with a digital version of a song, Dónall na Gealaí, with the traditional group Altan, on the interactive whiteboard. It has the lyrics written underneath the visuals for quick learning. It is a lovely song about a little boy who lives on the moon and the children visualise him at night but wonders where he goes during the day. I would teach them the 4 verses as it is quite simple and short.
We would discuss afterwards, what the moon is and looks like, and their ideas about the moon. We would then link the moon’s orbit with the various shapes and positions.I would play the PAXI video as it simplifies the facts and lists them very well. We would also go over the Mathematical rhyme, “Thirty days hath September….”
We would finish then by putting up a wallchart/ whiteboard calendar with dates for the children to fill in each morning, recording the shape/ phases of moon as the month progresses, which they would have as homework the previous night.
We could follow this with a quiz as each child would have to prepare one interesting fact about the moon based on scientific/ mathematical/astronomical information which they would research at home using their computer /phone. We could then assemble a pyramid of knowledge on the moon; listing the items of information going from the simplest facts at the bottom and progressing to more complex facts at the top of the pyramid.
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Hi Caitlin,
I really like how you’ve decided to start your lesson with an Irish traditional song. The children are not only expanding their knowledge of the SESE curriculum, but are afforded the opportunity to enhance their spoken Irish and Gaeilge vocabulary. Since reading your ideas, I have researched this song and going forward, I will use it as a way to introduce the concept of the moon to my junior class. Thanks for this 🙂
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I would use the Sun and Shadows activity to help children understand how light from the Sun creates shadows and how those shadows change during the day. We would begin by going outside in the morning to look at our shadows. The children could take turns tracing each other’s shadows on the ground with chalk. They could label the time and talk about the size and direction of the shadows. Later in the day, they go back out to the same spot, stand in the same places, and trace the shadows again. They could compare the new shadows with the morning ones and notice how they have moved and changed in length.
Throughout the activity, I would encourage the children to ask questions like, “Why is my shadow longer now?” or “Why did it move?” We would discuss how the Sun appears to move across the sky and how that changes the light and the position of our shadows.This activity not only supports science learning (light, the Sun, Earth’s rotation) but also builds skills in observation, comparison, and recording changes. It’s active, engaging, and it helps the children relate what they see and do to real world natural events. It also supports cross-curricular learning through drawing, measuring, and using time words, helping to make science fun, hands on and easy to remember.
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For this module, I chose to reflect on The Sun and Shadows activity set. This is such a rich area for inquiry-based learning, particularly in the primary years, where the children are naturally curious about the world around them.
In my classroom, I would begin with a simple observation activity where the children go outside at different times of the day to trace their shadows using chalk. We’d record the time and discuss changes in shadow length and direction. This hands-on approach allows the children to gather data and build their own understanding of how the Sun moves across the sky.
Next, I’d introduce the concept of the Earth’s rotation and how it causes the apparent movement of the Sun. We could model this using a globe and a torch to simulate sunlight. Students would work in groups to test how changing the angle of the “Sun” affects shadow length.
This activity can also integrate beautifully with literacy by reading books like Me and My Shadow by Arthur Dorros, and writing reflections or poems about how the Sun affects our day.
By giving the children the opportunity to observe, question, and experiment, we’re not just teaching science content—we’re nurturing scientific thinking. This activity also supports cross-curricular learning, with links to art (shadow drawings), maths (measuring shadow lengths), and digital technologies (time-lapse videos of shadows).In my opinion this approach allows the children to develop a personal connection to natural phenomena while strengthening their inquiry skills.-
Hi Catherine. Your reflection on the Sun and Shadows activity set stood out to me as a thoughtful and engaging approach to early years science. I love how you’ve made space for real-life observation and inquiry. It’s such a powerful way to bring science alive for younger children. The idea of going outside to trace their shadows at different times of the day is brilliant. It’s such a simple activity, but so rich in learning, and perfect for helping children begin to notice patterns and make connections.
Using a torch and a globe to model the Earth’s rotation is a great follow-up. It’s hands-on and visual, which really helps with understanding such an abstract concept. I also really liked your suggestion of integrating literacy with the book Me and My Shadow. It’s a lovely way to bring in creativity and give the children a chance to express what they’ve learned in their own words.
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Lesson Plan:
1. Introduction:
o KWL: Gather students in a circle. “Who knows what a planet is? Does anyone know the name of a planet?”
o Sing the Planet Song.
o Introduce the sun drawing. “This is our sun! It is a giant star and all the planets in our solar system orbit around it.
o We’re going on an adventure to learn about the amazing planets that go around our sun!”
2. Planet Exploration:
o Introduce each planet one by one, showing its picture/model.
o Concentrate on The Moon using Activity Set: The Moon -What Does the Moon Look Like? -The Man on the Moon -The Multicultural Moon from Module 2.
o Give some memorable information about other planets e.g. “Here’s Mars, also called the Red Planet. Scientists think there might have been water on Mars long ago!”
3. Activity: Create Your Own Solar System (10 minutes):
o Give each student a piece of construction paper.
o “Now, you will create your own mini-solar system!”
o Have them draw the sun in the middle of their paper.
o Then, have them draw or cut out and glue pictures of at least four planets around their sun. Encourage them to try and draw rings for Saturn or red for Mars.
o They can use string to show the orbits if they like.
4. Conclusion:
o Have a few students share their solar system drawings and name a planet they drew.
o Quick review: “What’s our home planet called? What planet has rings?”
Show “We are the Planets”: Outer Space: “We are the Planets,” The Solar System Song by StoryBots | Netflix Jr – YouTube
Differentiation:· For advanced learners: Encourage them to try and draw all eight planets in order. Provide more detailed facts about each planet.
· For struggling learners: Focus on just 3-4 planets. Provide pre-cut planet pictures for them to glue.
Assessment:
· Observe if students can name at least four planets during the activity and wrap-up.
· Check if their drawings show planets orbiting the sun.
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I would use the Man in the Moon activity as a cross-curricular lesson combining science, literacy, art, and SPHE. The topic offers a creative way to introduce the concept of the Moon’s shape, phases, and how people have imagined seeing figures on its surface. To begin, I would use the white circle and crescent cut-outs as a visual stimulus and questioning tool, encouraging the children to consider what the Moon really looks like and how its shape seems to change. This would naturally lead into the craft activity, where pupils design their own Moon using paint and mixed materials. This offers great scope for imaginative thinking and fine motor development.
I particularly like the inclusion of the rhyme, which I would teach using call and response, helping with oral language development. The discussion around figures in the Moon also allows for meaningful SPHE links, exploring how we all see things differently. I would display the finished artwork. This lesson can be adapted for various ability levels and is ideal for promoting curiosity and creative expression in younger classes.
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I would look at the Activity set of the Moon for this module. I found the Universe in a Box booklet to be an invaluable source of information and activity ideas that I will definitely be using in my classroom.
For my lesson on the topic of the moon we would start with a story book such as ‘I took the Moon for a Walk.’ We would then discuss what we know about the moon. I would discuss some of the facts about the moon found in the Universe in a Box booklet such as:
· The moon can be seen from anywhere, be it city or countryside.
· The moon has a spherical shape, just like the Earth.
I would then show the children some different moon shapes on paper and ask them to discuss why the shape of the moon appears to change at different times. Children will then get the opportunity to create their own moons using a variety of different materials. After the children have finished we will discuss the different projects and why the children have designed them as they have. We will also discuss why the moon appears to us to be a flat shape when it is in face spherical.
We would finish the lesson with a song such as ‘The Tale of the Sun and the Moon’. I find that children really engage with this song and it gives a good sense of the sun and the moon and could further aid conversations of why we sometimes still see the moon during the day.
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I really liked the activity set on the moon. As stated in this module the moon is a great starting point for astronomy with children. I would use this activity set with 1st and 2nd class.
I would begin the lesson by getting the children to create a mind map in pairs about the moon. We would discuss these as a class along with questions like ‘Does the moon always look the same?’, ‘Do you know any names of different shapes of the moon?’ From this we will create a word bank about the moon which will be displayed on a noticeboard in the class for the duration of this topic.
I will then explain that we are going to observe the moon for a number of weeks at home and draw what we see. I will distribute the activity sheets to record their findings. They will observe and draw the moon on night one when there is a full moon ( I will have picked a starting date when I know there will be a full moon). This activity will be repeated for 4 weeks.
At the end of the four weeks we will discuss the children’s findings and what they noticed about the moon over the four weeks. Did it change? How did it change? What did you notice? I will then display photographs of the 4 phases of the moon on the whiteboard. The children will get a copy of these in pairs and I will ask them to sequence the phases. We will label each phase together. We will then complete the task 2 worksheet.
I would finish the lesson with a song about the phases of the moon called The Moon’s Dance
https://www.youtube.com/watch?v=ChBvRKOvw80
I loved the follow up activities included in this lesson set like the Asto Edu lesson on creating physically what the moon looks like.
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I really liked the Sun activities.
I would introduce the lesson by asking the children “what do you know about shadows?”
It’s always interesting to hear what children know before you explore a topic and you can get a good idea of where they are at in their understanding.
I would then read the book Moonbears Shadow. I love the visuals of this storybook and how you can take these visuals to make a hands on model for the children to explore afterwards.
I would get the children to make their own moonbears Shadow model (grass, tree, lake, fish and provide the 3D plastic bear and torch)as I will be doing this lesson with second class and that would also integrate Art.
I would let the children explore the models with torches representing the Sun to see what Shadow the bear casts. I would also provide challenge cards to get them thinking. Eg. Can you get the bears shadow to touch the fish in the lake?
I think this would be such a fun lesson to do. It would add a hands on investigating element that increases the child’s sense of agency. Each child is active in their learning and can reflect on their findings both individually and as a shared experience with their peers and teacher.
To conclude the lesson, I would have a class discussion and an assignment to record their conclusions following the shared observations of the class.
A follow-up lesson would be to trace their own shadow while standing on the same spot but at different times of the day.
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Lots of great ideas from this module! I would definitely use the planet song to teach the planets. Children are more likely to remember the order of the plantets through a catchy tune. Music aids memorization by leveraging rhythm, melody and repetition. It also supports auditory learners through listening and visual aids can be included – I would suggest making the various planets in groups. Using the planet song also increases engagement and motivation as its a very interactive song. I would definitely use this as a transition activity throughout the day too.
I think the children would really enjoy making 3d planets in groups with papier-mache or using styrofoam balls. -
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I really liked the spherical earth one, you could do that in the three stages.
(1) The pupils make tiny sailing boats, give them a name and put a flag on top of the mast. Put a sheet of blue card on a bookshelf at eye level to the pupils … look at the boat and keep stepping backwards .. ask the pupils what the notice about the boat. Then get a big blow up globe and stick a boat on one of the oceans parts of the globe and rotate the globe very slowly away from the pupils. Ask the pupils what they notice about the boat. Get the pupils to discuss the boat in both experiments .. let them lead the discussions.
(2) Using the blow up globe, put a tiny polar bear on the North Pole and a penguin on the South Pole and discuss why they don’t fall off the earth, rotate the globe and ask the same question again. Ask the pupils to come up with other animals to place on the globe and where they would put them. ( showing knowledge of other countries and animals belonging to those countries). Ask the pupils why those animals don’t fall off the earth. Continue with a discussion on gravity. Drop a pen on the floor and ask why that falls always to the ground. Get the pupils to jump as high as they can… ask why do you always come back down to earth.
(3) Give each group of 16 pupils a piece of the circle and they draw a scene of the earth on it, draw what’s above earth, above the line on the piece of paper and what’s below the earth, below the line on the piece paper. Then join the whole circle together. Discuss the pictures on the circle. Rotate the circle 90° and have a discussion again, do this for 180° and 270° and continue with the discussions, asking the pupils which is the top of the circle, which is the bottom of the circle and get them to come up with their own conclusions about Earth.
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The activity set I would explore with my senior infants class would be ‘The Planets’. I would start with the stimulus picture book ‘There’s No Place Like Space’, which is a rhyming picture book I have used before, which outlines the planets and their order in relation to the sun. We would have a discussion after the story about the planets, how many there is, their relation to the sun and discuss their favourite planets and why. I would then use ‘The planet song’ outlined in the module to reinforce the planets, their characteristics and their relation to the sun. I would then test their knowledge of the planets through a hands on activity, creating our own solar system using our bodies. I would give children in pairs a picture of a planet. I would assign a child as the sun, who would stand in the centre. Each pair group or “planet” would then stand in order from the Sun. I would then play the ‘Planet Song’ again and each group would slowly walk around the sun, like the planets as they orbit the sun.
I think my senior infants would really enjoy this activity and I am looking forward to trying it out when I return in September 🙂
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I chose the activity set: The Planets.
I really look forward to trying this in my Junior Classroom. I really enjoyed the fact that the introductory lesson takes place in the PE hall. I think this active activity will really engage the children. The hoop game will teach the children that the sun is the centre of the solar system. Also, using the names of the planets in the game and letting the children hear the names of the planets a lot of times on their ear will enable them to retain the information and follow up lessons to consolidate their learning. I also really enjoyed the activity ‘Spin your own planet’. I think this is an excellent activity to explain how the planets orbit the sun to very young children. I look forward to using these activities in the classroom.-
That sounds like a brilliant choice, Aine! I love how the PE hall is used for the introductory lesson—it’s such a great way to get younger children moving and learning at the same time. The hoop game sounds like a fun way to introduce the solar system, and I agree that hearing the planet names over and over will really help with recall.
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Activity Set: The Planets
Introduction: KWL chart- what is the prior knowledge of the class
I would play ‘The Planet’ song. I would display images of all the planets and ask the children to match the images to the correct planet name.Class discussion: What is space? Who/what lives on the planets? Etc.
Development: imagine astronauts found a new planet!
– design the new planet. What does it look like?
– write a report on your new planet
– make a 3d model of your new planetConclusion: present their planet to the class. Can they add their new planet to ‘The Planet’ song
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I would like to try an exploration into light and shadows designed to build curiosity and nurture the budding scientists in our classroom. Rather than beginning with explanations, we would follow an inquiry-based approach where children lead their own learning through observation, questioning, and hands-on investigation.
We’ll begin with a whole-class discussion to spark ideas and gather what students already know or wonder about shadows. Questions like What are shadows?, Where do we see them?, and Why do they change? will steer our thinking and introduce our central inquiry: How and why do shadows change during the day?
To answer this question, students will become shadow detectives, venturing outdoors at three points in the day—morning, noon, and afternoon. Using chalk, they will trace their shadows in the yard, returning to the same spot each time to compare changes in size and direction. These chalk outlines will serve as concrete evidence to examine and reflect upon.
Back in the classroom, we’ll build on this outdoor experience with a simple model of the sun’s movement. Using torches and figurines, pupils will observe how the position of a light source affects the direction and length of shadows. This visual simulation will help them link their real-world observations to scientific understanding in a meaningful, age-appropriate way.
I would integrate art and each child will create a comic strip titled The Adventures of My Shadow, imagining what their shadow might do as it stretches and shifts throughout the day. This will provide a playful opportunity to reinforce concepts while encouraging artistic expression and storytelling.
Throughout our journey, children will be introduced to and supported in using key scientific terms such as light source, shadow, sun, length, and direction. Collaborative tasks will allow for rich dialogue, peer learning, and shared problem-solving, supporting language development and critical thinking.
To make the learning accessible for all, I’ll offer differentiated support through visuals, step-by-step guidance, and writing templates. At the same time, learners ready for greater challenge can explore deeper questions, such as how shadows behave under artificial lighting or on cloudy days.
<p style=”text-align: left;”>This integrated approach will hopefully empower students to build their understanding in a way that feels exciting and relevant. As they investigate and imagine, they’ll not only gain scientific insight but also develop a lasting sense of curiosity and confidence as learners.</p> -
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Sun and Shadows
I would begin this lesson by reading the story ‘Can’t you sleep little Bear’ to the class. This would allow a discussion on darkness and light and shadows. I would ask the children to identify sources of light that they know. I would introduce the concept of shadows to the children. I would show the children a picture of an animal and 3 shadows and ask them to identify which shadow belongs to the animal. I would bring the children outside and play an action game make your shadow x – dance, wave, run, wiggle etc. I would than provide chalk and ask the children to draw around each other’s shadows. -
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I would like to explore the activity set The Sun and Shadows with my class in September. I would start by bringing the class outside to the yard on a sunny day and let them explore freely. They could try running, waving, or doing star jumps — just observing how their shadows copy every movement. We could move to different locations in the yard (e.g., shaded areas) to see what changes we notice and encourage discussion about how the light source (the sun) creates the shadow. I would ask questions like, “Where do you think the shadow has gone now that we’re inside?” or “Can we make shadows without the sun?”
I would then ask the children to work in pairs to suggest other ways of making shadows, with the hope of opening the door to indoor exploration using torches, toys, or even our own hands to create different shadow shapes and sizes. I’d also encourage the children to draw or colour shadows as just outlines or solid black — helping them see that shadows don’t have details or colours.
To bring a story element into it, I think Moonbear’s Shadow, a story shown in the video, would be a lovely book to introduce the concept. It’s a gentle and engaging way to start the conversation and can really help children relate to the idea in a fun, story-based way. After reading, they could go out and try to “catch” their own shadows just like Moonbear does, or recreate parts of the story using shadow puppets behind a sheet.
I remember a teacher of mine reading a story called Laura’s Star, which sparked my interest in space at a young age. It shows how powerful stories can be in inspiring curiosity.
It’s a simple, active, and creative way to bring science, literacy, and drama together — and it’s always one of those lessons they remember!
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Hi Shauna,
I really love your lesson idea and I will definitely take this forward with me when I teach junior infants in September. I haven’t come across the story Moonbear’s Shadow before but I will be purchasing it as it definitely a story that would engage the young audience and a great opener on the topic around light and shadow. The ideas from the book and how Moonbear creates shadows could be recreated during Aistear time in class.
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Module 2 Assignment: I would use The Sun and Shadows activity set to help children learn about how shadows are made and how they change throughout the day. We’d start with a chat about the sun—where it is in the sky at different times and why we need it. Then we’d go outside to the yard where the children would work in pairs to trace each other’s shadows with chalk. We’d repeat this a few times during the day—morning, midday, and afternoon—so they can see how their shadows move and change shape. This would lead to great questions and discussion about how the sun is moving across the sky.
Later in the classroom, we’d look at the photos taken of their shadow outlines. For art, they could pick one of their outlines and turn it into an imaginative character—maybe a superhero, an animal, a robot, etc. using colouring pencils, collage or paint.
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Matea,
have you noticed that young children often focus on the “why we need it” and use that to explain the changing position of the Sun?
I’ve been in our portable planetarium with younger classes, and when I show the Sun setting and it getting dark and ask “why is it dark now?” {expected answer – the Sun isn’t shining on us because it has set} I can get “because we have to sleep, and it needs to be dark…”
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The activity set I would explore with my Junior Infants class would be ‘The Planets’.
- I would start with the stimulus picture book ‘There’s No Place Like Space’, which is a rhyming picture book. As mentioned, this book rhymes which is great for infants but also gives facts about each of the different planets. We would have a discussion after the story about the planets, let them draw which planet is their favourite and say why, discuss some features of the different planets. There is another book called ‘Here we are’ by Oliver Jeffares – this could also be read to the class and linked to the Space theme.
- We would then move onto a song. Maybe the Planet song or one of the other songs outlined in the module to reinforce the names of the planets, their properties.
- Finally we could test how much we know about the planets through a hands on activity, creating our own solar system using our bodies. I would give children the name of a planet. I would give out all of the planets and pick one child as the sun. They would have to try and position themselves in the right order – the other children could help if anyone was stuck and we could even play the song to help. We could then play the ‘Planet Song’ again at the end and see if they are all in the correct places!
- The kids could then use their imaginations for Art to create their own planet – they can use junk are materials and paint, etc to do this. This is always a bit hit in any class – freedom to make their own creation with no restrictions or guidelines!
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I would love to teach the activity set of the Moon to my Second Class pupils. I would introduce the topic with an engaging question such as, What do you know about the moon?’. This will spark curiosity amongst the pupils. We will observe the moon’s appearance, discussing its shape and how it changes throughout the month.
The topic of the moon can also be integrated into the subject of art. We will use flour and paint to create the moon’s surface, emphasising its craters and texture. Each child will become an astronaut on their very own moon. We will then explore the topic of ‘The Man on the Moon’ and identify different astronauts that have landed on the moon.
Additionally, I will introduce the phases of the moon using visual aids such as Oreo cookies. We will also read picture books about the moon, discussing astronauts and space exploration.
I am really looking forward to teaching this topic with my pupils in the next academic year.
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The Spherical Earth activity set
To introduce the concept of the spherical Earth, I will begin the lesson by showing the children a globe and asking questions using a KWL chart (What do we Know, What do we Want to know, and later, What did we Learn). We will explore the idea that Earth is round like a ball, not flat, and that people live all over it—even “upside down”! I will then distribute mosaic Earth templates and guide the children to draw themselves, their homes, or familiar places on their piece. Once completed, they will cut out their mosaics and we will assemble them together on the floor to form a large Earth collage. This will lead into a discussion about direction—what “up” and “down” mean on a round Earth. We’ll finish with a movement activity where children pretend to walk around the globe, reinforcing the idea of Earth as a sphere. -
Here’s how I’d integrate the two engaging videos into my lesson on planets and space for junior infants:
I would begin the lesson with the energetic StoryBots video as it encourages the children to move and dance as each planet is introduced. Pausing the video for question time gives the children time to think about what they have just seen and share their thoughts with each other. I would record the responses and have them displayed around a class investigation table/ display area.
Next, I would use the simpler “Family of the Sun” song. The children now have the opportunity to use their creative skills and they can use this time to draw and colour their favourite planets while listening to the song. For the children who may have difficulty drawing the planets, I would use template artwork for them and they can just colour.
To finish up the lesson, the class could come together for think, pair, share and discuss what they have learned and show off their chosen planet they designed. The artwork and shared responses could be displayed together in class. -
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Using the planet song is a lovely way to engage the children and a nice introduction to the topic. As children often have a lot of prior knowledge of planets themselves I would start a KWL chart on the iwb. I would then show them a visual of the solar system before reading a story set in space or connected to the solar system. For the older children I would teach them the mnemonic for learning the planet names.
We would then work in groups and each group are given a planet to find a fun and interesting fact about which will later be reported back to the class.
As a follow up art lesson I would let the class paint some rocks (choosing one or two planets each) to look like their chosen planets. I have previously done this with a small group using posca pens and the results were so colourful and we had actual physical representation of the planets to lay out.-
This poster might be lovely for the children to view:
https://www.esa.int/kids/en/learn/Our_Universe/Planets_and_moons/The_Solar_System_and_its_planets
I sometimes use it with slightly older children and ask them to tell me what this poster gets right about the solar system and what it get’s not-so-right…
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The moon is something we see daily. As a child I recall feeling it followed me on car journeys. There is so many fun questions. Is there a man on the moon? Is the moon made of cheese? Can you see a face?
It would great fun to cover this topic with preschool children. Using aistear stations.
Creative: drawing , painting night skies with the moon and stars.
Sensory: Playing with moon sand.
Socio dramatic: Playing on a space station landing on the moon. Walking as if in the air, gravity changing our steps.
Construction: building a new world imaging what we feel it would look like and creating it together.
Junk art: Making space helmets from large cereal boxes.
The children would gain an all round experience of the moon.
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I really like this idea of using the moon as a topic for some play in the classroom.
My classroom is very tight but I would love to have access to some moon sand and the space for this. However, I think I could definitely incorporate some of the other ideas like creating a space helmet using junk art.
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I would pick the activity set of The Planets:
Starting off, I would ask students do they know the names of any planets and I would write them on the board. We would then look at a short video showing the planets and their names. I would then ask them did they learn any new planets that weren’t on the board and fill them in.
Next we would learn the planets song by repetition and print off the little booklet as a visual reminder. We would visit the school library and explore books about the planets and ask students to tell us one exciting fact about a planet! These could be put into a log for future reference. I would get students to make a planet of their choice in an art activity and we could hang then from the ceiling. From that activity, I would ask students for describing words and write these up too.-
Jackie,
this is a lovely way to Engage the children and to use the first part of the Inquiry framework to build up background understanding. With this understanding, they may have questions that could be investigated – and that they may be able to make simple predictions about. They might notice that not all planets have air around them (compare Mercury to Venus) and wonder why that is. From research they might find out that Mercury is the smallest planet and then suggest that as the reason – they can then investigate by looking at images of the other planets to see if the larger planets are also bare or have air.
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The activity I would choose is the Planets:
I have found from teaching infants over the years they love anything to do with space and the planets.
I would begin by creating a mind map as a whole class of anything we know about the planets and any prior knowledge the children have. We would then add to this as the lesson and theme continues.I would then introduce the planets through the planet song. We would explore the planets and learn the names and the order they come in from the sun. We would come up with an acronym together eg. My Very Educated Mother Just Served Us Nuggets!
In groups I would then give the children cut outs of the different planets and they would have to order them from the sun and identify them. We could then develop this, using the song or the story bots rap, that they would have to come up with one fact on each planet and present to the class.
The lesson could be extended to do some art on the planets, using A3 paper and painting the background black and sticking each planet on in order from the sun.
It could also be extended into P.E. I loved the idea of the planet dance idea and using the hoops as planets to spin and move around. I think this would be a great idea for cross curricular as well as consolidating their understanding of the planets.
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I would use The Planet Song (Family of the Moon) with my junior infant class as a fun and engaging way to introduce the planets. Music is such a powerful teaching tool at this age. It helps children remember new information and keeps them actively involved. We would begin by listening to and singing along with the song, using actions to represent each planet. This makes the learning more memorable and interactive.
To extend the activity, I would give each child a simple booklet with one page for each planet. They could draw what they imagine the planet looks like i.e. big, small, hot, cold, different colours and attempt simple writing such as the planet’s name or a short word like “hot” or “cold.” This supports fine motor skills, early literacy, and creativity, while reinforcing the planet names and features introduced through the song.
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I would use the Moon Stories from Around the World pack to link in with Literacy. The pack provided in this module has some great ideas for exploring and learning about the moon. I always find the moon is a topic the children love to learn about. This pack in particular is a lovely way to integrate with Literacy, Geography and Art. I have 2nd class and I feel the stories are perfect for this age group.
I would use this pack as for a Literacy lesson as follows:
Reading- Children work in pairs to read a moon story. They identify the main idea of the story and pick out any new words they are unsure of. They could then make up their own questions based on the story. Then draw a comic strip to show the main events in the story. They then share their story with the class and explain what happens using their comic strip. Dictionary Dig- use their dictionaries to look up any new words they are unsure of.
Writing-Create Your Own Moon Story. Draw one or more characters that you see in the Moon. Then tell a story below about how they got there. Use some of the new vocabulary mentioned in the other stories in their own stories.
Prompt: “Write your own story about why something/someone is seen on the Moon,”Art:
The stories would also be a wonderful stimulus for an art lesson. Story Illustration: Have students illustrate the characters or scenes from their written Moon stories. These can be displayed alongside their stories on a classroom wall or in a class book.Geography:
Explore Moon stories from different countries and cultures. Locate these countries on a map or globe, linking the stories to their geographic origins.I look forward to using this resource when I return to school!
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Michelle,
You’ve outlined a lovely set of activities based on the Moon and the stories people have shared about the Moon.
You might add to this by asking the children if they can look for the full Moon rising – it will rise at sunset, making this doable without having to stay up late in the winter.
There is a full Moon on Sept 7, rising at 8pm, October 7, rising before 7pm, Nov 5 rising at 4.30pm.
If they look on September 7 they’ll be able to see a partial eclipse of the Moon, which will make it look reddish. https://www.timeanddate.com/eclipse/in/ireland?iso=20250907
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Lesson Plan: Senior Infants
The Sun
Begin the lesson by reading the story below about the sun or watching the YouTube video of the story being read.
The Sun Is My Favorite Star by Frank Asch (BOOK)
What do you know about the sun? Tell me a way the sun helps us? Taking information from the story as a springboard to inspiration as to how the sun is important for us. Listing points below for reading.
The sun makes us warm. It provides light for us. It helps the plants grow.
Introduce the idea of invisible light. Ultraviolet light. UV light. We don’t see that light, but it helps our bones grow strong, and it also burns us!
Practice saying the new words. Ultraviolet light. Light on—ultraviolet light.
Discuss the harm of UV light. How can we protect ourselves from UV light?
· Sunscreen
· Clothes
· Umbrella
· Sunglasses
· Hats
Drama – Mime – Mirror imaging. Get ready in front of the mirror for your day in the sun at the beach.
gaeilge : Deir ó Grádaigh; Cuir ort do speaclaí gréine. Cuirígí oraibh bhur hataí, cuir grianscéithe ar d’aghaidh, Faigh do scáth fearthainne.
Make UV bracelets. Bring children outside to see how the beads change colour. Why do the beads change colour?
Another follow-up activity is to make shadow aliens. On a dull day, children use torches and white paper to trace the shadows of objects and then add colour and features to create creative and interesting aliens.
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I would focus my lesson on The Planets.
We would listen to the Planet song over the course of a week. We will have a class discussion on what the children already know about the topic and create a list of question of what they would like to know.
The children will be divided into pairs. Each pair will have to design and create their planet and learn facts about it from the song. Each pair will present their planet and its facts to the class. The planets will then be displayed in order on our display wall. The children will work together to write their facts to display underneath their planet.
We will refer to our list of what we would like to know to see if all our questions have been answered.
We will have a planet quiz at the end to see what information the children gained from the topic.
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That sounds like a brilliant and engaging way to explore the planets! I really like how you’re using the Planet Song to reinforce learning throughout the week—it’s such a memorable way for children to retain key facts. Getting the children to create and present their own planet encourages ownership and creativity, while the class display helps reinforce sequencing and visual learning. Referring back to their original questions is a lovely way to show how their understanding has grown. The planet quiz at the end is a great way to wrap it all up!
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Activity Set: The Planets
I love the Planets activity from it offers inquiry based fun for the children. I would focus on exploring the spherical nature of planets and their place in our solar system.
I’d begin by showing simple 3D models of different planets, which we have a set of in the school. I would use the magic bag where the children would come and pick out a planet from the bag, in groups they could try to name the planet that came out of the bag and describe what they see. When we have them all out of the magic bag, I would ask some leading questions,Do all planets look the same? Are they all round? Are the the same size? I would use this discussion to sparks curiosity and prompts children to notice differences in size, colour, and texture of the planets. Pupils work in small groups with playdough and or various sized spheres to create their own planets. They will then place them under a torch, to act as the sun, to observe light and shadow. They record observations: Which shapes show curved shadows? This hands-on modelling encourages them to see that planets are spheres/round/curved. They present their planets in a show and tell, explaining the features and what happened when the sun was shining on them.
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This is a lovely activity to do with junior classes. The idea of a magic bag and show & tell is a great opportunity for descriptive and language skills development. The use of playdough to make the planets will be very enjoyable and a sensory lesson. It also links into maths and their knowledge of shape.
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How would you use the activity in the classroom?
The sun and the shadows:
In my classroom I would work this in to a monthly topic of Space. While studying the topic of The Sun I would focus on light and shadows.
As a song focus we would watch, learn and sing ‘Where is Shadow?’ from Bear in the Big Blue House.
As an outdoor activity we would make use of the outdoor classroom by bringing out small world animals, placing them on an A4 sheet of paper and trace around the shadow outline cast by the sun. We would then display the shadow pictures for all to observe and discuss the shape, compare to the animal toy, discuss length, changes, similarities etc. With an older class we would complete the activity in the same location in the morning and also in the afternoon to notice changes in shadows as the day progresses.
As an additional activity we would partner up and use chalk to outline our partners shadows in the school yard.
We have a sundial in the sensory garden beside our school so we would inspect and document by photographs and written observations the movements of the shadows throughout the day for a one week period. We would also return to the same activity in a different season and compare/contrast results.
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Hi Mary, thanks for sharing a lesson full of great ideas. The integration of science, art, music, and outdoor learning is brilliant. It really makes the concept of light and shadows hands on and fun for the children. Using the song Where is Shadow? as a fun and engaging hook is a lovely way to make the topic engaging. The hands on shadow tracing activity with small world animals is such a creative idea, and comparing morning and afternoon shadows adds to the inquiry. Revisiting the activity in a different season is something I wouldn’t have thought of.
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If I were to teach my 1st class about the planets, I’d start by asking them a question, “What do you think is out there in space?” The children would probably say stars, rockets, maybe even aliens! I’d show them a picture of the solar system and play a fun planet song.
They’d enjoy singing along and learning the names of the planets. We’d talk about how the Sun would be in the middle and the planets would go around it. Then, I’d create a simple model—one child could hold the Sun (a big ball) and the others would pretend to be planets, moving in a circle. After that, I’d ask everyone to draw and name their own planet. Some would be real, some made up, and all would be colourful. At the end, we’d share our planets and talk about what we learned. I’d ask, “Which planet do you remember best?” I think they’d really enjoy this lesson. -
I would choose The Spherical Earth activity as it offers a meaningful and visual way to address a common misconception among primary school children—that the Earth is flat. This activity allows children to explore real-world evidence and gradually build an understanding of Earth’s shape through guided questioning, discussion, and hands-on exploration.
In my classroom, I would start by asking the children to draw what they think the Earth looks like and explain their reasoning. We’d then examine photographs of Earth from space and images of ships disappearing over the horizon. To investigate further, we could recreate simple models using globes, torches, and small figures to demonstrate curvature and the day/night cycle.
This activity supports inquiry-based learning by encouraging children to ask questions and challenge their own ideas. It also integrates literacy and visual learning through the use of diagrams, discussion, and written reflection. It’s a great way to promote critical thinking while grounding the topic in tangible experiences.
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Hi Sean,
have you found that your classes do perceive the Earth as flat? Studies on this with children (such as this one) point out that the way that we ask children about the Earth has an effect on how they present their understanding. If asked to draw the Earth from space, many know that it is round, but can’t draw it clearly.
I think offering models that are spheres and other 3-D shapes and asking children to choose which one is like the Earth may be clearer for the children – or you might share the Powers of 10 film that zooms out from the Earth, clearly showing that the flat picnic area is a tiny bit of the whole planet.
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I would choose The planets activity as I think in my boys school they would enjoy getting out of the classroom to do an activity and not view it as learning but fun!
I would start with the prapartion of what class are we in and what school are we in and what town, county and country. Then ask them to name our planet and the rest of the 8 planets.
I would then play the planet game as outlined In ESRO Lesson 1-
Spreading out lots of hoops and using a yellow hoop for the sun. I would then call out names of countries and famous characters and that when I called out a planet they would jump inside a hoop but not the yellow hoop as this was the sun.
This would familarise the children with the planet names in a fun way.Then I would continue by playing the planet dance outlined in the lesson teaching them spatial awareness
and explaining how each child would stand in their own hoop and that this was their planet and I would stand in the yellow hoop as the sun.
I would then ask them to stand
in their planet
next to their planet
behind their planet
to the right and left of their planet
under your planet ( by holding it over their head)and then finishing by playing
Spin their planet to explain how planets revolve around the sun but also spin on their own axis.
they would do this by rolling their planet walking next to it( their hoop) like a wheel around me -the sun and then to hold their wheel – their planet and spin itThen finishing the lesson by talking about which were the 8 planets and what they revolved around.
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I would use the planets as my activity set. Normally when I introduce the topic of space and the planets to my senior infants class we would start with a song and an interactive video from youtube. After listening to the song the first time, we would then listen again, but this time pausing it after each planet to discuss so that by the end of the song we would have a small list of facts about each planet.
I like to have different learning stations when we cover the space topic. I would have the role-play station set up where the children can dress up as astronauts and work in the space station. There are planets hung on the wall with a space underneath so the children can check their planet map and copy the planet names onto the labels. There is also a moon rock box that is covered and has two holes in it with gloves fitted so that the children can put their hands inside to feel around the different shapes and sizes and make guesses as to what is inside. The children pretend to visit different planets and talk about what they have found.
Another station is writing a fact book about the planets. It is very similar to the one given as an example earlier in this module but an Irish version instead since I am in a gaelscoil. The children have to pick their favourite fact about each planet which is written up on the board from earlier and they write that underneath each planet and colour the planets afterwards. Since each child will have a different favourite fact about the planets the books will all be different and personalised to each child.
A third station is focussed on gravity and how gravity works on Earth is different to how gravity works in space and on other planets. Each child will have a piece of paper taped underneath their desk and they have to lie down on their backs to write, colour and draw against gravity up over their heads.
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I really like your planet lesson Siobhan. I am also in an infant class this year so love getting ideas to bring back for September. They’ll have lots of fun at the gravity table trying to colour and write haha.
The different stations are a great idea. Keeps them all busy and engaged. I must incorporate this into my lessons.
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I particularly enjoyed The Day and Night – My Sky Tonight video. It was so simple but it never occurred to me to attach bears to a globe to teach about day and night. As an extension, you could use Velcro dots (hook) on the base of the bears and place corresponding (loop) sides randomly around the globe to consider the location of the sun in other countries vis a vis Ireland.
It would appear obvious to link this to the strand Time in Maths. I imagine many of us who have taught younger classes have used the term ‘When it’s daytime in Ireland, it’s nighttime in Australia’. Actually taping bears to the two locations and rotating the globe, illustrates this wonderfully! I also would use the activity of children turning on the spot in the darkened room with the light. It is a fantastic out of seat activity suited to experiential learners.
I have also taken note of the books mentioned by Frank Ashe ‘The Sun is my favourite star’ and ‘Moonbear’s Shadow’ to support learning. They could be used as a gentle way to either introduce the topic or to conclude.-
Darcera – I used to ask children “have you ever been woken up by a phone call from a relative in another country” – but mobile phones and video calls have stopped that!
It can be nice to refer to a sporting event that is taking place in another country, and how if you want to watch it you have to allow for the time difference.
Of course, you are preparing them for the end of the progression continua “Explains how and why time zones change with references to lines of latitude.”
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The activity I chose is the “What Does the Moon Look Like?” activity from the Moon set. I would start this lesson by setting up a Moon table/station in the classroom with moon themed books, pictures and items that are related to the moon. Here the kids can add to this with their own moon related items or art that they may have created. I would create a brainstorm on the moon and get the kids to tell me about anything they think of when they think of the moon. We would create a word bank based on this and put this on our Moon table. I then would give the children the part of the worksheet that they can take home and complete the first task on a night that there is a full moon where they can draw the moon and write the day and time. We would do this over 4 weeks and when the children would come in we would create a classroom moon observation chart that we would display in our classroom.
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Kerri,
I like your plan of starting the observations on a full Moon, but be aware that the Moon rises a bit later each night.
Use something like timeanddate.com for your location to check the times of moonrise and you might plan to look for the Moon in the daytime morning when it is in 3rd quarter.
Many years ago I had a child complete a moon observation sheet for me – and for the 3rd quarter moon she had drawn a pie shape, with 1/4 cut out! ◔
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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 Senior Infant class this year and previously my Junior Infants 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. I had placed some animals on tables near the windows so they would be able to find some. 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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I really enjoyed reading about your sun and shadows activity — it sounds like such a fun and engaging lesson! I love how you used a KWL chart to tap into the children’s curiosity and also how you encouraged them to be “shadow detectives” — such a clever way to get them observing closely. I also really liked the use of torches afterwards to explore how shadows can change size, which brings a lovely hands-on element into the classroom.
One question I have is: did you notice any difference in how Junior and Senior Infants responded to the lesson, or did they all engage in a similar way?
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The Earth is spherical lesson
I would begin the lesson by showing the children photographs of Earth taken from space and ask ‘What shape do you think the earth is? Why?’ ‘How do you know it is not flat?’ I would then record the children’s answers on a KWL chart. I would then show a globe and ask why people at the other side of the world are not upside down or fall off?
To explore the concept of the earth being spherical and ‘down’ being towards the earth’s core I would use the Earth Mosaic activity. Having glued the art work together, the children would be given the opportunity to look at the art from different angles. I would then use a Lego man and have him walk around the Earth to reinforce the concepts and that he doesn’t fall off.
I would explain that the earth looks flat as it is so big, but that long ago people used their observation skills of the stars, ships on the horizon, shadows, to determine that the Earth is round and astronauts proved it from th photographs they took from space. -
Good morning,
I chose the sundial activity to use in junior/senior infants as it is a lovely active activity that will spark their interest and develop their critical thinking skills. This activity is great as it can be differentiated based on children’s understanding and needs. This is how i would use it in the classroom:
Objective:
Students will learn how people in the past used the sun to tell the time and will create their own simple sundials to observe how shadows move throughout the day.Materials Needed:
Paper plate or cardboard
Pencil or straw
Ruler
Marker
Compass (optional, or teacher-led instruction to find North)
Outdoor sunny spaceIntroduction/Discussion:
Before clocks and watches were invented, people used the position of the sun in the sky to tell the time. One tool they used was a sundial. A sundial casts a shadow on a flat surface, and as the sun moves across the sky, the shadow moves too. By marking where the shadow falls at different times, you can tell the time of day.Steps to Make a Sundial:
Prepare the Base:
Take your paper plate or cardboard and write your name on the back.Create the Gnomon (the part that casts the shadow):
Push the pencil or straw through the centre of the plate so that it stands upright.Mark the Base:
Place your sundial outside on a flat, sunny spot. Use a compass (or teacher to help) to make sure the pencil points straight up and the sundial faces North.Observe and Record:
At a set time (e.g, every hour), check where the shadow falls. Use your marker to draw a line along the shadow and write the time next to it. Repeat this at different times throughout the day.See the Pattern:
By the end of the day, the children will have several time marks on their sundial. Notice how the shadow moves as the sun travels across the sky.Discussion Questions (can be discussed the next day):
Why do you think the shadow moves?
How might a sundial be different on a cloudy day?
What do you think would happen if you used your sundial at a different time of year?
Conclusion:
This activity shows how ancient people could tell the time using the sun. Making a sundial helps us learn about the Earth’s rotation and how the position of the sun affects shadows.-
Grace- you can actually use the sundial to tell where the north-south line is – it aligns with the shadow when the shadow is shortest (which happens at midday – when the Sun is in the south).
An infants class might not be in school when that happens, since midday is at about 1.30 in the summer months. Pointing the straw slightly north makes sure that there will be a visible shadow even at midday, but marking a line so that you always orient the sun dial the same way is the essential part.
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Activity: Sun Dial
Introduction
– To begin I would ask the children to discuss in pairs how people could tell the time before clocks. I would link it to previous history lessons about Ancient Egypt. I would invite the children to share their ideas.
– I would then ask the children to think about how they know (roughly) what time of day it is. We would explore why this is. (Daytime, night time, school routine etc)
– On the board, I would display the image of the sun dial discovered in the Valley of the Kings
– As a class we would then discuss the image.
Possible questions; How would it work? What would you do if it were cloudy? How to tell the time at night time? What to do in different seasons/ sunrises?
Activity
– I would explain that we are going to make our sun dials outside in the yard together.
– We would work collaboratively to create a sun dial using a metre stick and stones.
– We would identify the stick’s shadow and mark it on the floor. We would repeat this each hour, checking if our experiment is accurate by measuring the difference between the hours. I would challenge the children to predict the place of evening hours using the information gathered.
Conclusion
– To conclude, we would discuss if this is an effective way to tell the time, why/why not.
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I really like how you’ve connected it to history and encouraged the children to think critically from the very beginning — linking to Ancient Egypt is such a smart way to spark curiosity and give the task real meaning. I also love how you’ve made it interactive and collaborative by taking the children outside to make their own sundial. The hands-on element really brings the concept to life.
I also noticed that you’re not just teaching the what, but encouraging the why. By asking open-ended questions about seasons, weather, and how people used to solve problems before modern technology you are promoting inquiry-based thinking .
I’d definitely borrow your idea of using stones and a metre stick — it’s so simple but effective. And having the children predict the shadow’s position later in the day is a great way to promote higher-order thinking too.
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Lesson: the Planets First class
Introduction:
I would begin by showing the children a picture of the solar system. I would ask them to tell me what they know and if they can name any planets. I would ask them to share any interesting facts about the planets. I would then play the Planet song asking the children to listen carefully for any new facts. We would record interesting facts on the board.
I would integrate this with art, grouping the children in twos and threes. We would make the planets using papier mache. We would consider the shape and size of each planet and think about colours and textures needed to decorate. Each group would then research their planet further using fact cards provided or guided to the NASA website. This project will take a number of sessions.
I would finish the lesson each day with on of the hula hoop activities, planet dance, planet game or spin your own planet
For the second and third lesson I would play the song again and introduce a story or alternative song, each time introducing some new facts.
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Joanne,
a nice set of fact cards are the ones from Armagh Planetarium. They also have a suitable “design your own planet”
ESA Education has this resource: https://esamultimedia.esa.int/docs/edu/PR01_EN_Our_Solar_System.pdf
which has a sheet to be completed to show the colour of each planet and the number of moons.I’ve been inundated with planet information from children, so I now ask them to talk to each other as a table and choose their top 2 planet facts to share. I then ask another child from the table to share those with the other groups.
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Zoe,
I visited a planetarium in Portugal years ago, and they had run an arts event with local schools, where each participating class had created a giant planet to a particular theme. The planets were at about 1.5m across – and imaginatively decorated. I cannot find the pictures I took at the time (argh) – and would love to see the “teddy bear planet” & “the plastic pollution planet” again.
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To teach the planets to my senior infant class I would combine the hoola hoop planets lesson with the planets song.
Firstly, we would listen to the song in the classroom , we would reflect on their lyrics and the features of the planets, eg colour, landcape features, distance from the sun etc. I will then explain to the class that we’re going to use our bodies to make a video for our learning log to be sent to parents so they can teach their parents about the planets.
In the halla each child can pick what planet they would like to be and their hoop is their chosen planet. They will then be tasked with grouping togethers with others who have chosen their planet. They will then arrange themselves in relation to the sun (the yellow hoop) and the solar system.
Each group will then decide what action they could do with their hoop when their planet was in the song (jump in the hoop, spin the hoop, run around the hoop etc). We will practice this by playing the song numerous times, a video will be taken and sent to parents to show the learning and actions.
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Activity- To learn that the sun makes shadows, and that shadows move.
I’d begin by having visual supports showing the sun and different shadows. I’d ask my pupils why shadows appear and change ? to stimulate conversation
I’d then read ‘What makes a shadow’ by Clyde Roberta Bulla. This would leave to higher order thinking and questioning .
We would then take the lesson outdoors for a Shadow Hunt . We’d look for shadows around the yard—leaves, fences, trees etc. We’d take photos or draw them.
Following this we would observe and trace our own shadows in the morning and again later in the day. We would compare results (using one colour chalk for morning and one for afternoon) .
We could try a Shadow Puppet activity on darker days where we create characters using black paper and sticks. We’d use flashlights to explore.
Finally, we could create a Sun Mural .We could create a collaborative display of sun, light rays, and shadow effects.
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I would use the Moon Activity.
A lesson about the moon could include activities introducing the moon’s appearance, its phases, and its relationship to Earth. Activities could involve visual aids, storytelling, and hands-on projects like creating moon phase models or drawing moon craters.
Begin by asking students what they know about the moon, encouraging them to share any knowledge, even incorrect info (e.g., “made of cheese”).
Introduce the concept that the moon is a natural satellite of Earth.
Discuss when the moon is visible (day and night) and how its appearance changes.
Exploring Moon Phases:
Explain that the moon appears to change shape because it orbits Earth, and we see different amounts of the sunlit side.
Introduce vocabulary: new moon, full moon, crescent, quarter, etc.
Use visual aids like a chart or interactive model to show the phases.
Consider a “moon wave” activity where students physically represent the phases in a circle.
Have students create moon phase art, either by drawing or using materials like Oreo cookies to represent the phases.
Moon Facts and Connection to Earth:
Discuss the moon’s size relative to Earth (about one-quarter the size).
Explain that the moon reflects sunlight, which is why we see it at night.
Introduce the concept of moon rocks and craters, potentially showing pictures or videos.
Discuss how the moon’s gravity affects Earth’s tides.
Activities and Projects:
Moon Crater Art:
Have students paint watercolor backgrounds, then use white glue to create raised craters on paper.
Moon Phase Model:
Use a ball (representing the moon) and a flashlight (representing the sun) to demonstrate how the phases change as the ball orbits.
Moon Observation:
Encourage students to observe the moon at night and record their observations (even just drawing what they see).
Sponges for “Moon Walk”:
Attach large sponges to children’s shoes to simulate the moon’s lower gravity, allowing them to “bounce” around the room.
Extension Activities:
Read children’s books about the moon, like “Kitten’s First Full Moon”.
Visit a planetarium or observatory (if available).
Have students write or dictate stories about the moon.
Play a game where students guess the phase of the moon based on a picture or description.Moon Tuff Tray in Aistear for sensory play
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There were so many excellent resources to choose from in this module that it was hard to narrow it down ! As I will be involved in active learning groups next year I chose some activities with station teaching in mind.
Topic: Our fantastic Moon:
Station 1: Fact file : children research the moon using teacher provided info., books and websites. Each group chooses their top 5 facts and creates a fact file to present to the rest of the class at the end of the lesson.
Station 2 : Distance to the Moon : This station would be working with a teacher. Teacher assists children to create a to scale representation of the Earth and Moon using a globe and model of the moon . This will be done outside and videoed to show the whole class at the end of the lesson.
Station 3: Lunar Landscape : Children cover a baking with flour and add cocoa using a sieve. They then toss different size stones at it from different angles to make crators. They can then compare this to images of the moon taken from various angles.
Station 4: Moon Storytelling : Children look at pictures of the moon and place transparency over them. They then draw in their characters and write a story to be shared with the class after the lesson. -
I really liked the ideas about the sun and shadows. I looked into buying the book Bear Shadow by Frank Asch and it’s currently €93.24 on Amazon! So I might try and get it elsewhere or I’m sure there’s a video of someone reading the story online. I think a story is a great way to introduce a lesson and begin a discussion with the children. Then I would use the plastic teddies and torches activity to allow the children to play and discover how to create long and short shadows. On a sunny day we would go outside and trace around our shadows with some chalk. There are lots of opportunities for the children to play and have fun while learning at the same time. The sun dial with bamboo sticks and stones is a great idea and it integrates well with telling the time in one hour intervals in maths. I look forward to using these activities in the future!
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I’d like to explore the activity Meet our Neighbours Moon – focusing on the tactile exploration.
Id use Zoom to the Moon – a toddler tactile book for engaging the touch sense to explore the feel and link to the visual curiosity of what the moon looks like.
Id then use the man in the moon activity set. Reading the Man on the Moon. Imagine and discuss what it would be like to live on the moon. Get them to ask ‘I wonder…questions to support curiosity and no right/ wrong answers all open ended.
Explore photos, pictures, story books, youtube videos both fact and fiction
- Hands on activity – use the template from the astroEDU pack along with a variety of materials the children bring in from home/ suggest
• coloured shaped sheets
• glue • paint
• scissors
• sticky tape
• white paper circle
• white paper crescent
• polystyrene spheres - selection of fabric and colours
- tin foil
- cling film etc
On completion offer the children to share their work as a reflection to their peers or other classes.
Review questions – What worked well? What would you like to share with us?
- Hands on activity – use the template from the astroEDU pack along with a variety of materials the children bring in from home/ suggest
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Using the Sun and Shadows Activity in the Classroom
For this module, I’ve chosen to focus on the “Sun and Shadows” activity set. I love this topic because it allows children to explore real-world science in a simple, hands-on way that’s accessible for all learners. To begin, I would start with an outdoor exploration session where children observe their shadows at different times of the day. They would record their observations using drawings or digital photos, then compare the changes they see.
Back in the classroom, we would recreate the sun-shadow model using a torch, globe, and figurine to demonstrate how the Earth’s movement causes shadows to shift. This inquiry-based learning approach helps children build their understanding through discovery, rather than direct instruction. To support inclusion, I’d provide sentence starters, visuals, and voice recording tools so pupils could explain their learning in various ways. This activity also naturally integrates digital tools, geography, and literacy, making it both meaningful and memorable.
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I really loved the activities that centered around the sun and shadows. I liked using the bear and the story of bear and his shadow as the stimulus for drawing the children in. I liked the activity where the bear was standing above the lake and where the light would have to shine on him to create the shadow. This is very active and would be easily made using maths manipulatives and some blue paper. The children could actually design the lake as a precursor to this lesson. This can be further extended and elaborated on by letting the children play around with their own shadows outdoors. I liked the activity of marking a shadow in a certain spot and then coming back later to show how the sun moves throughout the day.
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The Spherical Earth (3rd Class)
For this activity, I would choose “The Spherical Earth” to do with my 3rd Class. I think it’s a fun way to help children understand that the Earth is round, like a ball. I would start by asking the class what shape they think the Earth is. We would look at photos of the Earth from space and talk about astronauts and space travel.
Then I would show them a globe and use a small toy person to explain that no matter where you stand on Earth, it feels like you’re standing upright. After that, the children could draw and colour their own Earths on blue balloons to show the land and oceans.
This activity helps children ask questions, share ideas, and learn in a fun, hands-on way. It also helps them understand a big science idea in a simple and clear way.
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Eimear,
I’d add in the image of the child on the Earth with rain falling on their head and ask them to draw where the raindrops go – I find it a really nice way to check their understanding.
It was in the older version of Gravity and Falling Things, and a version is in the ISS Education Kit, in chapter 1 on pages 12 and 13 https://esamultimedia.esa.int/docs/primedukit/en/PrimEduKit_ch1_en.pdf
https://drive.google.com/file/d/1EHEvQcEWJj1jTv8SgeKkPDiPC05SaqQq/view?usp=drive_link
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The Activity Set I have chosen to explore is “The Planets” as I believe young children are naturally curious and fascinated by space and the solar system.
I would begin the lesson by displaying a KWL chart on the board and elicit from the children any previous knowledge they have about space, and in particular, the planets. I would then read the book “The Cat in the Hat – There’s No Place Like Space!” to introduce them to some fun and engaging facts about the planets. After the story, we would follow up by recalling some information about the planets (what colour is Mars, which is the biggest planet, etc.). I would teach the children the mnemonic – My Very Excellent Mum Just Served Us Nachos – to help them remember the names and order of the planets.
Next, I would divide the class into small, mixed-ability groups, and provide each group with pictures and names of the planets and the sun. Their task would be to match the names to the correct pictures and arrange the planets in order according to their distance from the Sun. We would then review and correct this together as a whole class using an interactive drag-and-drop whiteboard activity. To conclude the lesson, we could sing the Planet Song.
If weather permitted, I would bring the children outside to the yard to play the Planet Game as fun and movement is a great way to reinforce learning and help memorise new information.
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Activity Set: The Planets: Senior Infants
I would teach this by beginning with a song. There are so many songs around this theme. It would be a great way of working up an interest.
It would be and fun then to elicit from the children what they know about planets. They are sure to have some interesting answers!!
From this and the song we would discuss the names of all the planets. This would be a great way of linking literacy with this topic.
We would also discuss in an age appropriate terms the appearances of the planets
I would then show the children images of the planets.
To integrate with Art work, I would give these images to the children and
After much discussion we would arrange the planets in order of distance from the sun.
This work could then be displayed
To finish we would sing the chosen song again.
With their new found knowledge this song will then make a whole lot more sense!
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I like Helen’s ideas of using music to start the lesson and art to finish the lesson. Both of these subjects help the children to maintain interest and keep them engaged. The rhyming and the music in the song will help the children to remember the planets. The art activity will help them to visualise the planets and be mindful of their size and colour.
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This is a lovely, well structured lesson that’s very age appropriate for Senior Infants. Beginning and ending with a song is a fantastic way to build engagement and reinforce learning in a playful, memorable way. The integration of literacy, oral language, and art makes the topic rich and cross-curricular, while the use of visuals and group discussion ensures the children are actively involved throughout. Displaying their work gives the learning real purpose overall, a creative and child centred approach to exploring the planets!
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Sun and Shadows activity: Pupils will investigate the relationship between shadows and distance from a light source. This would be suitable for fifth or sixth class.
The concepts behind the activity are: The size of a shadow can be changed. There is a relationship between the size of the shadow and the distance between the light source and the object making the shadow.
Materials:
• Torch
• A 5cm sq. card on a stand (e.g. a card on a stand made with a clothes peg stuck into a ball of plasticene).
• Screen on which to form a shadow of the card e.g. large white card, a white wall.
• Metre stick.
• 30 cm ruler.
The main body of the activity for the children:
Their task is to find out how the size of the shadow changes as they move the card and the light.
• Keep the card and screen in one place and move the light closer to the card.1. What happens to the size of the shadow when you move the light closer to the card?
• Keep the card and screen in one place and move the light away from the card.
2. What happens to the size of the shadow when you move the light away from the card?
• Put the card 5cm from the screen. Put the light 10 cm behind the card.
3. How wide is the shadow?
• Put the card 10cm from the screen and move the light until the shadow is twice as wide as the card.
• Measure the distance from the light to the card.-
Zoe,
this activity has plenty of maths and can be made into an inquiry led investigation if the children have a chance to make predictions of what they expect to happen and then can explore if those predictions are valid.
Mathematically confident children could draw scale diagrams to predict the various sizes.
I’d offer a variety of torches to give unexpected results – a point source light casts quite different shadows than a LED torch – where each LED acts as its own point of light and multiple or fuzzy shadows arise.
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Activity Set: The Sun and the shadows.
I would bring the children outside on a sunny to the garden and ask them to find as many shadows as they can e.g. trees, plants. Talk about the shapes which the shadows make. Which shadows are big? small? long? short?
I would then bring the children to the concrete area of the yard. I would ask the children to make a shadow and see what happens when they wave their hands, crouch down into a ball etc. I would ask them look at where the sun is in the sky and find where they can make the biggest shadow. Using chalk, their partner will then draw around their shadow. We would talk about when we make shadows, we block the sun. Every hour we would revisit the yard and stand in the same area. Talk about has their shadow gotten bigger or smaller? Use a different colour chalk every hour to see the difference in the shadows. -
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Activity Set: The Sun and Shadows
I would love to do this topic with my class next year. I would introduce them to the idea of shadows and light using a ball and a torch.
I would then get them to go out to the yard at different times of the day and trace their partners outline. We will write the time on each shadow.
We will watch the shadows move and grow and shrink with the movement of the sun.
The children could make their own sundial over the course of a week (a sunny week of course).
The children could create a shadow puppet show for drama. -
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I would introduce the topic of planets to the younger classes by linking in with literacy and using a story book read to them as a class. This would spark conversation amongst the children and allow me to see what the children already know. We would then do up a colourful chart of all the things that we already know about the planets and another of what we would like to learn about them. I would use the song ‘The planets of our solar system” that was used in this module. I found it to be very catchy and one that the children could easily learn and enjoy. We would carry out more research from picture books to try and find out more facts about the planets. Children would carry out artwork, whereby each group would be responsible for creating a planet using a variety if art materials and presenting their planet to the class.
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I would introduce the topic of shadows and light by linking it with a story, perhaps “Moonbear’s Shadow” by Frank Asch. The story is about a bear who is fishing, but his shadow is scaring the fish away, so he tries to get rid of his shadow by running away. The story introduces the children to the concept of shadows in a playful and age appropriate way.
using a torch and a teddy or small toy, I would show how a shadow appears when light shines on an object, move the torch to imitate the sun moving across the sky and ask what they observe happening to the shadow when the light moves.
We would try a “shadow hunt”-ask each child to find their shadow and look for shadows cast by trees, cars, building etc. Play “shadow Simon says”. Make your shadow dance, jump over your shadow, touch your shadow’s head.
Shadow art: Place a toy on paper in sunlight and trace around the shadow.
This could be extended by revisiting their toy shadow pictures to see if the shadow has moved later in the day.-
Claire,
shadow art sound fun, and can be the stimulus of an inquiry investigation if the children are encouraged to develop a starter question about the shadow.
They might play with shadows in the yard to gain familiarity with the topic, then wonder: what time of day is my shadow the longest? Since waiting a full day is impractical, they might model the Sun with a torch and explore this question in more detail.
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In my Second Class classroom, I would use the Moon activity set to spark curiosity and creativity while linking to both SESE and English. We would begin with What Does the Moon Look Like? where the children would observe the Moon at home over a few nights. They could draw what they see in a Moon Diary and learn about the Moon’s changing shapes (phases) in a fun and simple way.
Next, we would read The Man on the Moon. We would talk about what the Moon might be like if someone lived there. Children could draw their own “Moon person” or write a short story about going to the Moon.
For The Multicultural Moon, I would introduce Moon stories from around the world, including Irish legends like “The Hare in the Moon.” This would help children learn about other cultures and compare how different people see the Moon. We could finish the topic with a Moon-themed art project or a class display. This activity set makes learning fun, creative, and meaningful for young learners.
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Hi Andy, I think your ideas on the Moon activity set are great. I love the idea of the moon themed art project at the end. You could possibly tie it in with the Multicultural Moon section and have different moon phases on display, all slightly stylistically different based upon the different cultural backgrounds in the classroom.
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Hi Andy, I really enjoyed reading your ideas! I completely agree that the Moon activity set is a great way to spark curiosity and link learning across subjects like SESE and English. I love how you included home observation with the Moon Diary—it’s such a simple but powerful way to get children thinking like little scientists. The multicultural aspect is also a lovely touch, especially tying in Irish legends like “The Hare in the Moon.”
I’m curious—when you introduce Moon stories from different cultures, do you use picture books, videos, or just tell the stories yourself? I’d love to know how you bring those tales to life in your classroom!
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Here’s an idea I would love to try with first class for assessment option 2.
build a ROCKET!!!!
Show the kids a picture or video of a real rocket launching (NASA footage or animation).
Ask:
“What do rockets do?”
“What shape is a rocket?”
“Where do rockets go?”
Explain: “Today, we are going to build our own rockets to explore space!”
Rocket BodyGive each child a toilet roll and let them wrap it in colored paper to create the body of the rocket.
Encourage them to use markers to draw windows, astronauts, or symbols on it.
Nose Cone (Top of the Rocket)Help children cut out a circle, then snip halfway across and twist it into a cone shape.
Attach it to the top of the rocket using glue or tape.
Rocket Fins (Bottom)Cut out 2 or 3 small triangles or rectangles from paper.
Attach them to the bottom of the rocket for stability.
Decorate!Let children add stickers, stars, or wrap part of their rocket in foil for a shiny effect.
Encourage them to give their rocket a name (e.g. “Space Blaster 1”).“What did you name your rocket?”
“Where will it fly?”
“What do astronauts need in a rocket?literacy link: what would you do if you were in a rocket?
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Activity Set: Stars-The Constellations Class:3rd/4th
Introduction: Begin by introducing the topic of constellations with the students. Discuss the importance of stars in the universe and their role in the night sky. Pose questions and facilitate a class discussion on the following: Where do these points of light come from? How do they form? How do they shine and why do they twinkle? Why do scientists study stars? Why are stars important? Are stars all the same? If stars are born do they die? Watch the YouTube Clip GAIA and 1 billion + stars: This provides a visual to stimulate their imagination and curiosity and enhance their interest to learn more about the constellations. Literacy: Students read about ‘the world of constellations’ from module 5 universe in a box resource and discuss. Art Activity: Draw their own constellation using the template from space week, then look at their drawing and discuss. History: link to the history of astronomy and its Greek origin. Read constellation stories from (universe in a box). Conclusion: Teacher would ask the same questions as at the beginning of the lesson and the children would answer them. The children would reflect on what they have learnt and recap on the key vocabulary they have learnt. Science/Art follow up activity: Make a star lantern using science week resource sheet. As a fun activity and with the permission of their parents they could become star gazers for a particular night at home weather permitting -
The Sun and Shadows activity set really stood out to me as an engaging and age-appropriate way to explore light, shadows, and sun safety with junior classes.
The videos demonstrated an excellent balance of storytelling and hands on investigation, making the concepts both accessible and exciting for younger classes. I’ve often used similar lessons with solar beads in classes and they are always incredibly popular with the children. These activities also tie in with SPHE, particularly the theme of sun safety, which is such an important topic for this age group.
I’ve found that teaching the lesson twice during the year, once in autumn when we’re building routines around daily sun care, and again in the summer helps reinforce key messages. The solar beads are simple to order online and very affordable, making the activity easy to replicate.
I also love how students can continue their learning beyond the classroom by observing shadows or creating sundials at home. The unit’s progression from understanding day and night, to learning about the sun and UV light, and then exploring shadows is structured and builds curiosity at every stage. I can’t wait to use this next year with my younger classes !
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Katie,
I agree with you that children do love the lesson on shadows. It’s so interesting to see children out on yard at lunch, and we may have covered a lesson on it the previous week, and they’re still looking and playing around with their shadows on the yard. Other jumping over shadows etc., and it’s such a lovely thing for them to work with socially also.
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Activity Set: The Planet
I would use this lesson to introduce the planets to my Junior Infant class in a fun and engaging way. I’d start with a simple discussion during circle time, asking the children, “What planet do we live on?” and gradually introducing them to the eight planets in our solar system. I love how the Planet Game gets the children moving—placing hoops around the room as planets and having them jump, walk or run to the correct one when I call it out is a great way to combine physical activity with learning.
I’d also include the Planet Dance, where the children follow instructions using spatial language like “stand behind your planet” or “sit next to your friend’s planet.” This really supports their understanding of direction and position. Finally, I’d let them “spin” their own planet, walking around their hoop to represent orbiting the Sun. It’s a fantastic, hands-on way to teach basic space concepts.
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Katriona,
I’m glad you have found the planet material suitable for your infant class. Since “planets” don’t actually appear in the SESE Geography curriculum until 5th/6th class, its best to treat them as the theme for some other area of the curriculum – and in this case as maths > Spatial awareness and location
If the children “took over” the instructions, then they would be accessing
Gives and follows simple instructions related to movement and positioning.
Describes the movement and positioning of objects, people and self.
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The Sun and Shadows
I love teaching about the sun and shadows and the children really enjoy the activities. After doing the initial lesson on looking at the differences between night and day. Exploring if the sun is always there. Learning the new language around the sun, function of the sun etc. I would then look at the sun at different times of the day. At these times we would go out in the yard and observe our shadows, directions, length etc. The children could work in pairs and draw around the shadows with chalk etc.
Another lesson I would do would be to get the children to being in tow animals eg. a cow, elephant etc. They place a piece of paper on the ground and place the animal on the paper. They can draw around the shadow of the animal. It’s great fun.
To further explore shadows ( especially if its a dull day) shadow puppets are good fun. The children can create stick puppets and use a shadow box.
Making different shadow shapes with your hands/fingers and projecting them onto a board is also a nice way to explore the concept of shadows.-
Catherine,
I agree with you that children love making shadows. I take our portable planetarium out to school, and when a class first comes in, it is bright. The number of hands that go up to make shadows!
You could use simple cut out shapes from colouring books/sheets associated with nursery rhymes for the children to create a familiar shadow story.
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Firstly, I must add that I’ve gained so much from this module alone already. From all the different areas, it’s great to see all that can be done with the Moon and the Sun, with very little expensive resources.
I found it hard to choose one, but I’ve gone with the idea of “Day and Night”. Circle time is essential for all these activities, so that it is more inclusive rather than sitting at their tables.
Firstly, I would read a story as an intro, to get the children interest and stimulate their thinking.
I love the idea of the Day and Night concept where the earth globe has two teddies, one on the day section and the other on the night section, where children can see clearly the rotation of the sun/moon and how even though it’s day here, it’s also night somewhere else.
With Aistear in the Junior classes, it’s an ideal time for children to explore this further when they are using the various themes and it may be bedtime in the Roleplay, with torches etc., under blankets.
Have everybody in a semi-circle around with the blinds down in the classroom, using a table lamp, where children can be positioned in the light to show day and when they turn around their in the night. Also, having children move around different areas within the zone will show them the way they can see light and not, and show when it could be day/night in other parts of the world.
Finally, we would finish up with a song about Day and Night or a little video as a recap, following some talk and discussion on it.
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Áine,
thanks for sharing your thoughts on an Aistear connection with day and night. I find that the language children use when describing day and night and the reasons for it very interesting to note. More than once I’ve been told that the reason it is night time is because we have to go to sleep!
Circle time will be a super way to use the language of science to describe how the Earth rotates so that the side we are on is the side that isn’t facing the Sun. Then the children can list the activities that they do when it is dark.
ADDED:
check out this great video that shows the Earth rotating against the sky -
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The sun and shadows.
I would establish prior knowledge by engaging in a class discussion and asking “what is a shadow?”
We would then go outside when it is a sunny day. Every child would use a variety of objects to show that light travels in straight lines and how sunlight cannot pass through solid objects, resulting in shadows. This is a lovely hands on activity.
To get them thinking critically I would ask further questions like “Where did the light come from?” and “Why is your shadow dark?” We would discuss that our bodies are solid objects and show them their shadow. Light is blocked from getting there. They can have different movements and their shadow will be the same.
As an extra activity children will then pair up and each person will draw their partners shadow. This reinforces that a shadow is a dark shape matching the outline of the object.
Children will observe (depending on how fast they draw the shadow outlines) that the shadow has moved. We will chat about about how the earth is always moving.
These activities are hands on and practical. They are also fun and rememberable. Science is fun!
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I like the activities shared about the Man in The Moon. I could use this in a lesson by showing a paper circle, a crescent, and a sphere, and asking, Which one looks most like the Moon? Children will share ideas about why the Moon looks different shapes.
Next, everyone will make their own Moon using paper, paint, circular objects, and tin foil to create the Moon’s uneven surface. They can choose how to design it and explain why they made it that way.
We could then read the rhyme about the Man in the Moon and respond to it. In small groups, children will spot shapes or figures on the Moon and colour or mark them. We’ll discuss how people see faces because of light and dark areas, but there really aren’t any figures there. The lesson finishes with sharing ideas.
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Activity Set: The Sun and Shadows. Theme: Understanding that the sun is a source of light and that shadows are made when something blocks that light. Inquiry questions: What is the sun?/Why is the sun important? /What makes a shadow?/Do shadows change?
Beginning with a circle time discussion or story ‘Where does light come from during the day?’ Display pictures of the sun, discuss safety. Make shadows with a torch, each pair has a small torch and they shine it onto objects in a dimmed room. Ask questions and let them explore ‘What happens if we move the torch further or closer? Have a shadow play station set up. Set up a simple shadow theatre and let children place objects or hands behind and shine a torch to create shadow stories. Do outdoor sun tracking, placing objects in sunlight and draw around the shadow using chalk.-
Trish,
you’ve identified a range of questions to serve as the prompt, then the children can play and explore around the topic until they identify a particular starter question.
Be sure to give them a chance to explain what they think will happen in each case – so that they are articulating their understanding before verifying it. This might happen quite quickly – if a child notices that the shadow gets fuzzy when they use a large LED torch, they might cover up some of the LEDs to see if that makes a difference.
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I would like to do use the Planets activity set. I think the Planets song is really effective and I think my class would love it. It would be a good song to have on in the morning when they come in and when they are tidying up to go home also. It would be great to do a design and build task to create a solar system models in groups. They could also put the moon and sun into their model and we could start to introduce the idea of orbiting, night and day and the sun and shadows. I think it would be a great idea to use the torches to explore sunlight and shadows and how the distance and placement of the torch effects the direction and the shape of the shadows. They could each take one planet and put together a universe mosaic of our solar system. They could present these to the class and then piece them together like a puzzle for our science board.
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I really enjoyed the video Day and Night: My Sky Tonight. I will be teaching senior infants in September and I thought this lesson was pitched well for the younger ages groups. I felt there was a lot in this lesson and it may need to be broken up into different lessons but I would try and follow the lesson as it is in the video and evaluate afterwards to see if I needed to change anything.
First we would discuss different activities for day and night and look at the difference between day and night. Compare photos of day and night. Model using a flashlight, the globe and figures how the earth’s rotation explains day and night. Model how when the light shines on the figurine it’s day and when there’s no light on the figurine it’s night time. This can also help explain different time zones in the world. Next I would ask the children to use their bodies as a model of the earth. Gather in a circle and give the children a figurine /toy to hold in front of them and they are the earth. When the light shines on the toy it’s day time and when the figurine is in darkness it’s night time. Finally we could sing a song about day and night too to summaries the learning. I believe this could be a very effective lesson because it is very engaging and hands on for the children and resources are easily available for the teacher.
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HI Fiona,
I also really enjoyed this video and thought it was suitable for the infant classes. I loved how the spinning of the earth to create day and night was reinforced through both the spinning of the globe with the bears on either side and the spinning of the pupils themselves pretending their head was the earth and the bear as on their nose. I also like how the day and night activities were constantly referred to to show what the bear might be doing at that time. The game at the end looked like fun and good way to assess the children’s’ learning- they turn towards the sun (lamp) if its a daytime activity or away if it is a night-time activity.
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I would use the spherical earth activity with my class. I would link the activity with history where the earth was previously believed to be flat. Pupils could have a discussion in group (think, pair, share) or design a concept map to challenge this belief based on their own experiences. Next I would use google earth to show the earth in space and together with other spherical objects to posit questions and elicit further information from the pupils. Pupils would make predictions about what would happen a how a boat would appear in the distance to prove the earth is round. Pupils can experiment putting objects far away to demonstrate that the earth is not flat as the objects only ever appear smaller.
Investigate by making the origami boat and sailing it along a flat surface vs a globe. What to the children observe? Why does the boat look like it is sinking? What conclusion can be drawn from this? This offers ample opportunity for predictions, observations, teamwork and discussion. The lesson could be finished with videos from YouTube showing ships going over the horizon to verify the investigation.
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To introduce the lesson I would play ‘The Planet’song to get the children interested and engaged. This song is colourful and has all features of the planets in a fun and dynamic way. At the beginning of the lesson I would use a KWL chart to learn about their prior knowledge and display what they do know on the board so we can add to it. After teaching a lesson about the Planets in our Solar System and learning about their features. I would always refer back to the KWL so we can add to it. We would pause it after each Planet is mentioned to discuss what details they included about the planet and what we can add. As an extension, the children could research the planets themselves on the iPads on kiddle using the kids digital planets website.
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Activity: What does the Moon look like?
To begin the lesson I would play a moon themed song to excite the children and elicit any prior knowledge. This would be followed by creating a ‘moon space’ in the classroom where the children can access. Discuss what they see on the table and what they know about the moon already.
Read story about the moon and pause occasionally to share fun facts. Create a word bank of words they relate to the moon.
Ask with the question: What does the Moon look like? Does it always look the same?
Show real photos of different Moon phases. Ask students to describe what they see.
Introduce a Moon journal. Each night (or week), students will look at the Moon and draw what they see.
After a few observations, gather to compare drawings and notice patterns.
Discuss why the Moon changes shape (introduce the idea of phases).-
Tommy,
introduce moon phases as a “next step” if your class is interested, but bear in mind that phases of the Moon isn’t explicitly mentioned in the Irish primary curriculum, so treat it as case of light illuminating a 3-D object and how that determines what we see.
Have you suggestions for a moon themed song or for the story about the Moon?
Would you use the word bank as outlined in ESERO 22?
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The sun and Shadows set- I did a very simple lesson on shadows with my senior infants class last year and they loved it. We had previousy learnt the the song – Mr Sun’ so we sang this and delved a litttle more into the sun with some simple questioning. We then went outside on a sunny day. Each child brought a piece of chalk. We found our shadows outside and I encouraged the children to make different movements and watch what their shadow does. The children the drew the outline of their partners shadow using chalk. Illicit from the children why we have shadows. Do we have shadows at night? How are shadows made? etc
We then repeated this activity later in the day and observed the changes in our shadows.
Such an easy activity withe very few resources required. The most difficult part of it is getting a sunny day!
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For Module 2, I have chosen the “Sun and Shadows” activity set, specifically the investigation of how shadows change throughout the day. This lends itself naturally to inquiry-based learning, as students begin with the guiding question: “Why do shadows change size and position?”
I would begin by bringing the class outside in the morning to trace each other’s shadows using chalk. We would revisit the same location at midday and again in the afternoon to retrace the shadows and record observations in a shadow journal. Pupils would predict what changes they expect to see and reflect on whether their predictions matched reality. This hands-on exploration is a great way to develop questioning, predicting, and observing skills.
In the classroom, we would discuss how the Earth’s rotation causes the Sun’s apparent movement, and link this to how sundials work. The activity is highly visual and interactive, making an abstract concept more accessible. It also supports integration across SESE, English (oral discussion), and Visual Arts (chalk outlines).
This inquiry process empowers pupils to make discoveries for themselves while I act as a facilitator, guiding their thinking with prompts like “What do you notice about the shadow now?” or “Why do you think this happens?” It encourages curiosity and supports deeper understanding through reflection and discussion. I will have to be flexible with timing as the west of Ireland can make for some very grey days!
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Fearghal,
if you get even 10 minutes of sunshine, run outside to make the shadow drawings. In the time it takes one child to draw another’s shadow, their own will have changed. But, I agree, it can be tricky when you really do need bright sunshine.
I was lucky on the day that we recorded the sundials video that it was sunny for the whole day!!
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Hi Fearghal,
I really like the idea of going outside and using chalk to draw around the shadows and then revisiting it at multiple times during the day. I agree that weather in Ireland is not usually conducive to planning for these type of activities! I covered the space topic during January this year so some activities I wanted to do were impossible to cover! However I did feel the children really enjoyed the topic and it kept us going for the long month of January so not sure I’d change that!
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Activity Set: The Moon
Firstly I would introduce our learning of the moon, by reading the book , The Darkest Dark, by Chris Hatfield. Chris was the first Canadian on the moon, and the story tells of his youth, watching the first moon landing as a child, and how this influenced his desire to become an astronaut .
For 1st and 2nd, would write a collective writing piece about the facts of the moon that they know already, and have learned from the book , (kwl) , and what they would like to know, and by the end , what they have learned.
I would incorporate some art ideas, through making the model from either clay, papier mache etc, or a drawing activity.
We could learn about what the moon is made of and how it completes one rotation in and around 27 days.
The options are endless.
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Activity Set: The Sun and Shadows
https://www.youtube.com/watch?v=fy7eoMef3e8 to engage interest.
Indoor Investigation
Luckily we have great black out blinds at school so I would continue the lesson with the blinds closed and lights off. First as a whole class activity, we will use objects from the classroom and torches to create shadows on the wall – placing objects closer and further away from the torch and show how the shadow changes. I will highlight words like in front of, behind, short, long, light, shadow, transparent,. Then the children will split in to smaller groups and try this in their groups with various chosen objects. The children can take video clips using our ipads to be shown to the other groups.
Outdoor investigation
We will bring some of the objects from the classroom outside and use chalk to draw around its shadow from a fixed point. At a later point in the day, we will redo this activity from the same fixed point to see if and how the shadow has changed. We will pick a child from each group to draw around their shadow also. The children can record the shadows by taking photos on the ipads of their drawings.
We will discuss how the shadows changed and why -
I chose the activity set: The Planets.
I really enjoyed the resources and lesson plan from Esero on The Planets. As an Infants teacher, they provide lots of opportunity for integration with other curricular areas…Aistear, Maths, Orla Language, Music and PE.I would begin this lesson by assessing the children’s knowledge around the Planets..using pictures, discussing shape, texture. I often use Explorify.uk website and would start a lesson with an Odd One Out activity to develop talk and discussion. I would use this activity” It’s Shady Business” to get them to make observations about what they see on the first two images, where might you see them, shape, colours, textures. There is a great opportunity to develop observation and questioning skills.
I love the activities using the hula hoops, The Planet Game would be a huge hit and great fun while they are also learning about the planets through active play. This can be so easily integrated into a PE lesson. The Planet dance allows for the development of directional language in maths -
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I would love to use the ‘Bear’s Shadow’ idea in my classroom. I think using the Bear book as a prompt to captivate the children and as a discussion starter would really encourage the children to both answer questions asked to them, and to ask their own questions as they come up.
Offering the children a chance to play and experiment with the flashlights in an unstructured manner for a little while after the story would also allow for learning through play and offer them time to notice the effect of the light on the bear, and how moving it around can change the shadows that form. Offering more planned questions such as ‘How can we make the shadow lay on the fish?’ afterwards would promote a deeper level of thinking and require the children to really apply what they’ve been learning.
I would also invite the children to make shadows of their friends hands, and comment on how long or short the fingers appear and why they think this might be happening. I think connecting how long shadows appear when the flashlight is low down, just like it did with bear, would really allow the children to generalise what they’ve learned and consolodate the knowledge acquired.
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Choosing the Activity Set: The Planets – I would start with introducing my junior infant class to the planet song. The song is lively, catchy, visually fun and engaging and a great attention grabber for them at the start of the lesson while in circle time. After playing it, I would question their previous knowledge and understanding of the planets. Playing it again, I would pause it after each planet to aid a discussion and learn some new information. I think it would be a great way to link it in with the topic of 3D shapes in Maths, while looking at spheres. Progressing onto linkage with visual arts where children could design and paint their own planets using a foam sphere resource. The planet song could be used throughout the week at morning meeting check in or doing movement breaks to recap and reinforce the names of the planets for the children.
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Activity: The Sun and Shadows (For Junior Infants)
For my Junior Infant class, I chose the Sun and Shadows activity set because it naturally connects to the children’s everyday experiences and observations. Young learners are already fascinated by the Sun and light, and this activity provided a fun, age-appropriate way to explore how light creates shadows.
We began by reading a storybook about the Sun, followed by a simple discussion: “What do you think makes a shadow?” I then brought the class outside on a sunny day to observe their own shadows. The children loved tracing each other’s shadows with chalk on the yard. We returned at different times during the day to notice how their shadows changed position and size. This led to some great conversations about where the Sun is in the sky.
Inside the classroom, we used a torch and small toys to create shadows on the wall. Students experimented by moving the torch closer and farther away, noticing how the shadow changed. They recorded their findings with drawings and short verbal explanations, which I compiled into a digital class book using Seesaw.
This activity set encouraged hands-on exploration and supported oral language, early science inquiry, and basic recording skills. Most importantly, it nurtured a sense of wonder about the natural world—something I consider essential at this age level.
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Activity set: The Planets
I work in an autism specific classroom with 6 children of varying communication and learning abilities so to ensure optimum learning I will use various strategies and linking to other curricular areas. Lots of ideas from the module will inform my lesson planning and also from the forum. Bringing music and song about the planets will aid all levels and abilities to recall information. I would also use more hands on activity’s like through art and creating our own planets to digital creativity flying through space. Literacy and comprehension will also play a large role in the learning experience but maybe through media like magazines and national geographic. This will/ should encourage the children to research and experience our planets in their own time also. For some it will be planting a seed and for others it will be giving opportunity and interest to continue their learning at their own pace.
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Breda,
“planting a seed” is exactly the description of so much of these activities. For the very young, the key skills literacy and numeracy are vital, but the context within which they develop those skills can be so varied. As someone who got the space bug very early, I always like to share that interest.
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Thank you for sharing your thoughtful approach! I also work in an autism classroom, so I really connected with the strategies you described. It’s great to see how you’re incorporating multisensory learning and cross-curricular links to engage your students in a meaningful way.
I completely agree that music and song are incredibly powerful tools for recall and enjoyment. The way you integrate creative expression through art and digital exploration adds depth and accessibility to the learning experience.
Your idea of using magazines and National Geographic to support comprehension and visual learning is brilliant. It provides opportunities for real-world connections and independent discovery, which can be so motivating for some learners.
As you said, for some it’s about planting a seed of interest, while for others it’s about giving them the tools to take their learning further at their own pace. Thank you for the inspiration!
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Activity- The Planets- Junior class
I would begin the lesson by playing ‘The Planet Song’ for the children – to engage and spark the children’s curiosity. Children sitting in a circle I would elicit from them what they think the song was about and what they think we will be exploring- i.e. The Planets. Following on, I would use an inflatable earth and roll it to the children allowing them to tell me more on what they already know about the planets. We will discuss what a planet is and what planet we live on. We will discuss the names of the other planets and will use the mnemonic ‘ My Very Eager Mother Just Served Us Nine Pizzas’ to help us remember the names and order of the planets from the sun. We will discuss some fun facts in relation to the different planets.
Planet Game- Teacher as sun in the middle yellow hula hoop. Children move to the different hula hoops assigned to the different planets upon hearing a clue about a given planet. They can hop/run or jump between planets/hula hoops. Children act as space rockets. Children’s attention drawn to the fact that the planets revolve around the sun as they demonstrated in this activity.
Stations to investigate and explore different aspects of the planets;
Matching planets to picture names/ Drawing their favourite planets/ Outer space playdough activity creating the different planets in space- using sequin stars/ pom poms / different coloured beads/ bouncy balls/ figurines etc/ Sensory tuff tray with opportunity to make the different planets using different coloured beads/ materials/coloured stones etc- the children will order the planets in relation to their position form the sun- which will be displayed on the tuff tray.
Planet scavenger hunt to finish up using clues to find the correct visuals hidden in the classroom.
Children will discuss their station activities/ what and why they chose to do/what they enjoyed most/ A favourite planet – this will form the basis for a writing task in English based on writing about their favourite planet. -
I would use the song “Man on the moon” from Irish band R.E.M. to introduce the topic to the children. We would then discuss the moon and record what we know it appearance using a brain storm activity. We could then start the activity of making our version of the moon. Emphasis will be put on what material it may feel like to touch and the different shapes it might appear as at different times of day/month. After watching a video to explain why the moon looks to change shape, I would assign each group a different move phase and using chalk each group would create an image of their phase and include vocab associated around it. We could also play a word flow game where children use the vocab associated with space to go back and forth until someone runs out of words. We would finish with the “Moon rhyme” and adding any additional learning to our brainstorm from the start.
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Hi Niall,
I really love how you’ve kicked off the lesson with R.E.M.’s “Man on the Moon” The brainstorm is a great idea too, it’s always interesting to see what they already know before diving in.
I think focusing on how the moon might feel or look at different times makes the learning really sensory and memorable. Giving each group a moon phase to work on with chalk sounds like so much fun and a clever way to help them remember the phases and vocab.
The word flow game is a great touch too! It’s such a fun way to get them using the space words they’ve learned. And finishing up with the Moon Rhyme really brings it all together. Sounds like a really engaging lesson, thanks for sharing!
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Activity: The Planet Song
I would begin the lesson by inviting the children to join in a song-and-movement session, playing The Planet Song on the board.
After singing together, I would initiate a discussion with open-ended questions: What planet names did you hear?, Which one sounded funny or interesting?, What colours did you see? These questions help spark curiosity and conversation.
Next, I would set up planet-themed exploration stations: matching planets by size and colour, building planets from playdough, and sequencing planet cards in order from the sun. Children would be encouraged to make predictions (e.g., Which planet do you think is the biggest?) and compare their answers as we go through the stations together.
The lesson would end with a simple art activity where each child draws their favourite planet and shares one thing they remember
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Using “The Sun and Shadows” activity in my classroom with a group of Senior Infants, focusing on shadows outdoors. On a sunny day, I would take the children out to the playground/ astroturf for a hands-on learning experience. I would ask each child to go pick a spot any where on the yard, stand still and carefully observe their surroundings, hoping they notice their own shadows. I would then remind them of our previous lesson where we created shadows using flashlights and prompt a discussion about the difference between using sunlight versus artificial light. I would then get the children to pair up while they take turns to trace eachother’s shadows with chalk. To extend upon their learning, I would challenge the children to think about how shadows might change by jumping or moving their arms, or by oberving at various times in the day and encourage them to explain their reasons behind these changes.
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For the activity “The Spherical Earth,” I would begin by reading the book “Me on the Map” by Joan Sweeney to my Junior Infants. It’s a great way to help young children understand their place in the world, starting small and expanding outward to the globe. After reading, I’d guide the class in looking at a globe and a map, encouraging them to notice the differences, especially the round shape of the Earth. We’d then explore how people long ago discovered the Earth wasn’t flat, using a simple demonstration like watching a ship “disappear” over the horizon (e.g., using a toy and a curved surface). I’d ask guiding questions like, “Why can’t we see the whole world at once?” or “What shape do you think Earth is?” This activity builds on children’s natural curiosity and helps them develop early geographic and scientific thinking in a concrete, hands-on way.
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Grainne,
using a globe or an inflatable Earth ball is a great tool to help children articulate the shape of the Earth that they understand.
I’d also show some of the many images of Earth from Space, since those are part of the cultural/scientific landscape that they have grown up in.
Source: https://www.esa.int/ESA_Multimedia/Images/2022/06/Earth_s_oceans
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There was some fantastic activities in this Module that I will be using in my classroom. I particularly was struck with the idea of using the Moon as an introductory subject into astronomy. I must admit I skim over the moon when teaching space and focus more on the Planets. The Paxi and Our Moon You tube Video was so informative and visual and a great starting point for the children in understanding the phases of the Moon.
The range of activities in the Universe in a Box Activity Book on the Moon is brilliant and a wonderful resource to have going forward, I really like the ‘Lunar Phases Box Model Activity’ as a whole class/Group Activity to discover in a hands on way the phases of the Moon. -
The activity set I think I would use in my classroom would be The Moon. I found its multi-sensory approach to teaching about the moon to be particularly engaging and it would be brilliant for a junior classroom. The Reflecting Moon lesson could be used to show the different lunar phases that we witness as observers and could also have cross-curricular links with maths in particular (reflections). The Multicultural Moon really grabbed my attention also as it would be a fantastic way to showcase the multitude of cultures that make up a modern classroom. It is so vital to showcase and celebrate both Irish culture and cultures from around the world, particularly at this time in history, and I thought using the universal constant of the moon, shared between all cultures, but highlighting and celebrating the different cultural difference was a really refreshing and interesting way to make an inclusive learning environment for all.
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Using “The Planets – Journey through the Solar System” lesson in my classroom would be a fantastic way to combine movement with early science learning. I would begin by setting up the hoops in our gym or a large outdoor space, ensuring there’s enough room for students to move freely. We’d start with a circle time discussion to ground students in familiar concepts e.g where they live, what country they’re in, and then build outward to the idea that we all live on Earth, one of eight planets in our solar system.
The Planet Game would be a highlight—children love pretending, and acting like rockets while learning planetary names adds excitement and memorability. The spatial commands in the Planet Dance would reinforce both directionality and vocabulary in a fun, engaging way. Finally, spinning their own “planet” helps solidify the abstract concept of planetary rotation.-
I think this is a fantastic way of making the learning experience more fun and enjoyable for all the children by combining movement with science. Another approach to encourage cross curricular linkage would be to invite the children to make their own planets using a paper mache method and a balloon. The children could select their favourite planet and design and paint it accordingly. This is something which I have done in the past with junior infants and the children really enjoyed this art lesson linked to science.
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Firstly, I would begin by telling the children that today we are going to learn all about the planets in our solar system. I would have a large KWL chart on the board and ask the children what they already know about the planets, adding to our knowledge section of our chart. Following this, I would ask the children what do we want to know now about the planets and brainstorm some of their ideas, adding these to our board. I would then play the song “Planets in our Solar System”. As each planet is named I would invite one child to come up and hold a large cut out picture of this planet so the children can visualise the planet in question. I would then invite that child to place the planet on a visual board around the sun to represent its position in the solar system. We would discuss the characteristics of the planet, its size, colour and any other characteristics that make it unique and where we might place that planet around the sun.
Following this, I would read the story “Peppa in Space” to the children. Highlighting the names of the planets and any additional information given in the story about what we have just learned and inviting some of the children to come up and show me the planet we just named in our story. At the end of the story, I would refer back to our KWL chart and ask the children, what have we now learned today about our planets and add this to our final column in our chart.
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Hi Rachael, I really enjoyed reading your lesson idea—it’s such a lovely, child-friendly approach to introducing the planets! I love how you used the KWL chart to guide the children’s learning and make them feel part of the discovery process from the very start. Using the song and having the children physically place the planets around the sun is such a brilliant way to make the solar system visual and memorable for young learners. It brings the abstract concept of space into something they can see and interact with.
Reading Peppa in Space as a follow-up is a great idea too—linking what they’ve learned to a familiar character is so effective at this age. I also really like how you looped back to the KWL chart at the end, helping the children reflect on their learning. It’s clear this lesson would not only be educational but also really fun and engaging. Thanks for sharing—it’s definitely inspired me to try something similar with my own class!
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Hi Jennifer.
I think using a song as a stimulus for a lesson on planets is a great idea however I much preferred ‘We are the planets of the Solar System ‘song as it is much more lively and the visual is excellent for young children.
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This is a popular recommendation:
We are the planets of the Solar System
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There is also a great drama activity on Twinkl for young children to teach them about the planets – https://www.twinkl.ie/resource/originals-explorers-space-role-play-movement-powerpoint-t-tp-1631807471
My kids in Senior Infants loved it!
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I have chosen the activity set; The Sun and Shadows focusing on the sun in the sky.
I would begin the lesson by asking the children the question: Is the sun important to us? Why/why not. I would record the children’s answers on a KWL chart to refer to at the end of the lesson. I would discuss how the sun gives us light and heat and how these forms on engery are important. We would compare how we feel and dress on a hot day compared to a cold day
I would show the children pictures of a cloudy and sunny day. I would ask the children in their groups to discuss and describe the differences they notice between the pictures. After the groups report back to the class we would discuss the shadows and what is causing them and how they are formed
I would follow on by discussing the cloudy day and ask questions like why is it darker on a cloudy day.
The children would complete a cut and paste activity based on clothes and activities that match a sunny day vs a cloudy day
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The Planets- Junior Class
Lesson I
I would begin a lesson on The Planets by asking all the children to sit in a circle. I would remind them of our WALT and WILF and what we are going to learn about in the lesson. I would elicit prior knowledge of The Planets asking the children if they ever heard the word planet before and if they know what a planet is.
Next I would read the story Adam’s Amazing Space Adventure by Irish author Benji Bennett and ask the children to respond to the story. In this story Adam embarks on a magical journey and visits the plants and the children receive plenty of scientific detail through vivid imagery and rhyme.
I would ask the children to respond to the story and allow them to ask questions.
Lesson 2
In our follow up lesson I would ask the children to recall Adam’s journey to the planets in our solar system and we would recall the names of those planets.
The Planet Game would be the main activity in lesson 2 – I would arrange hula hoops on the floor to represent the planets with a yellow hoop in the centre to represent the sun. The children like Adam must fly in their rockets through space but they can only land on a planet when they hear teacher calling the planet’s name. I would challenge the children further by giving them clues such as ‘This planet has a ring around it’ and’ Spin your Planet ‘would be a lovely activity to tie in here as the children hold their hoops and move around the sun, all the while rotating their hoops. Essentially the two activities provide the children with the vehicle they require, especially at a junior level, to engage with scientific phenomena.
To end the lesson, sitting again in our circle, I would provide the children with opportunities to explore their learning and to think, pair and share with each other. Drawing and art activities could further enhance the children’s learning.
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Grainne,
have you seen this video of the author reading the story? https://www.adamscloud.com/blogs/videos/benji-reads-adams-amazing-space-adventure
lots of funny voices added to the gentle story. I’d ask the children which bits of the story are from real facts, and which bits are made up.
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Activity: The Sun and Shadows
I think exploring the Sun and Shadows is a great way to introduce the concept of light, the passing of time and how the sun affects our shadows. The following activities encourage lots of hands-on activities for infant classes which promote exploration, questioning and engagement.
I would use the Sun activities booklet by Maeve Liston-ESERO Ireland. The activity focuses on observing how shadows change during the day. It allows children to explore how the position of the Sun affects the length and direction of shadows. We would begin by marking the shadow of a child at three different times throughout the day. Children would record and compare the changes using drawings. Through discussion, they would discover that shadows are longest in the morning and evening and shortest at midday. This hands-on investigation encourages curiosity, observation, and questioning, and leads to conversations about the movement of the Sun. It integrates well with science, maths, and geography and helps develop early investigative skills in a meaningful and engaging way.
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Activity Set: The Planets.
I would explore the planets with a senior infant class by first introducing the lesson using the planet song. I would then ask the children what they know about the planets to assess their prior knowledge about them. We will discuss the names of the planets by using the mnemonic ‘ My Very Eager Mother Just Served Us Nine Pizzas’ to help us remember the names and order of the planets from the sun. We will discuss some fun facts about the planets. I will show the children pictures of the different planets and ask them to identify differences between them. I will then play the planet game with the kids in the hall to encourage learning through play.
Stations to investigate and explore different aspects of the planets;
Matching planets to picture names/ Drawing their favourite planets/ Outer space playdough activity creating the different planets in space- using sequin stars/ pom poms / different coloured beads/ bouncy balls/ figurines etc/ Sensory tuff tray with opportunity to make the different planets using different coloured beads/ materials/coloured stones etc- the children will order the planets in relation to their position form the sun- which will be displayed on the tuff tray. -
Activity Set: The Planets.
I would explore the planets with a senior infant class by first introducing the lesson using the planet song. I would then ask the children what they know about the planets to assess their prior knowledge about them. We will discuss the names of the planets by using the mnemonic ‘ My Very Eager Mother Just Served Us Nine Pizzas’ to help us remember the names and order of the planets from the sun. We will discuss some fun facts about the planets. I will show the children pictures of the different planets and ask them to identify differences between them. I will then play the planet game with the kids in the hall to encourage learning through play. I will place the pictures of the planets in the different hula hoops surrounding the yellow hula hoop in the centre (sun). The children can draw pictures of their favourite planets to conclude.
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Module 2 assignment
Activity: The Planets – What does the Moon Look Like?
I really like the idea of using an enlarged image of the moon to allow pupils the opportunity to visualise what the surface of the moon looks like. I particularly like the small images that zoom into specific craters on the surface of the moon.
I would begin the lesson by showing a short clip of astronauts bouncing around on the surface of the moon and ask pupils to look at the environment the astronauts are in. How is it similar/different to earth.
I would then introduce the image of the moon on the whiteboard but also provide displays of the images in the classroom to allow pupils to reflect on their observations during the school day.
Pupils would enjoy exploring and identifying the various craters on the images, identifying big, small, bigger, biggest etc to link in with mathematics.
Pupils will suggest names for each of them.
Pupils can use a variety of objects to imitate asteroids hitting into the surface of the moon using different forces to explore what creates deeper/wide, shalllower/smaller craters and discuss why this may be the case.
Pupils can video their explorations and add them to their digital learning and assessment folders.
As extensions: some pupils might use slime, sand, putty etc as alternative surfaces and explore the effect these materials have on the outcome over time. Will the craters remain/flatten out etc. Pupils can discuss reasons for this as over time they witness the changes that may occur in the surfaces worked with.
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Treasa,
I like how your Moon activity looks at the surface of the Moon. This is a real research topic – did you realise that before we landed space craft on the Moon, nobody was too sure what the surface was like!
Currently, a simulation of the lunar regolith is made with volcanic rocks! See more here: https://www.nasa.gov/centers-and-facilities/marshall/digging-the-dirt-nasa-benefits-from-lunar-surface-simulant-testing/
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When teaching the children about the planets, I think it is really important to use a mix of storytelling, visuals, and hands-on activities to make learning fun and engaging for them. I would play the song for the children and let them listen to it and spark interest. Then when it was over I would ask them what they thought, writing down are thoughts, wonders and questions on the board. We would look at pictures of each planet on the board, noting facts within the group about each one. I would put the children into groups and get them to talk about one particular planet, getting them to come up with facts about it. Linking this with drama, each group would think of ways to bring their planet to life so that they could show the other children what they think their planet would look like, feel like, sound like etc. The children can complete art work to support their planet or find prompts and create a story about their planet. Then as a whole group we would go on a space adventure, where the children “travel” through the solar system, visiting each planet. At each planet, the group who has worked with that planet will tell the rest of the group about their planet and what they did and why. Once we had completed our space adventure we would recap over all of the facts that we learned by visiting each planet and tell our friends what our favourite planet was and why.
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Sharon,
you’ve captured a lovely way to use the theme of Planets to access other parts of the curriculum, including drama – which is key, since planetary science isn’t part of the primary geography or science curriculum to any great extent until 5th/6th class!
recognise that the Earth, its moon, the sun, other planets and their satellites are separate bodies and are parts of the solar system
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Activity Set: The Planets
I would introduce this lesson by playing the rap ’We are the Planets’ . I have introduced this song every year when teaching the middle classes. The pupils really love it and engage well with the song. After playing the song to them, I would ask the children what facts they heard about the planets and write their facts on the board. This would lead to further discussion on the pupils’ prior knowledge about planets.
To develop the lesson, I would use bring the pupils to the halla or out to the yard to play the planet game. As well as having the hoops on the ground, I would place a card with 5 facts inside each hoop for the pupils to read. I would follow this game with the ‘Spin your Own Planet’ game, teaching the students about planets spinning on their axis.
To conclude the lesson, I would sing the song ‘We are the Planets’ again with the class to recap some of the facts they listened to and consolidate learning.-
Eimear,
it is great to hear a personal experience of the songs and activities from this module.
With 1st/2nd class you could look at pacing out the planets to scale – possibly using the Solar System Walk activity from spaceweek.ie
Or, you could ask some children to be planets, and they could roll their hoops around the Sun, other children could be moons or asteroids, and those with lots of energy could be comets- speeding up as the come close to the Sun, then slowing down as they head out!
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Activity set – the sun
For this Junior Infants lesson on The Sun, I aim to introduce children to the idea that the sun is a source of light and heat, and plays an important role in creating day and night. This aligns with the Living Things and Environmental Awareness and Care strands of the science curriculum. We will begin by reading “The Bear’s Shadow”, this introduces the concept of shadows in a way that young children can relate to. We’ll follow this with a shadow play activity — using torches and toy bears to explore how light creates shadows and how they change depending on the light’s position.
Next, we’ll look at a simple visual of the Earth and Sun to explore how the Earth’s rotation causes day and night. Children will be invited to sort picture cards into “day” and “night” activities.
This lesson encourages inquiry, observation, and discussion, while supporting early understanding of light and dark in a developmentally appropriate way.
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I would use The Moon, what does the moon look like, as an activity as part of a lesson. We would focus on observing the Moon at different times of day. One morning at school, we would go outside to see if we could spot the Moon in the daytime sky. We would talk about how the Moon doesn’t shine on its own, but reflects light from the Sun, and that sometimes we can see it during the day. We would draw the moon into our copies.
I would ask the children to look for the Moon at home that evening and draw what they see. The next day, we would share our drawings and talk about how the Moon looks different—its shape, size, or even colour.
This activity would encourage observation, comparison, and discussion, while connecting learning at school with home. We’ll continue recording Moon sightings in a class chart to track its changes over the month.
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Clare, your Moon observation activity is fantastic! It’s such a thoughtful way to spark curiosity and connect learning between home and school. I love how it encourages careful looking, comparing, and sharing ideas. The class chart is a brilliant touch—what a fun and meaningful way to explore real-world science!
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Bringing the “Planets – Journey through the Solar System” lesson into my classroom would be a brilliant way to blend physical activity with early science exploration. I’d set up hoops in the hall or an open outdoor area to give the children plenty of space to move around. To begin, we’d have a short group chat to anchor their thinking—starting with familiar ideas like their town and country, before zooming out to introduce Earth as one of eight planets in the solar system.
The Planet Game would definitely be a favourite—young children love imaginative play, and pretending to be rockets while learning the planet names adds both energy and impact. The Planet Dance offers a playful way to reinforce movement language and direction, making it easier for children to remember new terms. To finish, giving each child a chance to “spin” their own planet offers a hands-on way to grasp the idea of planetary rotation.
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I would focus on The Moon activity set with my 2nd class because it is such an accessible and meaningful topic for children. The Moon plays such a central role in our lives. It can be viewed from anywhere, which allows students to observe it when they are not in school and continue their own observations, investigation and learning at home/ in their own time/ when they are traveling.
I love how the Moon connects naturally to so many areas of learning—science, geography, SPHE, maths (time/months), and even culture. From my experience, children are fascinated by the Moon, especially the phases of the Moon and it’s a topic that sparks a lot of curiosity.
In my 2nd class, I plan to use The Moon activity set as an introduction to Astronomy. I will begin with a whole-class discussion/brainstorm about the Moon and then an individual or pair drawing activity about what the Moon looks like and when the children have seen it. I will follow this with the ESERO activity “What Does the Moon Look Like?”, encouraging the children to describe and draw different moon phases. We will also use storybooks like ‘Faces of the Moon’ or ‘I took the Moon for a walk’ and songs like “We are the Planets” to integrate music and literacy into my lessons.
To encourage multicultural learning, we will explore Moon stories from different cultures and traditions. I will ask families to share any lunar customs or stories they may know, making the learning community-based. We will also keep a simple Moon journal in our SESE copies, recording what we see at night over two weeks, integrating maths (days, dates) and writing.
This activity set allows for hands-on, inquiry-based learning, supports oral language development, and encourages observation skills. Most importantly, it creates a sense of wonder—something I want to nurture in my classroom.
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I really like Martha’s input.. she says “I love how the Moon connects naturally to so many areas of learning—science, geography, SPHE, maths (time/months), and even culture”
I believe the sun dial exercise will do likewise and will engage the children physically and mentally.
This year I am teaching this 4th Class for the first time. They have already investigated space and the planets, but I know they have not investigated sun dials. Most of the children struggle to tell the time on an analogue clock. The sun dial exercise will be a wonderful way to explore the ancient way of telling time and lead into a very different way of studying the analogue clock. The sun dial lesson will incentivise the children to explore other areas of the Curriculum.
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I would us the sun and shadows as I feel this would really get the children excited and it is very visual for them to see and then understand the concept.
So, this is a lesson I created to help my Senior Infant class understand the concept of day and night in a simple and engaging way. We begin with a short story or video showing what the Earth looks like from space and how it spins. I then ask the children, “Why do you think it gets dark at night?” to spark discussion and gather their ideas.
To help them visualise it, I use a torch (as the sun) and a globe or ball (as the Earth). I demonstrate how one side of the Earth is lit up which is daytime while the other is in shadow night time as the Earth slowly turns. The children take turns doing this themselves in small groups, which helps them see the connection between Earth’s rotation and the change from day to night.
Afterwards, we draw pictures showing what we do during the day and at night. We also sing a simple day and night song to help reinforce the learning in a fun way. The lesson ends with a class discussion where we share what we’ve learned. It’s a hands-on, visual, and playful approach that helps young children begin to understand this big scientific idea.-
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Jeremy – have you a particular “We begin with a short story or video showing what the Earth looks like from space and how it spins.” recommendation?
https://www.esa.int/kids/en/Multimedia/Videos/Paxi_on_the_ISS/A_view_of_Earth
doesn’t quite show the full Earth – which I think would be needed.
The beginning of this cartoon might work:
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I think the activity set I would pick for my 2nd class would be – The Sun and Shadows—it’s really enquiry-based and gets them outside, which is always a win.
Start with a with a simple question: “have you ever noticed that our shadows change during the day? Why do you think that might be??” We’ll chat about shadows first—when they’ve noticed them, what they think causes them—and then use that question to guide our investigation.
The main activity is super hands-on: going outside in the morning, midday, and afternoon to trace their shadows with chalk. They’ll record what they see (length, direction) on a simple sheet. Later, we’ll use a lamp and toy figures inside to model what’s happening with the sun’s position. That helps it click, especially for visual/kinaesthetic kids.
For a bit of cross-curricular fun, they could create a comic called “The Adventures of My Shadow”—imagining how it moves and changes during the day. Great way to get them using vocab like light source, longer, shorter, etc.
<p style=”text-align: left;”>I’ll scaffold it where needed (sentence starters, diagrams), but also let the stronger kids explore stuff like how clouds affect shadows. Excited to try it—it feels like a lovely mix of science and creativity and an art lesson thrown in too!!</p>
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I chose the sun as my activity.
I would begin with pictures of the sun, moon and earth and ask the children to discuss the size of them and which they think is bigger and why?
After this discussion I would use a soccer ball, tennis ball and a ping pong ball to show the comparable sizes of the 3 and ask the children to put them in the order they think. This would allow for a simple very clear explanation of their comparable sizes.
I would next move on to the shape of all 3. Using lots of various materials I would ask the children to create the 3 with the focus being on their shape.
We would discuss the childrens creations and then look at some pictures to explain the shapes of the 3 and how they are, if they are different to our perceptions.
The last part of this would be to combine both elements looked at above and create the 3 remembering to include their comparable size and shape. -
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Activity set: The Planets
I would start looking at my space topic with the children working in groups to list what they know about space. Together then we would begin a KWL chart for the space topic.
After that I would play them some of the planet songs from youtube and the children note some of the new facts they have learned after listening to the songs. My class preferred The Planet Song by Hopscotch by far. Even in June they were still requesting I put that song on again! For an Art lesson we did construction and we used cardboard to create the planets. We had to be conscious of size and colouring so we need to look and respond to pictures of planets. When our physical planets were ready we took them into the hall and the children enjoyed holding them up in positions and rotating around like a real solar system. We then created a drama as Gaeilge where the children pretended they were astronauts visiting space meeting the planets. The children tried to think of facts they knew about the planets and words they knew in Gaeilge for eg. Mercury was beag, the sun was geal, Jupiter was mór etc. It was great for consolidating the learning and cross curricular links!
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For my module 2 assignment I chose ‘Activity Set: The Planets’.
I would start my lesson by having a talk and discussion session with my class about the planets. I would brainstorm with them and ask how many of the 8 planets do we know already. We would then use ‘The Planet Song’ as an engaging stimulus and check which planets we knew and which ones we need to add to our brainstorm. I would also check for knowledge by asking questions like “Which planet is red?” or “Who is the hottest planet?” afterwards.
Next we would watch the video again and pause it after each planet is mentioned. We would then as a class group discuss a fun fact about each planet. e.g., “Saturn has rings that are made of ice and rock.”
Finally we would engage in a hands on activity to consolidate what we have learned. I would split the class into 8 groups and give each group a planet name. Using the information learned from the song, each group would get to create a poster about their planet e.g. Name, what it looks like and a fun fact. The poster layout would be teacher modelled on the whiteboard to support them. Each group would then present their poster to the class in order of the song.
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Topic: The Moon
I would begin this lesson by asking students what they knew about the moon already and asking them to share on fact with the class (pairwork).
I would show students a globe and ask them to location Ireland, and some larger countries (China, Australia, America etc..). I would then ask student to point where the north and south pole is located. I would put a small toy of Santa at the top of the globe to help students remember ‘North pole’ and
To introduce students to the term gravity, I would explain that the Earth’s gravitation is always directed towards the centre of the Earth, therefore when I slowly turn the globe Santa will not fall off the globe! This should engage children.
As a finished activity I would print off the Earth mosaic and ask each student to design a piece and make a collaborate Earth to display on our science wall.
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Activity Set: The Sun and Shadows
There are many lovely and engaging activities shared throughout this course and in the forum, but one that stood out to me is the “What do you do in a day?” sequencing activity. I particularly like this activity because it integrates very naturally across multiple subject areas—for example, understanding time in Maths, sequencing events in Literacy, and developing oral language skills. Sequencing daily activities is a challenging concept for young children, and this activity provides a hands-on, relatable way to explore it.
Using a puppet to model the events of a typical day is a fantastic strategy. It captures the children’s interest and makes the learning more concrete and meaningful. I also love that the activity highlights how everyone’s day might look a little different. The idea of sending a class toy home and having the child recount their experience with it the next day is especially enjoyable. It promotes language development, confidence, and a sense of connection between home and school. I think the junior classes would find this activity both enjoyable and memorable.
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I have chosen to do my response based on the activity set – The planets. The resources attached to this are excellent and I am basing my lesson on the pdf attached to the module “The man in the moon- Journey to the moon”
To teach second class children in Ireland about the Moon, I’d combine the “Man in the Moon” lesson from the PDF with the song “Dancing in the Moonlight” by Toploader for a fun, imaginative session.
I’d start by playing a clip of the song and asking the children how it makes them feel and what they imagine when they hear “dancing in the moonlight.” As a starter I’d give all the kids a 2min challenge to draw their own representation of the moon ( from their imagination)
Then I’d show them a paper circle, a crescent, and a white sphere to explore what the Moon really looks like, explaining that it’s always a sphere, but we only see part of it from Earth.We will then watch a few videos on youtube showing clearer images of the moon and we will spend 20 mins discussing it.
Next, the children would create their own Moon using craft materials, encouraged to be creative while thinking about shape and colour. With the music softly playing, they’d decorate their Moons however they imagine them. We’d then sit in a circle and chant the Moon rhyme from the PDF, discussing the idea of a “face” in the Moon. Using the worksheet, they’d colour or mark shapes they see in the Moon image, learning that these figures are just shadows. We’d end by reflecting on what they learned—facts about the Moon, and how imagination can bring it to life.
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Fintan,
“explaining that it’s always a sphere, but we only see part of it from Earth.”
is exactly the approach I think should be used when discussing the appearance of the Moon. I’d carefully choose the video you use so that it is not too heavy on the language of “phases of the Moon” – it is enough for the children to be able to refer to a crescent Moon, a Full Moon etc.
With 2nd class would you model the Moon using a sphere lit from one side?
https://youtu.be/wz01pTvuMa0?si=GCvgGL2Q5ez0YG1c
Dark room with bright light source
or
https://nightsky.jpl.nasa.gov/news/393/
day time activity
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I have chosen to explore the Sun and Shadows avtivity and based my lesson on the activity I really enjoyed “What do you do in a day?” I found this activity to be particularly useful.
My planStart the lesson by playing Mr. Golden Sun — the kids will love singing along, and it’s a great way to get them thinking about the sun and what it does. Have a quick chat about how the sun gives us light and warmth, and how it helps us know when it’s morning, afternoon, and evening.
Next, use the puppet theatre to act out a simple day in the life of a character — waking up, going to school, playing outside, eating dinner, and going to bed. Talk about where the sun is during each part of the day, and how shadows might look at different times.
Then take the class outside for some shadow fun. Let them find their shadows, trace them with chalk, and see what happens if they check again later. Do the shadows move? Are they longer or shorter?
Finish off back in the classroom with a fun art activity. Give the children black paper, white chalk, and yellow paint so they can make their own sun and shadow pictures — maybe using cut-out shapes or drawing around objects.
It’s a lovely way to mix music, movement, science, and art — and it really helps the kids understand how the sun shapes our day.
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I have chosen The Planets as my activity.– Children will learn and recall the names and order of the eight (plus dwarf) planets.
– They will associate each planet with a key fact or visual characteristicStep 1 –
Begin with a colourful picture or simple planet poster. Explain: “These are the planets that travel around our Sun—like our home Earth.” Introduce the term orbit simply: “They go all around the Sun in a circle.”Step 2 Introduce the song: One could use the song from the module or this song is one I have used in my classroom before and the children like it. https://www.youtube.com/watch?v=F2prtmPEjOc&list=RDF2prtmPEjOc&start_radio=1
Play the song video. Invite the children to listen and sing along, and do simple gestures (e.g. circle hands for orbit, point up for Sun).Step 3 – Activity – Planet collage
Give each child a printed planet card to colour, cut out, and paste in order onto a class solar‐system mural or their individual sheet. As they glue, reinforce each planet’s name and one fact from the song (e.g. “Saturn with rings,” “Mars is red”).Step 4
Play the song again and point to each planet on the collage as it’s sung. Ask a couple of children to name their favourite planet and share something about it. -
Module 2
The Sun and Shadows
The Moon Bears Shadow has many themes, acceptance and companionship and of course how shadows work. There are several fun activities that could go well with it.
I would start by discussing with the children how the shadow changes depending on the position of the light or the sun. Take turns trying to make different shadow shapes (hands, animals, or objects). You could have the kids trace their shadows with chalk outside or draw them on paper inside using a flashlight. This ties into how the moonbear learns to coexist with his shadow, showing that shadows aren’t just things to be feared, but fascinating to observe.
The children could create shadow puppets by holding objects or their hands in front of the light. Discuss how the shape of the shadow changes depending on how far the object is from the light source. You could even encourage them to come up with their own shadow puppet stories, inspired by Moonbear’s attempts to hide or get rid of his shadow.
Encourage them to look at their shadow when out in the yard and maybe with the help of older children, if the theme is currently being taught in the senior rooms. -
Activity set – The Planets
I love this activity set for my class in the coming year. I will have first and second class and I think this will suit them. I would begin with the nine planets song whilst showing them an interactive visualizer of the nine planets so we can move along with the sun. I would also work this up to making models of the planets in visual art lessons and as we sing about each planet we would pass around our model of that planet. I would also integrate an SESE lesson with a PE lesson by completing the “planet game” from esero by including a speed challenge in the game and perhaps giving each planet a different exercise. E.g. Mars could have jumping jacks etc. I would then use the mini booklet as an assessment of what the children have learned by conferencing with each child and taking note of what may need to be revised in the next lesson.-
Aoife,
have you a particular “interactive visualizer of the nine planets” that you would recommend?
I am slightly familiar with Celestia – but find it tricky to master since I don’t use it enough. Better for me is https://eyes.nasa.gov/apps/solar-system/#/home
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I’d start by reading Peace at Last by Jill Murphy. The children love the story of Mr Bear trying to find a quiet place to sleep, and it always gets a few giggles. After reading, I’d ask them, “What if Mr Bear decided to leave Earth and go to space to find peace and quiet? Where do you think he’d go?”
We’d have a chat about the different planets in the solar system. I’d describe each one in a fun, simple way – Mercury is boiling hot, Venus is full of thick clouds, Mars is dusty and red, Jupiter is enormous, Saturn has pretty rings, Uranus is sideways and cold, Neptune is freezing and far away, and Earth is where we live. I’d ask the children if they think Mr Bear could sleep well on each one – is it too loud, too bright, too cold, or just right?
Then, I’d give each child a little booklet or simply their SESE copy called “Mr Bear’s Space Diary.” On the first page, they’d draw Mr Bear in a rocket. On the next pages, they’d choose a few planets and draw what happens when Mr Bear visits each one. They could write (or tell me to write) things like “Mr Bear is too hot on Mercury!” or “Mr Bear is floating in space and he loves it!” This gives them a chance to be creative while learning about the planets.
For a bit of hands-on fun, we could make collages of Mr Bear in space using tinfoil, coloured paper, and cotton wool. They could stick on planets and stars around him.
To finish, I’d ask them which planet they think Mr Bear should stay on to finally get some peace and quiet. They could vote by placing a sticker or counter on their favourite. It’s a lovely way to combine storytelling, science, and art – and the children always remember it because it feels like play.
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What a brilliant and imaginative way to introduce the planets through storytelling! Using Peace at Last as a springboard is such a clever idea—it’s a familiar, much-loved story that immediately engages younger children, and reimagining Mr Bear’s search for peace in space is a fantastic hook. I love how you’ve managed to weave in key science concepts in such a playful and accessible way, especially by personifying the planets and inviting the children to evaluate them based on Mr Bear’s needs.
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The Sun and Shadows:
To open up a discussion I would read the story The Moonbear’s Shadow. We would discuss shadows and make a word wall of vocab such as light, dark, sun, moon, shadow, block, reflect, move. What do they know about the sun and shadows ? What is a Shadow? Use a flashlight and a toy to demonstrate a simple shadow and show how it forms when light is blocked.
Go outside and have one child trace the other’s shadow on the school yard using chalk. Come back at different time of the day to see how the shadow moves or changes length. If you want to do it inside you could place toys on paper with a flashlight shining from one side.
If you wanted to integrate other subjects you could act out the story of The Moonbear’s Shadow using props or costumes or have children write a short story about their own shadow having an adventure.
To find out ‘What Worked Well’ ask the following questions.
What did you learn about shadows?
What was your favorite shadow activity?
How did Moonbear feel about his shadow at the beginning vs. the end?-
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I think the children would really enjoy tracing the shadows with chalk. If they used a different colour chalk every time they returned to mark the changes it would be easy for them to see. The teacher could possibly take photos from above to be shown on the whiteboard and discussed late. It’s a fantastic idea that I will definitely try, thank you.
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I would introduce the activity set regarding the Planets to the children by playing the ‘Planets’ song first. This would allow the children to gather their previous thoughts on planets but also for them to gain new ideas and facts about the planets from the song. Sometimes we add actions to our songs we learn too. We would then discuss their ideas and any questions they want to explore.
There a numerous activities I have undertaken with my class before while we we learning about the planets. We set up an Aistear area where we created a Space Station using large cardboard boxes, paint, scissors and sellotape to decorate and make our station. The children build rockets from various junk art and they role played various scenarios as they visited the space. I have included sensory bins in this area too where the children can explore items in a container that represent the asteroids and rocks you may find on the moon. These would be represented by different objects such as rice, beans, cotton wool and other arts and craft supplies.
Another activity I have used is creating the solar system mobile using painted styrofoam balls and hanging them from a hanger. The children can label the balls with the names of the different planets. This was a fun way to remember the names as the children really enjoyed decorating and painting the balls and displaying them to their peers in the class.
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Rohana,
your Aistear area sounds lovely – have you any pics that you can share?
For an older cohort I created this resource on Humans in Space – and it would fit so nicely with this year’s World Space Week Theme of “living in space.”
Do you offer different size styrofoam balls? In Cork you can get them at Cork Art Supplies or at the Range.
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One activity I found particularly engaging from this module is The Spherical Earth. I would use this in my classroom to help children understand that the Earth is round, not flat, and how this affects what we see from where we are. I would begin by showing satellite images and a short video of the Earth from space to spark curiosity. Then, we’d explore why boats disappear over the horizon and how people in different parts of the world see different stars at night.
Using a globe and small figurines or flags, we’d experiment with positioning them around the sphere and discuss how gravity pulls everything toward the center, helping challenge the misconception that people would fall off if they lived “under” the Earth.
To extend the activity, students could draw what Earth would look like from space, or even use digital tools to simulate Earth’s rotation. I believe this activity lays a solid foundation for later space concepts while encouraging questioning and hands-on discovery.
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I really enjoyed reading your reflection on The Spherical Earth activity. I think the way you begin with satellite imagery and a video is a brilliant hook — it instantly gives children a visual and helps make a big concept more real. Using globes and figurines to explore gravity and challenge the “falling off the Earth” idea is so clever, especially for younger learners who often think of “up” and “down” in very fixed ways. I also love how you extend the learning with creative options like drawing Earth from space or using digital simulations. It sounds like a lovely balance between visual, tactile, and exploratory learning. This definitely sounds like an activity that would leave a lasting impression and set the stage for deeper space learning later on.
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for Aoife and Séan – a way to see if the children can conceptualise the Earth as a sphere is to use the ESA ISS Primary education kit, the section on Raindrops keep falling on my head, pages 12 and 13
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Activity set: The planets
The planets songIn order to teach First Class about the planets in our solar system, I would make the lesson fun and easy to understand. I would begin by displaying the planets on the IWB as a stimulus in order to elicit the prior knowledge of the class before teaching and learning commences. We would then sing and learn ‘The planets song’ I find that singing helps the children remember the names and order of the planets. I would also get them to help me to add some simple actions for each planet so that it’s more interactive.
Next, I would show a short video of the planets https://youtu.be/VUuzC4A1rX8?si=8kuTevmcgE7qM3Bk and explain in simple terms that Earth is one of the planets and there are others that orbit the sun. We would talk about how some planets are hot and some are cold.
Then, I would give the children planet flashcards and ask them to match the names to the pictures. To make it more creative, I would let them make planets using play-doh.Finally, we would sing the planets song again and play a quick game to help them toremember the planets. These resources the song, video, flashcards, playdough help make the lesson fun, easy, and hands-on for the children.
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Thanks for sharing the video suggestion – not sure where they got the ‘fact’ of 100 billion planets in our galaxy – this is very much an area of active research.
If you’d like to share actual images of the planets rather than the cartoon versions, I’d use the ESA resource: https://esamultimedia.esa.int/docs/edu/PR01_EN_Our_Solar_System.pdf
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I love this song and have used it many times with different aged classes. Your lessons sounds great Orla and if it was taught around the time of an eclipse or even when one of the more visible planets can be seen after sunset, then it would make it super tangible. The times when the planets can be seen with the naked eye is predictable and well reported although you do need a fairly dark sky with no cloud cover and little light pollution
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I would use The Sun and Shadows activity set with my 2nd class as a way to explore how shadows are formed and how the position of the Sun affects them. We’d begin by observing our own shadows in the yard at different times of the day, noting their size and direction. Using chalk, the boys could trace their shadows in the morning and return later to compare changes. This would spark discussion on how the Sun “moves” across the sky, helping them understand day and night. In class, we’d then make simple sundials, encouraging prediction and observation. This hands-on approach would support their understanding of light sources, time, spatial language, and cause-and-effect — all in a concrete way. I’d also link it to SPHE by discussing sun safety. Overall, the activity makes abstract space concepts more accessible, while integrating science, maths, and wellbeing in a meaningful, cross-curricular experience.
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I would look at the lesson on the Moon and start off by asking the children have you ever looked up at the moon and wondered what it is? After noting the answers I would then show the children a video on the moon NASA’s moon video for kids. I would show them pictures of the moon and we would listen to a song on the moon “Zoom, Zoom we are going to the moon”
Questioning: Would you like to go to the moon? Why? Why not?
If you went to the moon who would you take with you?
Introduce basic facts about the moon using pictures or props to explain. I would get the children to rank the facts from 1-5 in order of what they found most interesting to least interesting and discuss with their partner.
We would look at moon craters next and discuss what they are. I would show pictures of them so the children can develop a feel for what they look like.
I would integrate the lesson with Art and the children could draw the moon as they imagine it or they could create a moon passport (pretend they are astronauts that are visiting the moon)
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I would begin the lesson on ‘the sun and shadows’ by using a globe and a lamp (the “Sun”) to show how the Earth spins and orbits. Question the children on what they think is happening and following discussion, explain that the Earth moves around the Sun. Show the children that when one side of the Earth faces the lamp, it is daytime and when it turns away, it becomes night. Let the children pretend to be the Earth by slowly spinning their bodies. When they face the lamp, it’s day. When they turn away, it’s night. Next, explain that shadows happen when light is blocked. Explain to the children that when the sun shines on you and something gets in the way, like your body, it makes a shadow. They can then watch a fun Sesame Street video ‘Grover’s Furry Little Shadow Song’ about shadows to reinforce the idea. The children can then go outside in pairs to explore shadows. Have them stand with their backs to the Sun and find each other’s shadow. Ask them to describe it, then move, bend down or stretch their arms and notice how the shape changes. Next, have them face the Sun and ask where the shadow is now. Explain that shadows move as the Sun moves across the sky. On concrete, let one child trace their partner’s shadow with chalk, then try to fit back into it. This activity can be repeated at different times throughout the day and allow the children to observe how shadows change throughout the day.
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Activity Set: The Sun and Shadows.
I would start the activity with circle time and discuss shadows and the sun with the children. We would record our finding on KWL chart. I would ask the children questions such
as where does light come from? Why is light important to us? – what are shadows and how are they formed?
The children will engage with an acitvity in pairs. I will provide each pair with white paper and a torch. Each pair will be encourage to explore shadows. The children will investigate what happens to shadows when light to close and far away? They will be encouraged to demonstrate large shadows and very small shows and observe where the light is in relation to the object. The children will present their findings to the class.
Another activity which I have done with my class previous is ‘shadow tag’. The children must catch each others shadow. The children really enjoy this activity and explore ways of making their shadows disappear depending where they’re standing in the yard.
The sun dial activity in the space week booklet is something I’d love to explore with the children this year. It would link well with measures in maths and indeed an art lesson. -
For this reflective assignment I choose the Activity set – The Moon. and the activity “what does the moon look like?”. I would ENGAGE the children by posing that question and asking them to observe the mon at home that evening. Ask the pupils I WONDER did everyone see the same shape? the same surface patterns. I would consult the website https://moonphases.co.uk/ over the next few days. During that time and during the class discussions I would identify their question “what does the surface of the moon look like and how does it change?” As this is a longer investigation over a month, I would get the class to write or draw their predictions. Over the month we will observe the moon and compare close-up images of the moon daily on the above website. As it becomes clear that we always se the same side of the moon, we just see different portions of it over the lunar cycle, I will introduce the vocabulary to describe the main features of the moon surface and use if from then on in the daily observations. to TAKE THE NEXT STEP, we will create a collage of the moon’s surface using paper mache to create relief using the template in the downloads
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Noelle,
if you start this activity when the Moon is at 3rd quarter you’ll be able to observe in the mornings when the children are at school. If you start at Full Moon (and the Moon was full on Friday/Saturday of last weekend), then the children would have to look very early in the morning before it sets or stay up to sunset. Easier to do in winter than summer!
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I would like to use the Esero activity 1 , Planet activity with my class next year. My aim would be that the class would become familiar with and recognise the names of the 8 planets and know that they move around the sun. This lesson would need to be carried out in the hall or outside. Before leaving the classroom we would go over the names of the planets, elicit ones the children know and fill in the gaps. Using hula hoops, placing a yellow one in the middle we would show that the planets orbit the sun by placing the hoops around the hall. For the planet game the children are rockets or astronauts and must travel from planet to planet as the teacher calls out the names. The other activity I would do with the class is using a hula hoop each investigate how the planets A: orbit the sun and B: spin on their own axis. Show the children how to spin the hoops on the spot and also push the hoop around the sun like a wheel.
On our return to the classroom I would further consolidate their knowledge of the planet names by playing the planet song from youtube. This can be played at various times throughout the week. -
I have chosen the Activity Set: The Planets. Based on First Class.
Hook: I would start by dimming the classroom lights and showing an image of a starry night sky, asking, “Have you ever wondered what’s out there beyond the Moon?”
Introduction: We would explore a bright picture of the solar system, learning that the Sun is at the centre with planets orbiting around it. I’d share one fun fact about each planet in simple, engaging language.
Main Lesson: In the playground, pupils would become a Human Solar System, each holding a ball to represent a planet’s size. They would orbit a classmate playing the Sun while we sing a planet song to remember their names. Afterwards, they could design and colour their own imaginary planets, deciding on unique features.
Reflection: We would share our planets and choose a favourite real one, discussing why. This encourages curiosity, creativity, and speaking skills while reinforcing key learning.
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I have chosen the activity set The Planets
To begin the lesson, I would show the children a visual of our solar system (poster/picture on IWB) without the names of the planets being shown. I would then ask them ‘can anyone name a planet in the solar system?’ I would briefly explain what the solar system is and that we live on planet Earth. I would play ‘The Planet Song’. The song mentioned in this module is new to me but this is a firm favourite that I have used for the last few years called The Planets of our Solar System https://www.youtube.com/watch?v=PCxjuDePdCI&list=RDPCxjuDePdCI&start_radio=1 I would play the song once, and then ask the children to name any planets that they can remember. I would play the song again, pausing after each planet, asking the children the name of the planet and identifying/discussing 1-2 fun facts. I would then try to incorporate a movement break/activity around the song eg. jump when you see Jupiter or assign a planet to a group of children and they order themselves when they hear their planet. A hands-on activity would vary depending on the age of the class – a colouring sheet, a cut and stick activity ordering the planets, design your own planet. Finish with a quick quiz eg. what planet is the biggest? what planet do we live on? etc. Sing along to the song once more.
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Hello. The activity I would use is the Planets ESERO 1 activity. I think this particular activity would be really suitable to my Junior Infants Classroom. Firstly, the song is engaging and colourful for the pupils. The kids would love watching and singing along. Moreover, the extension activities e.g. hula hoops planet game and planet dance both have a clear play based approach which is hugely pertinent with the roll out of the new curriculum. I would start the lesson with a discussion about place e.g. where are we, where is the school, what county, what country, what planet? This would lead nicely into a group brainstorm about everything we already know about the planets. I would encourage the children to come up with their own questions. This activity would link well with lots of different curricular areas including both maths – exploring place and location; and P.E. – incorporating movement and games.
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After engaging with this module I am looking forward to exploring the sun and shadows activity with senior infants this year. I would begin the lesson outside (if it is sunny) and point out shadows asking the children “What can you see/What is that, Why is it moving when I move?”. If the sun is not shining I would use images. I would follow on by asking “Have you ever seen your shadow, When do we see shadows, Where do shadows come from?” I will record their answers on a small whiteboard/ paper and then bring the lesson back into the classroom. I would follow the set up explored in the module using torches and small bears to explore the concept in the classroom. I would ask them “What happens if you move the light closer/farther?”, and I will encourage them to describe/draw the shapes/shadows they see. An extension to the activity would incorporate drama through shadow puppet play or creating hand shadow puppets.
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I always do a space project with 2nd class.
This year I introduced my 2nd class pupils to Gustav Holst’s The Planets, and it turned into a magical journey through space and sound. We started by talking about the planets in our solar system—what they look like, how far away they are—and then I told them that Holst wrote music to imagine what each planet might feel like. When the Mars song began, I asked them to close their eyes and “travel” in their minds. Some imagined marching robot armies, others heard stomping dinosaurs on another planet! With Venus, the room became calm; one child pictured floating on a cloud, another thought of a space garden with sparkling flowers. After listening, they each drew a scene inspired by the music, using bold colours for Mars and soft shades for Venus. With the help of my SNA we photographed their artwork and created a digital slideshow, adding the music so families could enjoy their children’s cosmic adventures at home. The activity sparked not only their listening skills but also their creativity, storytelling, and sense of wonder. It reminded me how music can transport us far beyond the classroom walls.-
Laura,
how gorgeous. We had a bit of Holst’s Jupiter in church on Sunday – there are several hymns set to it. But, since it was used for the Rugby World Cup, that’s probably what most people would think of.
https://youtu.be/fQS3kzgLYkg?si=R_Ucfds-QUgUvG8p
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Hi Laura, I love how you combined music, art, and science in your project — it’s such a creative way to bring space to life for children. Using Holst’s The Planets is a brilliant idea because it invites them to use their imaginations and connect emotionally with each planet. I think the way you encouraged them to “travel” in their minds during each piece was really powerful, and I can see how that would inspire such vivid and varied responses. The digital slideshow with their artwork and the music must have been a wonderful keepsake for families, and it’s a lovely example of integrating the arts into STEM learning. Your activity really shows how space can be explored through multiple senses while developing creativity, listening skills, and storytelling.
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Activity 3 – Climate Reporters
I found this activity to be both engaging and informative. To kick things off, I’d start with a class brainstorming session on greenhouse gases to gauge students’ existing knowledge and spark their curiosity. After that, I’d introduce key terms that will come up during the lesson to ensure everyone has a strong foundation. The Paxi video is an excellent resource for explaining the greenhouse effect in an easy-to-understand way, so I’d use that to help clarify the concept. I also really appreciate the David Attenborough video in the module—it’s impactful and would be especially relevant for older students. Since the videos contain a lot of information, I’d probably divide the content across two lessons. For the follow-up, students could investigate recent extreme weather events that are linked to climate change. Afterward, I’d introduce the temperature prediction tool, which I think would be really engaging for the class. To wrap things up, we’d have a discussion on positive actions we can take to protect the planet’s future.
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Ciara – can you check if you have posted this from a different course? possibly from https://teachnet.ie/courses/discover-climate-space-with-esero-2/
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This sounds like a great idea, and I’d love to try something similar with my class. I like how you’ve combined videos, discussion, and research to keep it engaging while still getting across the key concepts. Splitting it into two lessons is such a good way to make sure the children have time to really take it all in.
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I would use The Spherical Earth activity to help children visualise our planet’s shape and challenge the idea of “up” and “down.” I would begin with a role-play using a penguin, a polar bear, and a globe. Each animal would ask the other why they don’t fall off the Earth, sparking discussion. Next, children would create an Earth mosaic by colouring templates with landscapes above the dashed line and seabeds or rocks below. Once cut out, the pieces would be arranged in a large circle on the floor. This visual and collaborative element makes it clear that “up” and “down” depend on perspective. I like this activity because it uses art, geography, and science together, while encouraging teamwork and questioning. By linking to astronauts’ view of Earth from space, children can see our planet as a shared home, no matter where people live.
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Hi Clodagh,
as described in the module, children have “science capital” from their early encounters with science, and most will be aware of images of the Earth in space from story books and tv shows.
However, there are variations in science capital and it is a difficult metric to measure, as described in this article from the UK: https://learning.sciencemuseumgroup.org.uk/blog/including-young-children-with-low-medium-science-capital-in-learning-research/
and this further article that defines science capital: https://learning.sciencemuseumgroup.org.uk/blog/what-is-science-capital/
with a useful summary in this short animated video:
https://youtu.be/Sp8N_B0Bn50?si=VrCawFIego-nw0SD
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Activity Set: The Moon
I would begin by asking the children if they’ve ever seen the Moon and to describe what they noticed. To make the concept more visual, I would show real images of the Moon in different phases using the interactive whiteboard, encouraging the pupils to look for patterns in shape and brightness.
We would then move into a creative art activity where the children use white paint and round sponges to stamp Moon shapes onto black card. They could add detail using cotton buds to represent craters and texture. While doing this, we would talk about how the Moon doesn’t shine on its own but reflects sunlight, and how it looks different throughout the month.
To finish, we’d read a story such as ‘The Way Back Home’ by Oliver Jeffers, linking the Moon to imagination and storytelling. I think this activity supports visual learning and cross-curricular links with literacy and art. It’s also a great way to spark curiosity and build foundational science knowledge in a fun, age-appropriate way. I’d love to extend this activity into a class Moon journal where children could draw what they see in the night sky over a week.
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This is a fantastic, well-rounded approach to introducing the Moon to young learners! Starting with personal experiences invites curiosity and helps children make connections to their own lives. Using real images to observe patterns supports early scientific thinking, while the creative art activity makes the learning hands-on and memorable—perfect for visual and tactile learners. The use of different materials like sponges and cotton buds is both engaging and age-appropriate, helping children understand abstract ideas like craters and reflection in a very concrete way.
Incorporating a story like The Way Back Home adds a lovely imaginative layer and strengthens literacy links, making the lesson feel magical and meaningful. The idea of a Moon journal is a brilliant extension—encouraging observation, reflection, and continuity in learning. Overall, this activity beautifully blends science, art, and literacy while fostering curiosity and creativity. It’s an inspiring and thoughtful way to help children begin exploring space and the natural world!
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In my classroom I would use the “Sun and Shadows” activity can be introduced through an engaging, hands-on exploration. Begin by discussing the Sun as a source of light and warmth. Use simple visuals or a story about the Sun rising and setting to spark curiosity. Then, take students outside with objects (like toys or sticks) and observe how shadows form when the Sun shines on them. Ask: What do you notice? What changes when we move the object? This encourages inquiry.
Explain that shadows are made when something blocks the Sun’s light. Back in the classroom, let students create shadow shapes using flashlights and objects. This reinforces the idea that light travels in a straight line and objects block light to form shadows.End with drawing or writing about what they learned. This activity combines science, observation, and creativity, laying a strong foundation for understanding light and the Sun in a fun, interactive way.
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I would choose The planets activity set because it combines creativity, collaboration, and research skills. To begin, we would use a KWL chart to explore prior knowledge, then watch a lively “Planets” song to capture the children’s attention. We would pause after each planet in the song to discuss its features and link them to our lesson.
Students would then work in small groups, each taking one planet. Using different sizes of styrofoam balls, they would paint their planet and mount them in order on skewers in floral foam to create a 3D solar system model. Each group would research fascinating facts about their planet using iPads and create fact cards to display. The children would present their planet with the facts they researched to the class as we go through the display.
As an extension, students could represent their planet through art, drama, dance, or by rewriting a verse of the song. This interactive, multi-sensory activity set ensures engagement and lasting understanding of our solar system.
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Day and Night lesson
I would use the Eric Carle book Day and Night introduce the topic. It also ties in nicely with the topic of animals. The pages are illustrated beautifully. He is an author that children are familiar with too.
The approach in the video is excellent. The use of a light and an inflated globe is a visual way of representing the role of the sun during the day and the role of the moon at night. The teddy bears are great for positioning and demonstrating that we all don’t experience day and night at the same time. This can generate the discussion about what is their favourite time of day and why perhaps. This links in nicely with the topic of time in maths. I would integrate this topic into art also and create some paintings of day and night.
As much as we love the sun and the brightness it brings, the topic of UV light is very important. The Sun’s Energy lesson is very engaging and the use of props is brilliant. The children are so heavily involved and quick to answer. I would encourage them to make their own checklist of what is needed when exposed to the sun.
https://kidsalive.com.au/videos/music-videos/sunscreen-march/
This is a nice cheerful song to reiterate the importance of protecting ourselves when in the sun.
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Activity Set: The Planets
I would introduce the planets by using the planets song. Every junior infant class I have had has particularly enjoyed The Planet Song by Hopscotch Songs. Within a short amount of time they are idly singing the song word for word and retaining information about the planets without even noticing. In fact they get so sad Pluto isn’t a part of the solar system they want to learn all about dwarf planets too. In order for them to have a deeper understanding of each planet we could discuss research a different planet each day. To consolidate their learning, individually, in pairs or as a class group we would design blank circular stickers into planets and in order to teach them the planets are not randomly scattered around the sun and they follow a specific orbital path, we would place them in the right order on a picture beside the sun making sure they are in the correct order using the song as reference. Displaying their work at the end will give them a real sense of achievement.
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Grainne,
The Planet Song by Hopscotch Songs is at https://youtu.be/PCxjuDePdCI?si=0_0o0F_1M38raPpR
Good to have the lyrics:
Lyrics:
We all come from a place
The entire human race
Depends upon our planet
Racing through outer space
And there are eight planets
That orbit around the sun
Come on, we’ll introduce you
And name them one by one: ….and Venus is just great – so dramatic!
I am Venus, my atmosphere’s super hot
I spin backwards in a way the earth does not
I’m closest to the earth in distance and size
I have no moons, I hope you can sympathizeA next step could be to work on the spacing of the planets – they can be in order, but an image like this doesn’t capture the distance between them.
source: https://www.esa.int/Education/Teach_with_Rosetta/Our_solar_system_images
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This module has been so informative and all the forum posts have been great to read through for ideas of how to implement the topics in meaningful, fun ways.
I have been reading the Universe in a Box activity book and really like how it is designed to explain the difficult and sometimes abstract concepts of astronomy to young children, as they tend to be naturally fascinated by all things space!
The Spherical Earth activity would definitely help children visualise Earth’s shape and challenge the idea of “up” and “down.” I would begin with role-playing using a penguin, a polar bear, and a globe. The polar bear would ask the penguin questions, like how it feels to have his head down all the time. This would spark discussion in the classroom. The globe would be turned and now the penguin would be seen on “top”. After this activity, children could then create an Earth mosaic by colouring the templates with landscapes, buildings, gardens, houses, etc above the dashed line and sea beds/rocks below. I love the idea that depending on what angle you are looking at the mosaic, up and down changes for the children, who will put about 16 of the pictures together at the end of the lesson and observe.
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I have taught in a junior school for a long time, and after teaching Space, Planets and The Moon, I have set up ‘Aistear’ based on it. The children love the role-play area and love dressing up as astronauts and pretending to be on the Apollo 11 mission. They make space ships from jaego blocks, and other construction materials and they have a lot of fun. I always do an art table, where they may be creating rockets etc out of junk art, or they can create a space picture out of whatever medium they choose. I find Aistear is a great way to bring a theme to life!
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Activity set: The Planets
I would introduce this activity set using a KWL chart to find out what we know about the different planets
This would lead on nicely to the planet song where we can explore the different planets in greater detail.
I find music a great way tool to incorporate across the curriculum to help children learn different facts and concepts.I would then split the class into smaller groups and give them a large sheet of paper. They will draw the sun and the planets of the solar system, label the planets. They will present to the class and try give one fact.
I would include the planet game as part of PE as a variation of the game ‘sea, ship, shore’. When I call out a particular planet they have to run to a particular hoop or area of the yard/hall -
For this activity, I would follow the Curious Minds ESERO Inquiry Framework to help children explore the Moon’s appearance.
We would start by looking at a picture of the Moon and asking, “What shapes and patterns can you see?” Children would share ideas and draw what they think the Moon looks like.
Over the next week, we would observe the Moon each evening (with help from their parents, families etc.) and write what we see through drawings or photos. We would also discuss the best times to see the Moon and how it can sometimes be seen during the day. In class, we would compare our records, observing changes in shape and discussing possible reasons. This encourages observing, recording, and questioning.
We would then talk about why the Moon looks different over time and link it to its phases. To extend the activity, children could make Moon phase wheels using card and split pins, allowing them to rotate and see the changes in sequence. -
I like the idea of exploring shadows with the children. The use of torches and shadow puppet prompts sounds great. I would get the children to investigate the difference in the size of the shadow depending on the distance from the torch.
I would take the children outside at different times during the day. We would draw chalk outlines around our shadows in the morning, again at midday, and finally before the children go home. This would demonstrate how the sun is constantly moving. We would discuss directions and where the sun rises and sets.
These activities encourage scientific thinking by observing, asking questions, and making predictions in a fun and engaging way. They also allow for integration with art, oral language for language development, discussion of the sun as a star, and geography through learning about directions. It is also a lot of fun for the children. -
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I would do the what does the moon look like activity again by pairing the older children with the younger children. I would time this in the build up to the full moon so that the moon should be gradually growing, I would also set it during late winter or early spring when the moon is visible earlier in the evening as I would not be popular with the infants teacher or parents if I was giving them an excuse to stay up late. I would again have my class link in with their partners and have them discuss the science around what they are observing. This could be done quickly each morning during our tlc time as the children arrive in school so it would also encourage good punctuality. Each child would keep a Moon journal, sketching what they observe and adding descriptive words from a shared “Moon vocabulary” list we create together.
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Keith – agreed with you on having to start this at an appropriate time of year. The first quarter Moon is visible before sunset – but if sunset is late …
Did you see it last night? – just gorgeous.
We publish an annual Moon calendar – look for it on SpaceWeek.ie, or you can use “timeanddate.com” to see the Moonrise time for your location.
https://www.timeanddate.com/moon/@7778678
Bear in mind that the Full Moon is opposite the Sun in the sky (and in space)- so in winter, when the Sun is low, the Full Moon is high – which makes it even easier to see.
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https://coggle.it/diagram/aJ5Rb7DzXxWcbmtI/t/-
I would use The Planets activity with The Planet Song for a multi-sensory learning experience in my senior infant class. We would begin by listening to and singing along with The Planet Song, encouraging movement by having children stand in a circle and “orbit” an object representing the Sun. This active element helps them remember the planet order.
Then we would explore The Planets ESERO activity, where pupils work in small groups to create planet fact cards using images. We would then lay the cards out in the correct order.
To reinforce understanding, children would match key characteristics to each planet for example “red planet, has rings”. We would end with a planet quiz using visual prompts from the song video.
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Hi Niamh, I like your idea. Your activity is about using The Planet Song and The Planets activity with the children. I like how you use music and movement to help them remember the order of the planets. I also like the way you finish with a quiz because it makes the learning fun.
Thank you, Michelle.
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I would like to undertake the sun and shadows activities with my class as I feel they would be a natural progression from the activity I choose for module one; day and night.
I really liked the use of a puppet theatre as this is a fun and engaging way to continue/introduce the topic to the class. During the puppet theatre I would ask the question; ‘Why do our shadows change during the day?’
After a class discussion, referring to our KWL chart when necessary, we would undertake the activity of making sundials and examining/exploring shadows. These would be great especially for Science Week in school where they could explain their findings to their parents who would come to visit on one of the days. Some of the children in my class in September are extremely interested in dinosaurs so I would encourage them to line up their dinos in the sunshine and trace their shadows at different times of the school day and explain their findings in relation to their favourite toys and the sun.
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The activity I would use with my infants class would be based on learning about the moon. I would first ask the children to observe the moon over a number of weeks, and tell me what patterns they have identified. I would ask them to draw the moon, using a simplified worksheet of the one provided in the resources to help them. I would also ask the children to think of stories they know about the moon, especially from different cultures – and to share any facts they may or may not have heard about it. I would show the children photos of Nasa landing on the moon and ask them to imagine they are astronauts – what would they think the moon would look, sound and feel like? I would bring the children on a “Tour of the Moon” following this using Nasa’s website https://svs.gsfc.nasa.gov/3874/. Following this, I would carry out the additional activity of “Meet our neighbours: Moon” with the children. Before beginning, we would act out being the astronauts on the moon, driving in space buggies up mountains, into craters and around the maria. We would then make a large model of the moon as a whole class activity, and I would give the children toy cars to drive over it pretending to be astronauts.
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Activity set- The planets.
I have used The Planet Song with my 2nd class before, and it was a huge hit. We started by simply listening to the song and talking about how catchy it was. I then played it again and encouraged the children to join in with the chorus. Once they were familiar with it, we added actions for each planet – for example, pretending to feel really hot for Mercury, spinning for Earth, or shivering for Neptune. This made the learning more active and memorable.
After a few rounds, we moved on to a hands-on activity where the children worked in small groups to put planet cards in the correct order from the Sun. The song acted as a memory tool, and it was amazing to see them singing quietly to themselves as they worked it out.
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Actvity The Moon
I’d start by asking the kids if they’ve ever looked at the Moon and what they noticed about it. Then, I’d show them the cool pictures from the ESERO resource and ask if they see anything different about the Moon in each one. To make it fun and clear, I’d use a ball and flashlight in a dark room to show how the Moon’s shape changes because of light bouncing off it.After that, the kids would get creative making their own Moon phases using black paper and white circles—cutting and sticking them to show full moons, crescents, and halves. We’d chat about why the Moon looks different but doesn’t actually change shape.
To finish, I’d get them to share their artwork and maybe start a little Moon diary to draw what they see in the sky at home. It’s a simple way to make space super fun and real!
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Eileen,
great to see you using the shapes of the Moon as a way to connect to light and shadow. The maths shape activities add to this – a possible “next step” is for the children to observe and notice that the Moon can be lit up from the “left side” or the “right side” and they might wonder where the Sun is in respect to the Moon when that happens. This is easiest to notice when there is a crescent Moon at sunset, since the glow of the Sun is very clear.
I wrote about this for the Irish Times some years ago: https://www.independent.ie/irish-news/education/which-of-these-two-christmas-cards-gets-the-moon-wrong/30815281.html
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I would begin my lesson with The Shadow Song (https://www.youtube.com/watch?v=8QYz2jJjz38) as it is fun, engaging and informative. I would then use The Sun and Shadows activity set to help children explore how sunlight affects shadows in a fun, hands-on way. I would begin by introducing the concept of the sun as a light source and asking children to observe their own shadows in the yard at different times of day. Using chalk, we would outline and label their shadows in the morning and again in the afternoon, allowing them to compare how the length and direction change as the sun moves.
Next, we would discuss what they noticed, I would encourage them to describe their findings using simple language. To build on this, I would use torches and small toy figures to model how shadows are formed and how their size and direction can change depending on the light’s position. We would also read a story such as “What Makes a Shadow” (https://www.youtube.com/watch?v=mdW7xyH7mXs) to integrate literacy.
This activity is a SESE activity, whilst also fostering observation skills and vocabulary development. It encourages curiosity, active learning, and the beginning of scientific thinking, all within a playful, age-appropriate context.
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I would like to try the Activity Set: The Sun and Shadows, with a class as I really liked how it was done in the videos and love some of the activities that can be done with it. The idea of making our own sundial is something I would be very interested in doing, I think it is something that the children would really enjoy and ties in maths and history.
The use of a puppet theatre is also really good way to get the children engaged in the topic of shadows. When I was on holidays recently, I recorded part of a show where a man made some amazing shadow puppets using just his hands, I would show this to the children and ask them to try and recreate some of the puppets.
I also really like the idea of bringing the children out to the yard and having them freeze and observe their shadows. I would have them work in pairs and trace each other’s shadows mark where they were standing, we would then return to the yard at different times during the day to see how their shadows have changed.-
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Aaron,
it is remarkable how quickly the shadows do change. We did this activity with teachers when we offered this as a face to face course. We were all surprised that in the time it took one person to draw another’s shadow, their own shadow can changed.
A teachers shared that they asked their class to “fit into someone else’s shadow”, and found this to be both fun and full of learning as the children really had to think how their own shadow was being formed.
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I would use the Spherical Earth activity to help children challenge the common misconception that “up” and “down” are fixed directions. To begin, I would use role play with a globe, a penguin, and a polar bear, asking why they do not fall off the Earth. This playful scenario immediately sparks curiosity and leads into deeper questioning about the Earth’s shape. Next, students would create their own Earth mosaic templates, drawing landscapes above and below the line before piecing them together into a large circular mosaic. This powerful visualization shows that orientation changes depending on perspective, and that “up and down” are relative, not absolute.
I would encourage children to take digital photos of the mosaic from different angles to reinforce the concept and allow for class discussion. This activity blends creativity, collaboration, and science, making abstract ideas about Earth’s spherical shape meaningful and memorable for young learners.
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Module 2
Activity Set: The Planets
I found this section of module 2 very interesting and I can certainly see myself using this in the class.I would firstly have a chat with the class about space and the planets in an informal way to establish what words they know and understand.
Following this I would let the children watch the Family of the Sun video. It is a set to familiar tunes and the children will easily remember it. After the second watch we would have a discussion on what new information they got from this. I would now be useful to have pictures of the planets to use a visual aid. I also love the idea of following on and using the hula hoops to create the solar system as the children are active and engaged during this.
To close the lesson I would integrate an art lesson and create a classroom display where the children design the planets
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Activity Set: The Moon and a closer look at it’s surface.
Using the Curious minds ESERO inquiry framework I’d do the following lesson sometime during November-March.
Engage:
Collect prior knowledge from the children. When do you see it? Where is the moon? Can you go there? Have humans been on the moon? Is it always the same shape? What colour is it? Does it have plants, animals etc on it?
Investigate:
View and discuss pics of esero moon collection. We’d discuss how the moon orbits a rotating earth. Some children could demonstrate this rotation to the class by using inflatable solar system balls or Basketball (Earth)and tenis ball (moon). https://www.duffystoyworld.ie/product-page/learning-resources-inflatable-solar-system-set
What does the surface of the moon look like?
Ask the class do email photographs of the moon from their home during the week to share with the class.
Can we get a closer look at the moons surface- enquire if anyone has used a telescope? Discuss texture, bumps, mountains, seas
Take the next step:
Activity with art
Using salt and paint to create textured moon art.
Watch a moon landing.
Make a class footprint replica of a footprint on the moon.
Fun facts
Planets with Moons: Mercury and Venus have no moons. Earth has one (our Moon). Mars has two. Jupiter has 79, Saturn has 146, Uranus has 27, and Neptune has 14.
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Niamh,
thanks for sharing the Saturn Moon fact- I had somehow missed the number increasing so dramatically. This was announced in March of this year:
https://science.nasa.gov/saturn/moons/
When I was in college Saturn had 15 moons, only 11 of which were known prior to the Pioneer 11 spacecraft visit in 1979.
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Activity Set: The Sun and Shadows
I like the idea of using a book such as the ‘Moonbear’s Shadow mentioned in the video as a prompt to introduce the topic of sun and shadows and using the themes from the book to make the learning more meaningful for the children.
When I taught shadows before we discussed what we thought shadows were, where we see them and what we think caused them. We then took the children outside and they wrote their names on the ground in chalk, stood on their name and their partner traced their shadow (in the morning). We predicted what our shadows might look like after lunch.
We then went back outside, stood in the same places and traced their new shadows and discussed the results.
I like the idea of using the flashlights to explore how the angle and closeness of the light can affect the size and shape of the shadows and I will definitely be trying this with my class this year. -
Activity set: The Moon
I would make use of the activity set focused on what the moon looks like. I would start off by asking the children to describe what the moon looks like. I would them read them a story about the moon such as ‘ The Man on the Moon’. I like the idea of the children creating a mind map, centered around their ideas of what the moon looks like. We will then explore the moon’s surface and take a look at craters on the moon. I loved the experiment where the children dropped various circular objects into the flour and observed the shape that these objects made in the flour’s surface to try and understand what craters look like. The children will then engage in the meet our neighbours- the moon art activity as I think this is a great way for them to understand the moon’s surface and appearance through a creative approach.
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Hi, with senior infants in mind, I envisage this session to take place over a couple of weeks. I want to help the children begin to understand that the world is round like a ball. To begin, I would use a simple story such as Me on the Map by Joan Sweeney. This book shows a child finding their place in the world step by step, starting with a room, then a house, then a street, and finally the Earth. I would read it slowly, showing the pictures, and ask the children what shape the Earth is in the story.
Next, I would bring out a globe so the children can hold it and see the land and sea. I would ask questions like can you find the blue parts or where do you think we live. Over the weeks, we could return to the story and the globe to build understanding and confidence.
Finally, I would let the children draw the Earth as a circle and colour it. This helps them remember that the Earth is round and links back to the story.
Thanks, Michelle.
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In this fun and simple activity, junior students will explore how the Sun creates shadows and how sundials can help tell the time. Begin with a short discussion about the Sun: “What does the Sun do?” and “What happens to our shadow during the day?” Then, take the class outside with a pre-made or simple paper plate sundial.
Each student or group places their sundial in a sunny spot. Mark the shadow’s position with a pencil or marker at the start of the lesson. Return every hour to mark where the shadow has moved. Ask: “Why is the shadow in a different place now?” and “What does this tell us about the Sun?”
Back in class, have students draw or describe how the shadow changed. Discuss how people used sundials to tell time before clocks. This hands-on activity encourages observation, prediction, and curiosity about how the Sun affects our world.
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Elaine,
the paper plate sundial looks to be a nice personal size version of recording the shadows from a fixed stick in the ground. I found this guide to it:
https://www.ontariosciencecentre.ca/science-at-home/diy-science-fun/make-a-sundial
The way you have described the activity allows the children plenty of opportunity to wonder and explore. Would you then allow them the time to investigate a question of their own choosing? They might wonder if the sundial would work the same in winter when the sun rises so much later (or, they might not realise that yet, so might make a prediction about using the sundial in winter, then try it out).
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To introduce the planets, I’d start by showing a big picture or poster of the solar system and asking the children to imagine the planets as characters in a story. We’d talk briefly about how each one is a little different (e.g. Mercury is tiny and closest to the Sun, Jupiter is huge, Saturn has rings).
Next, we’d turn the classroom into a “Planet Parade.” Each child would be given a simple role card with a planet name, a picture, and one fun fact (e.g. Mars is red, Saturn has rings, Neptune is very windy). They could wear a badge with their planet’s name.
We’d line up in the correct order from the Sun and “orbit” slowly around the room while I narrated the story of the planets. The children could say their fact aloud when it’s their turn.
To finish, we’d do a craft where each child could draw or collage their planet using colours, coloured paper, or glitter. These could be put together on a big display to make a class solar system.
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What a fantastic and imaginative way to introduce the planets! I love how you’re combining drama, movement, and storytelling to help the children internalise key facts about each planet. The “Planet Parade” is such a clever idea—it’s interactive, memorable, and really helps reinforce the order of the planets in a fun, age-appropriate way. The craft element to finish brings in creativity and gives the children a sense of ownership over their learning. I’m sure the classroom solar system display will be a real talking point and a lovely way to consolidate learning!
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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?
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
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, the Moon and have the children running, hopping, jumping etc between them all. Activities that I would do with the class as we explore this theme are:
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.
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Dawn,
thanks for sharing thoughtful and appropriate suggestions for prompt videos for your activity sequence on the Planets and the Moon.
Images of the surface of each planet are a bit tricky to get, there hasn’t been a lander on Mercury, but there are plenty of pictures from orbit due to the Messenger mission and the BepiColumbo mission.
Venus was only landed on by a few landers in the 1970s, it is very inhospitable, but images do exist. You can read about the difficulty of getting images of the surface here: https://www.planetary.org/articles/how-do-we-see-the-surface-of-venus-from-space
Mars is easy, there are lots of rovers and landers.
The outer planets don’t have solid surfaces!
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I would choose The Spherical Earth activity as it directly addresses a common misconception that many younger pupils have—that the Earth is flat. This activity provides an excellent opportunity to help children build an accurate mental model of the planet we live on, using inquiry-based methods that are both visual and hands-on.
To begin, I would ask the children to draw what they think the Earth looks like. This would open up discussion and highlight prior understanding. We would then examine real images of Earth taken from space, encouraging observations and questions. To explore the idea further, I would use a globe, torches, and small figurines to demonstrate how people can live “all around” the Earth’s surface, regardless of where they are positioned.
This would lead into a simple shadow activity showing how sunlight hits different parts of the globe, linking nicely to future lessons on day and night. By making the abstract idea of a spherical Earth more concrete, pupils not only deepen their understanding but also strengthen key scientific skills like predicting, observing, and explaining.
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I would introduce the Sun and Shadow activity set to Junior Infants in an exciting way by starting with a fun shadow puppet show! I’d dim the lights, use a flashlight, and show the children how different objects can make shadows. This would spark their curiosity and get them thinking about how shadows are made.
After the show, we’d discuss what shadows are and when they notice them, asking questions like, “Why do shadows change?” to get them thinking and engaged.
The children would then go outside at different times during the day (morning, midday, and afternoon) to trace their own shadows with chalk. They’d notice how their shadows grow longer or shorter and change direction. To explain these changes, I’d use a lamp and toys indoors to show how the sun’s position causes shadows to move.
For a creative twist, the children would draw their shadows or make up a story called “The Adventures of My Shadow.”This would help bring their new ideas to life!
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I chose Activity Set ‘The Moon’, because the Moon is full of mystery, wonder and features in a lot of great story books, that I have in the classroom.
In the Junior room I’d start by reading the lovely Irish picture book An Grian agus Gealach, it’s filled with bright meaningful pictures to spark their imaginations. Then, we’d look a short videos to discover that the Moon peeks out both in the daytime and at night, even if we can’t always see it.
Our main adventure would be creating a special “Moon Chart”, using the same/familiar format as a weather chart. Children tick the box each evening and parents can email in photos or write a comment about the position/visibility of the moon. . Back in class, we’d share our charts and talk about how the Moon changes shape—sometimes a skinny crescent, sometimes a big glowing circle.
lots of opportunities to develop the lesson over the week and integration is essential with new curriculum
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Hi Eithne, I love how you have added in some integration with Gaeilge. I do think we tend to become preoccupied with the themes in some of the Gaeilge programmes. I feel, even though they teach basic concepts that the children need to learn, that the usual themes of bia, éadaí etc do lead to a lack of interest at times. I would love to teach a Gaeilge theme around space if it was something that they were showing a keen interest in. This is something that I need to become more confident in doing; moulding the curriculum and the content around the interests of my class.
I think it is a brilliant idea to get parents involved in the process and to share pictures. It creates a lovely home school link and I think it would lead to more buy in from lots of the kids; they love when their mammies and daddies are involved. The learning does stick better when they have a more meaningful connection with the content and resources; rather than random ones on twinkl. I regularly share what we are learning in English, Maths and Gaeilge with parents. However, upon reflection, I do realise that I only really share about Science during science week or if we do a really cool experiment. This has made me more mindful to share more about what the kids are doing in Science and about the skills we are developing so that they can be a developed further at home. I feel like this will also allow more parents to have an ‘in’ to help with their kids’ schoolwork also; for example if the parents have EAL and find it tricky to help their kids with their English homework. I think it might create a stronger positive relationship between the school and parents.
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I chose to reflect on ESERO Lesson 22,’ What does the Moon look like?’
I can see how effectively it promotes observation, questioning and scientific thinking in young learners. Starting with images and videos of the moon provides a stimulating hook and a common focus for discussion. I would present the pupils with open-ended prompts such as “What patterns can you see?” or “Why might the moon appear different at times?” to draw them into the learning and support the development of inquiry skills.
Practical tasks, like sketching or creating crater models would make the experience very hands-on and memorable.
I would enhance the lesson further by integrating digital tools such as interactive moon maps, to build stronger links with link with our school’s Digital Learning Plan.
Overall, the lesson combines observation, creativity, and early scientific reasoning in a way that nurtures curiosity and builds children’s confidence in exploring our closest neighbour in space. -
I would use the activities from the sun pack as they seem very appealing for Junior Infants.
I would use a picturebook to stimulate their interest. I loved how the teacher gave them the mini flashlights and just let them explore the effects in the darkened room. As I reflected in the last module, I need to allow more natural inquiry to happen in my infant classroom. I think just letting them have that chance to explore how the sun lights up things would make for such rich conversation. For activities like this, I suppose I just need to be mindful that each child feels comfortable in the slightly darkened room and that I explained what was going to happen right before.
I alos loved the activity where the children explored shadows with the felt sun attached to the flashlight and then shining it on their bear in the little felt landscapes they had made. I suppose, my thought here would be about the making of these little landscapes. Once they were made, they would last for years. Another idea might be to print different landscapes. I think it would work somewhat well in 2D aswell if the plastic bears were used. It was great to hear the language coming out in that lesson; ‘I know how to make the shadow longer’ and to see peer-to-peer learning with other kids trying to mimic their partners’ techniques. Again, I am guilty of showing the kids exactly how to do something before they set off on their task. I feel that some kids can tend to want to do something straight away and struggle to deal with the inquiry process. The phrase ‘I can’t do it’ and a fixed mindset and very prominent in young children now. I think using the inquiry process from the start of infants will help to increase their resilience and willingness to grapple with a task for longer. The new curriculum is very skills oriented so I feel activities like these align with that.
Lastly, I would definitely use the activity where they went outside and drew eachother’s shadows, then went outside later and saw that they had moved. Now, the logistics of this might be slightly more difficult in Junior Infants; who drew who, where etc. However, I really think it gives them a great visual demonstration of a concept that is difficult for them to grasp otherwise.
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I have chosen the activity set ‘The Planets’.
I would use the Planets song as a stimulus to introduce the lesson. The children could then share their favourite planet facts.
This is another Planets song that I have used with infants classes which they absolutely loved-
After this I would teach the children the planet game from ESERO with hula hoops as the planets and the sun. This could be integrated into a PE lesson.
I would present the children with a large blank outline of the planets and the sun. In groups they could discuss that they know about each planet and we could add the fact to the template.
To integrate with visual arts we could use marbling to create an outer space picture and then create some 3D planets using Styrofoam balls.
I would then read the story ‘Out of this World’ by Kat Uno.
This could all be linked into play where children spend time in the roleplay area ‘The Space Station’. They would be in role as explorers and astronauts who are exploring space.
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I would begin a lesson by having a discussion with the children about places and planets – relating to the children’s prior knowledge.
I would read a picture book about space, look at the images and discuss the story followed by listening to the Planet Song. I think this a great song that would catch the children’s attention. We would make actions to the song and revisit the song throughout each lesson.
I really like the planet game that uses the hula hoops – a great way of incorporating active learning into the classroom while the children become familiar with the vocabulary of the planets.
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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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Lesson: Help students understand that shadows are formed when an object blocks light
Introduction:
Begin by asking students what they think a shadow is and where they have seen shadows before. Explore what they know about shadows and how they may be formed. I would use the activity set- The Sun and The Shadows incorporating the book Rosa’s Big Shadow Puppet Experiment by Jessica Spanyol. Introduce the concept that shadows are formed when light is blocked. Discuss how the sun is a source of light and how it moves across the sky during the day. Using a small torch, I would ask children to experiment with hand and body shadow formations.
Exploration
Take students outside or into a dimly lit area with the flashlights. Have students work in pairs or small groups to explore how shadows are formed using different objects and the flashlightsPlay shadow tag and look at the shape of shadows. Consider the questions: Does my shadow always look like that? What was it like first thing in the morning? Is it better to play shadow tag at lunchtime or after school? Track a shadow by observing and measuring it over time.
Make a bar chart of paper strips of shadow length plotted against time intervals.Discussions:
Gather students for a class discussion about their observations and drawings. Review the key concepts: light source, object, and how shadows change. Ask students to explain in their own words how shadows are formed and how they change. Using a model of the Earth and sun, demonstrate how the Earth’s rotation affects the sun’s apparent position and, consequently, shadows. I would use the two teddies example that was given in this module. As I think it is very hands on and relatable.
Extension Activities:
Shadow Puppets: Use the shadows to create shadow puppets and tell stories.
Shadow Art: Create art projects using shadows and light.
Shadow Exploration at Night: Encourage students to observe shadows outside at night with their families.
Vocabulary
Shadow, sun, earth, spin, day, night, light, dark-
I really like your shadow lesson – it sounds like so much fun and I think the kids would really enjoy it. Starting off by asking them what they already know is a great idea, and using Rosa’s Big Shadow Puppet Experiment makes it feel really relatable. The torch and outdoor activities are brilliant because children get to actually see how shadows are made rather than just being told. I especially love the idea of shadow tag and tracking shadows during the day – that’s such a clever way to show how they change.
The teddy bear model is a lovely touch too, really hands-on and easy for them to understand. I also think your extension activities like shadow puppets and art will spark loads of creativity. Maybe as a quick warm-up you could play a “shadow freeze” game where kids make funny shapes and then check what their shadows look like. Overall, your ideas are super engaging!
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I would explore ‘The Planets’ with Junior Infants. When beginning a new topic, I love to have a number of picture books on display for the children to begin to visually see the topic we are exploring. There are so many planets and space picture books to hook them. We would have a discussion about the names of planets that we know and if we then know anything about them.
I would then use this song on Yutube- https://www.youtube.com/watch?v=noiwY7kQ5NQ&list=RDnoiwY7kQ5NQ&start_radio=1
I have used it before and the children really begin to remember the names and order of the planets!I lead a very active classroom and I would then play the Planets game with the hoops as suggested in this module- this allows the children to begin to become more familiar witht eh names of the planets.
I would allow the children to use chalk to represent planets outside on the yard as an extension activity. I also love the idea of allowing them to build a planet with playdoh/márla- allowing time for discussion of different attributes of the planets.
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Aishling,
with the planet video, if you look at the image of the solar system at https://youtu.be/noiwY7kQ5NQ?feature=shared&t=51
there could be an interesting maths discussion about – “is that really how the planets are arranged” – and with the Solar System resource you could look at creating a scale model with children as the planets. This is super in a large area, with the children tasked to move at different speeds. You might ask for “big steps” small steps, baby steps, as different children take on the role of faster or slower planets.
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Activity Set: The Planets
I would start by showing the Smithsonian video about the planets. The children would see the planets moving around the Sun and hear their names. This helps them understand that the planets are different and that they all go around the Sun.
After the video, we would play a “Planet Hop” game. I would put hoops on the floor for each planet and a yellow hoop in the middle for the Sun. I would keep a diagram of the planets on the board to show the sizes and order of the planets for reference during the game. I would call out a planet’s name, and the children would hop from the Sun to that planet like little rockets. When they land, I would ask simple questions, like what colour the planet is, if it is big or small, or which planet is closest to the Sun.
At the end, we would sit together and talk about their favourite planets. I would ask questions to help them remember the names and facts about the planets.
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I would use the activity set- the sun and shadows to plan some lessons for my senior infants. I would start the lesson with a story ‘The day the sun wouldn’t get out of bed’ as a stimulus to engage discussion and create a word web based on the sun. I would show the pupils images of the sun and shadows, as well as a you tube video eliciting information on the topic. We would then go outside and try and make shadows using our bodies discussing what happens when we face the sun. We would also so some shadow art…where we would place something and draw and shade in its shadow. To conclude the lesson,I would look back and add to the word web.
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Activity: The Planets
I would begin by reading ‘The Smeds and the Smoos’. I always find this book a great way of introducing how each planet is different as the Smeds and Smoos visit various planets on a search.
I would then show pictures of all our planets and their names and introduce the ‘Planet Song’. We would sing the song together.
I would then place a big ball in the centre of the room as the Sun. I would continue by handing out smaller balls in order from the Sun as planets, introducing each planet’s name and some facts about it as I do so. The children would then walk around this ‘Sun’ orbiting slowly with their planet and saying the names together.
We would end the lesson with children drawing their favourite planet and sharing a fun fact about it and finally, by singing our planet song again together.
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I have chosen the activity on the topic of ‘The Planets’. This activity provides an engaging and active way for children to learn about the solar system. I would begin with a warm-up game called “Shooting Stars.” The children move freely around the room as stars twinkling in the sky, and when I call “shooting star,” they dash quickly to a new space, stretching their arms like trails of light. This energises them and sets the scene for space learning. Next, we would sing the “Family of the Sun” song to introduce and memorise the planets. In the planet game, the children become rockets, hopping or running between hoops that represent planets, landing only when a planet is named. The planet dance develops their understanding of positional language by asking them to stand beside, behind, or under their planet. Finally, with the “We Are the Planets” song, children spin their hoops and orbit the Sun, reinforcing rotation and revolution. Combining music, movement, and play makes the learning meaningful and memorable.
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Activity: The planets
I would play the song at the beginning of the lesson to spark their curiosity and to activate their prior knowledge.
We would then ask questions “ what did you notice?” “ Did the planets come in a certain order?”
I would ask one child to be the sun and get the other children to orbit around the sun, this is a fun and engaging way of getting all children involved in the lesson and incorporating some movement.
During the lesson I would use flashcards and ask the children to put the planets in order while listening to the song. I would repeat this a number of times.
Then the children when work in group and put the planets in order.
As an extension the children could write their own verses with their own facts about the planets. They could also create a poster of each planet with the lyrics they have now created. This could then be shared with other classes for space week.-
Hi Triona,
I really love this idea. I think that playing the song at the beginning of the lesson is a great idea to elicit prior knowledge! This will help you understand where the children are at and if they do know anything about the solar system.
This is something I will be trying in the new school year.
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Activity: Spherical Earth.
I really like this activity because it’s fun, engaging, and teaches an important concept. I would use it to help children understand that the Earth is round and that gravity works the same no matter where you are. A lot of younger children often imagine the world as flat or wonder why people don’t fall off.
To help explain gravity, I’d use a simple role-play with a globe, a penguin at the South Pole, and a polar bear at the North Pole. The animals could ask each other why they don’t fall off. This would encourage the children to think about it and come up with their own ideas.
Since I have 1st class this year, I’d keep it very clear and simple. I’d explain that wherever they are on Earth, their feet always point down toward the ground. To make it more interactive, I’d ask the children to jump and notice how they always land back on the floor. This gives them a clear and easy way to understand how gravity works.
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I would use a range of activities to teach the concept of sun and shadows. On a sunny day I would take the children out to the yard to observe their own shadows and the shadows coming from any other objects around the school yard. We could watch how the children’s shadows change shape and position with their movements.
It would be fun to then work in pairs to trace their partner’s shadow on the yard using chalk. If possible, we could compare the length of the shadow at one time of the day to another and discuss the relative position of the sun in the sky.
Back in the classroom using torches and other objects we could observe and measure how the shadows change in length and shape as the torch moves around.
We could discuss the impact of the position of the sun in the real world and watch the Esero video about how to make a sun dial.
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An activity I would love to use in my class from the Spherical Earth activity set is the Up & Down Activity from UNAWE. I think this activity is a fantastic way to help children understand that there is no real “up” or “down” on Earth—only our perspective. The activity uses a globe along with a toy polar bear placed on the North Pole and a toy penguin on the South Pole. I love how this simple setup captures children’s imagination: at first, they may think the penguin is standing “upside down” compared to the polar bear, but through guided discussion they realise that both animals are standing perfectly normally in their own environments. This leads naturally to the key idea that gravity pulls everything toward the centre of the Earth, no matter where you are. I think the playful dialogue between the penguin and polar bear, as suggested in the activity, is a brilliant way to get students laughing, talking, and thinking deeply at the same time. It turns a tricky abstract concept into a concrete and memorable learning moment that the children are sure to enjoy and recall.
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Lesson: Planets
To introduce children to the planets of the solar system in an engaging, cross-curricular.
Learning Intention:
1. Identify the eight planets of the solar system.
2. Describe one or two key facts about each planets.
3. Demonstrate understanding of orbit and rotation through movement activities.
4. Express creativity through art and drama activities related to planets.What we need:
1. Pictures or posters of the eight planets and the Sun
2. Hoops, mats, or floor markers for PE activities
3. Art materials: paints, pastels, collage paper, glue, scissors
4. Music: a simple planet songLesson:
1. Introduction / Circle Time
Begin with a question, What planet do we live on? and encourage discussion.
Introduce the eight planets in order from the Sun.
Show pictures of each planet to engage visual learners and spark curiosity.2. Music Activity
Teach a simple planet song
Include actions or body percussion to reinforce memory and sequence.
Encourage children to sing along and perform actions as they learn.3. Drama Activity
Assign each child/group a planet.
Get them to act out some facts about the planets.
Introduce scenarios like ‘the Sun is shining move your planet closer or further away’ to build imaginative play.4. Art Activity
Children create their own planet using paints, pastels, or collage.
Encourage them to choose colours and patterns that represent their planet’s unique characteristics.
Display their planets around a large paper Sun to create a visual classroom solar system.5. PE Activity / Planet Game
Place hoops or floor markers around the hall to represent each planet.
Call out planet names and have children move to the correct one using different movements (jump, skip, tiptoe, run).
Children practise orbiting their planet around the Sun by walking or jogging in a circle.
Integrate spatial language, Stand behind your planet, Sit next to Mars, Orbit the Sun clockwise.Plenary:
Ask them to share one interesting fact about their planet or what they enjoyed most.
Recap the order of planets and revisit the song or chant to consolidate learning.-
This is a brilliant lesson as it combines science with music, drama, art, and PE, making learning about the planets memorable and seems like it will engage the children as it is fun. I will take the idea of using movement and role play to explain orbit and rotation into my classroom, as it encourages active participation, teamwork, and deeper understanding through practical exploration
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If I was using the “Sun and Shadows” activity set in my classroom, I would begin by taking the children outside on a bright day with chalk and plenty of space to work. Each child could stand in one spot while a partner traced their shadow on the ground. We would come back later in the day to trace the same shadow again, and the children would immediately notice that it had moved or changed in length. This would spark their curiosity, and I would encourage them to talk about what they saw, asking simple questions like, “Why do you think your shadow looks longer now?” or “What made it move?” so they could share their own ideas rather than waiting for me to give an answer. On days when the weather doesn’t allow for outdoor work, we could bring the activity indoors using flashlights and toys. The children could shine the flashlight on the toys from different angles, noticing how the shadow grows bigger, smaller, or moves around. I would let them experiment freely and then come together as a group to compare what they discovered. By exploring in this hands-on way, students would build their own understanding of how the Sun makes shadows change, making the learning fun, memorable, and connected to the world they see every day.
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For this assignment, I have decided to respond in the form of a simple lesson plan.
Lesson: Exploring the Planets of our Solar System
Class Level: 1st/ 2nd ClassIntroduction:
I would begin by asking the children: “Can anyone name a planet?” and record their answers on the board. I would then play the Solar System Song to introduce all the planets in a fun, musical way https://www.youtube.com/watch?v=ZHAqT4hXnMw2. Development of lesson:
Discuss the video- what fact can they recall and Prompt with questions like:
“Which planet is closest to the Sun?”
“Which one is the biggest?”Activity: Use the ESERO worksheet. Students cut out and order the planets by distance from the Sun. Support them in reading planet names and matching them to the correct order.
Conclusion:
Each student shares one fun fact or favorite planet. Display their ordered planets on a classroom wall. -
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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.
There are a wealth of activities that can be done to explore the planets and there is no end to the fun, creativity and learning that can come about from this!
Firstly, I would introduce the children to Planets Song. Children sit in a circle on the floor. 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.We would then play the Planet Game. Spread the hoops throughout the room: these are the planets. Put the yellow hoop in the middle: this is the Sun. Explain to the children that in this game they are space rockets flying from one planet to another. They can do this by hopping, running or jumping between the hoops. While they are doing this, call out the names
of countries or famous characters etc. that are familiar to the children. Only when children hear the name of one of the planets may they land on a planet. They do this by standing in the hoop, either alone or with several children. Explain that they may not stand in the hoop representing the Sun as it is far too hot there! At the end of the game, ask what planet names the children can remember. You might like to repeat all the names once more. And why is the Sun in the middle? Explain that this is because the planets revolve around the Sun. -
For this module, I would choose the Sun and Shadows activity. I think it is a lovely way to get children outside and notice things they see every day. I would start by asking them to look at their shadows in the yard. We would talk about what they notice and then let them move around to see how their shadows change. To make it fun, we could draw around one child’s shadow with chalk and then come back later to see if it has moved.
This activity is very hands-on and playful. The children could guess where the shadow might go next and then test their idea. It would also be easy to link with art by turning the chalk outlines into drawings or with maths by measuring how long the shadows are. We engage by spotting shadows, investigate by testing, take the next step by talking about the Sun moving across the sky, and finally reflect on what we learned. I like this activity because it is child-led, active, and memorable.
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From this module I will incorporate a shadows experiment, the children will find out how their shadows change during the day. On a sunny morning, we will go outside with chalk. Working in pairs, one child will stand still while their partner draws around their shadow on the ground. We will write the time next to the shadow. Later in the day, at lunchtime and in the afternoon, we will go back outside and do the same thing again.
When we look at the chalk drawings, the children will be able to see how their shadow has moved and changed in size. They will notice that shadows are long in the morning and evening but much shorter in the middle of the day. This will give them a chance to see how the sun’s position in the sky affects our shadows. We will discuss this in class and will take pictures on our iPads to compare and contrast.
The activity will help the children practise important science skills like observing carefully, measuring and comparing the length of shadows, recording what happens, and spotting patterns. They will also be encouraged to ask questions, such as “Why is my shadow longer now?” or “Why is it pointing the other way?” This will link to the sun and the earths relationship, we can revisit this in a different season and see if the shadows point in the same direction.
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Using Activity 2.1 “Spherical Earth” with my senior infant class, I would focus on fostering curiosity through play and storytelling. The children would first help to make an origami ship, which would hopefully engage their creativity and fine motor skills. By watching the ship move across a flat surface, they would observe it becoming smaller. Repeating the activity with a globe would allow them to notice the ship appearing to “sink,” which could spark discussion about the Earth’s round shape. At this age, I would not expect them to fully grasp the scientific concept, but rather to enjoy noticing differences and sharing their own ideas. I would encourage them to describe what they see in simple language, promoting oral expression and confidence. Reflecting on this activity, I value how it blends imagination with observation, offering a foundation for early scientific thinking while keeping learning playful, concrete, and accessible.
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To introduce the topic of the planets, I would begin with The Planets song. Its upbeat rhythm and colourful visuals make it a fantastic hook to spark interest and capture attention. Before playing the song, I would use a KWL chart to explore what the children already know and what they are curious to learn. Following lessons on the Solar System and the key features of each planet, I would return to the song regularly as a reference point. We would pause after each planet is mentioned to discuss the facts included, before performing it together as a class. For an extension activity, each child could ‘adopt’ a planet and choose a creative way to represent it, whether through art, drama, dance, or by composing a new verse for the song. These projects could then be shared with their classmates. I see this song as both an enjoyable and effective way for children to learn the planets’ names and their order from the Sun.
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For this module, I would use the activity set The Sun and Shadows. I think this is a powerful way to help younger students build a concrete understanding of the Sun’s movement across the sky and how it affects shadows. I would start by having the class go outside at different times during the school day and trace the outline of a student’s shadow with chalk. By repeating this a few times, the children would see how the length and direction of the shadow changes. Back inside, we could compare our drawings, talk about what we noticed, and create a simple chart of “morning, noon, and afternoon” shadow positions.
This activity helps children connect everyday experiences—like noticing their own shadows on the playground—to bigger scientific ideas. It builds curiosity and encourages observation. I would also extend the lesson with a digital simulation, so students could see how shadows change in other parts of the world. Overall, this activity set allows students to be both scientists and explorers, making learning memorable and fun.
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In my classroom I plan to cover the planets with junior levels. We might discuss the globe, where we live and the solar system out planet belongs to. I would show images of other planets and ask children to identify them and compare them to Earth.
We would learn the planets song.
We would make play doh models of the planets and put them in order.
For Planet Names & Order:
Learn the order of the planets from the Sun, often using a mnemonic device like “My Very Educated Mother Just Served Us Noodles”.
Planet Characteristics:
Describe key features of each planet i.e. is it made of gas or rocky, Venus’s extreme heat, Mars’s red colour, Saturn’s rings, Jupiter’s Great Red Spot, Uranus’s side rotation, and Neptune’s supersonic winds, as well as how many moons they have.For active learning I would then play the Planets game with hula hoops.
We could use chalk on a fine day to draw the planets on the tarmac.
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