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ASSIGNMENT
Choose from one of the activities or activity sets outlined in this module:
- Activity: The Spherical Earth
- Activity Set: The Planets
- Activity Set: The Moon
- Activity Set: The Sun and Shadows
How would you use the activity in your classroom? Post a reflective piece to the forum (150 words min) as a reply to this post. You may include digital records of the activities.
Please also respond to at least one other participant’s post.
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I would use the Sun and Shadows activity as an inquiry-based investigation with my class. I would begin by bringing the children outside in the morning and asking them to observe their shadows. Before giving any explanations, I would encourage them to discuss what they notice and to suggest questions they would like to investigate. For example, they might ask why shadows form, whether they always point in the same direction, or if their length changes throughout the day.
The children would work in small groups to trace or measure the shadow of the same object at different times, such as 9.30 a.m., 12 noon and 2.30 p.m. Before each observation, they would predict how the shadow might change. They would record its length and direction and compare their results at the end of the day. This evidence would help them understand that the Sun appears to move across the sky and that its position affects the length and direction of shadows.
Digital technology could be incorporated by taking time-stamped photographs during each observation. The children could upload these photographs to Seesaw or Book Creator and add a written or recorded explanation of their findings. This would provide different ways for all children, including those who find writing challenging, to demonstrate their learning.
I think this activity would make learning about the Sun meaningful because it connects scientific ideas with something children experience daily. It promotes questioning, prediction, observation, measurement, collaboration and reflection while allowing the children to take an active role in constructing their own understanding.
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The Sun and Shadows Activity is one I have taught before but now I can make it more interesting and engaging with a few ideas given. I used to play chase the shadow game in PE. By doing this, the pupils learned that light created shadows (as when clouds covered the sun, their shadow disappeared) and we discovered the sun had to be behind them to cast a shadow in front of them.
I will now extend this using Dr. Maeve Liston’s idea of drawing their shadow at different times during the day, remembering to draw around their feet to show the direction they were standing at the time. Another idea I will use is the sun dial – I like the homemade sun dial, made from a bamboo stick placed in an upside down flower pot. We can place a stone on the line (as in the video from Blackrock Observatory) hourly to show the time. This is easy to do and shows how the sun and shadows can be used to tell the time. I would probably save the other sun dial for older classes.
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I would teach the planets to Junior Infants. I would start with a mat-time discussion about space and planets to gauge their knowledge. I would play the planet rap ‘We are the Planets’ by StoryBots. I think it provides lots of information about the planets and the order of the planets in a fun interactive nature. I would then play the game ‘guess the planet’ – where I would demonstrate by describing a planet (information gathered from the song) and then the children guess which one I am talking about. The children will then play in whole class or small groups. I would then pass out their playdough and, in pairs, the children would make a planet using playdough and their partner has to guess which planet it is. Extension activities could be a cut-and-paste ordering of the planets or ordering the planets in a line (children are given a picture of a planet and then stand in the correct order).
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The Sun and Shadows
I would use the Sun and Shadows activity with my Second Class pupils as a practical way of exploring how the Sun affects the shadows we see around us. I would begin by asking the children what they already know about shadows and whether they think a shadow stays the same throughout the day. I would encourage them to make predictions before carrying out the investigation.
As a class, we could place an object outside and observe its shadow at different times during the day. The children could work in small groups to measure or draw the shadow and record what they notice. They could use a simple table to record their observations and compare the results from different times.
I like this activity because it allows the children to learn through questioning, predicting, observing and discussing. It also gives them an opportunity to work together and explain their ideas. I could use photographs or a digital book to record the investigation and allow the children to add drawings, photographs or voice recordings explaining what they discovered. This would make the activity accessible to all pupils and provide a useful digital record of their learning.
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I would use the Sun and Shadows activity as an inquiry-based investigation with my class. I would begin by bringing the children outside in the morning and asking them to observe their shadows. Before giving any explanations, I would encourage them to discuss what they notice and to suggest questions they would like to investigate. For example, they might ask why shadows form, whether they always point in the same direction, or if their length changes throughout the day.
The children would work in small groups to trace or measure the shadow of the same object at different times, such as 9.30 a.m., 12 noon and 2.30 p.m. Before each observation, they would predict how the shadow might change. They would record its length and direction and compare their results at the end of the day. This evidence would help them understand that the Sun appears to move across the sky and that its position affects the length and direction of shadows.
Digital technology could be incorporated by taking time-stamped photographs during each observation. The children could upload these photographs to Seesaw or Book Creator and add a written or recorded explanation of their findings. This would provide different ways for all children, including those who find writing challenging, to demonstrate their learning.
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I would plan on at looking international stories about the moon considering I will have quite a few nationalities represented in my room next year. I would research with the children during school and also ask them to bring from home, any stories and legends that they would know about the moon and any characters or concepts from various cultures, (their own and others that they’ve ever heard about in any context), and discuss them. At the end of the session come up with our own story about the moon.
We would examine/chat about cultural stories of the moon, to see if there are any science facts integrated into any of the stories/ideas that we have encountered. Maybe side by side look at what we know is represented in stories from factual evidence that we have gathered since the stories & ideas have been made. It would be fun to represent the differences through art, sculpture with clay, lego building and their own writing samples. We could also create a kahoot quiz based on true or false questions about the moon.
Copy and paste this for a fun teacher research-resource: https://www.mythfolks.com/moon-folklore
Here is a great resource to look at with the children:
https://www.bing.com/videos/riverview/relatedvideo?q=moon+myths+for+kids&&mid=050AD82F326FF2CEE4DA050AD82F326FF2CEE4DA&churl=https%3a%2f%2fwww.youtube.com%2fchannel%2fUCe7hAwdXhSCM34ozdNuhGSQ&FORM=VCGVRP-
I really like this idea. I think using stories from different cultures is a lovely way to get all of the children involved and make the learning more meaningful. I also like how you’ve linked it with art, writing and a Kahoot quiz at the end. It sounds like a fun way to encourage discussion while helping the children learn about the Moon.
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I really like your take on it. The idea to incorporate other cultures is inclusive and interesting for all the children. It is a great way for children to speak about their culture and also includes their families in that they can tell their children some traditions also and they can tell the class.
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I would choose the Sun and Shadows activity as I think it would work really well with my Second Class. The children are naturally curious, so I think starting the lesson outside would really grab their attention. I’d ask them to stand in the yard and look at their shadows before tracing them with chalk. I’d ask questions like, “Why do you think your shadow is so long?” or “What do you think will happen to it later in the day?” I wouldn’t give them the answers straight away but instead encourage them to chat with each other and make their own predictions.
When we come back inside, we’d talk about what we noticed and whether our predictions were right. I’d then use a torch and small toys to show how shadows are made and let the children experiment themselves by moving the light source. I think they’d really enjoy seeing how the shadows change depending on where the “sun” is.
To finish the lesson, I’d get the children to draw what they discovered or write a few sentences about what they learned. I think this is a lovely activity because it gets the children actively involved in their own learning instead of just listening to the teacher. It also encourages them to ask questions, work together and explain their thinking. I can see this being a lesson that the children would really enjoy and remember.
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I’m planning to try the Sun and Shadows activities with my Second Class group this year. At seven and eight, they’re at that great age where they’re curious about how the world works, but space concepts can still feel a bit abstract to them. Bringing them out to the yard with chalk to trace each other’s shadows is such a simple, hands-on way to make it real. They would get a real kick out of seeing how their shadows shrink and stretch throughout the day. We would then go back inside and use a globe and torch to show that we’re actually the ones spinning, not the Sun. I’m sure this would be a lightbulb moment for the students. Plus, linking it to maths by measuring with metre sticks and doing a bit of creative shadow writing afterwards keeps it tied right back into ou curriculum goals without feeling overly scripted.
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Activity Set – The Planets
I would introduce the topic of outer space by reading a picture book such as The Smeds and the Smoos. I would also get the children to draw a simple mind map to see where their understanding is at.
I would then introduce the concept of our Solar System ( on the basis that we would already have done some previous lessons on the Sun and planet Earth)
I would play the Planet song.
I would introduce the basic facts of there being 8 planets in our Solar System, we would use the mnemonic My Very Educated Mother Just Served Us Noodles, to remember the names of the planets in the correct order.
In a follow up lesson we would look at the size of the planets and compare them to each other using cut outs.
Another follow up: pairs of children would work together to complete a research project on a given planet. This could be presented to the class.
As an extension – we would create a solar system mobile/model, where we would use paper mache to create 3s model planets of varying sizes, we could decide as a class which planet is which and paint them in the appropriate colours to represent them. Collectively assembly a class model of the Solar system, this would require a lot of teacher assistance in the junior end, but would be engaging and worthwhile.
Children could design and build a rocketship suitable for landing on their favourite planet – taking into account that some planets are hotter/colder/gas/rock etc and coming up with designs and materials that would support a landing!
Children could adapt/modify their mindmap at the end of a set of lessons to show what they have learned.
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Hello Sharon,
This sounds like a wonderful long term teaching plan. There’s a lot to learn about the planets, and I think breaking it up into an introduction to the planets, basic facts, size, and then having students become “class experts” on one planet in a group is a wonderful way to help them internalise the facts at a slow, manageable pace. I really like that you follow up by having them use what they’ve learnt to think about what a rocket might need. With older children, we have an exercise for determining a landing site on Mars, where the surface conditions and other factors are used to select a spot. -
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I would use the “What Makes Shadows?” activity with junior classes as it provides a fun and hands-on way for children to explore how light and shadows work. I would begin by asking the children what they already know about shadows and encouraging them to make predictions about what causes them. We would then investigate using torches and a variety of classroom objects to discover which materials create clear shadows and which allow light to pass through. The use of the picture book in the clip was a lovely idea. Reminded me of Bear in the Big Blue house and the character Shadow.
To extend the activity, the children could work in small groups to create shadow pictures or use toy animals to make shadow scenes. We could also go outdoors on a sunny day to observe our own shadows, noticing how their size and direction change throughout the day. This would encourage observation, questioning and discussion while linking science learning to the children’s everyday experiences.The activity supports the Primary Science Curriculum by promoting inquiry, prediction, investigation and communication. It also integrates well with Maths through measuring shadows, Visual Arts through shadow drawings and Drama through shadow puppets. Overall, I feel this activity would be highly engaging and would help children develop curiosity and confidence in scientific investigation through active, play-based learning.
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I really like the idea of using the story and the character Shadow to introduce the topic, as it would make the activity very relatable for younger children. The shadow puppets and shadow pictures would be great follow-up activities too, especially as they bring in Art and Drama while still developing the children’s understanding of light and shadows. I also like the idea of taking the learning outdoors and seeing how our own shadows change.
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Resource- What does the moon look like? (2nd class)
In this lesson, I would want the children to learn about the four main phases of the Moon: New Moon, First Quarter, Full Moon, and Last Quarter. I would begin by reading a story about the Moon to get them interested and encourage discussion. Next, I would create a Moon Word Bank with the class using pictures, books, and objects they had brought from home.
I would ask the children to observe the Moon at home over four weeks and draw what they saw each week (trying to start with a full moon). Back in class, we would compare our drawings and talk about how the Moon seemed to change shape. At this stage I would encourage the children to discuss in pairs what they notice about their drawings. What reasons could there be for why the moon looks different during each of the weeks. I would tease out that the moon does not change but the way in which the sun lights the moon is what causes the moon to look different to us.
Finally, I would show pictures of the Moon’s phases and finish with the movement activity included where the children used their bodies to represent each phase.
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This is such a great idea for the children to do their own learning but also have some parent time just looking at the moon and drawing it together. I remember when my sister had to do this in school, due to fact some of her school mates lived in the countryside the moon was different some days. it would be a great discussion
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Planet
I would first introduce the lesson with the Planet Song. It is lively, engaging & informative. Then I would introduce each planet and gauge the childrens exisiting knowledge on the planets. We would then choose 5 planets we would like to learn about in more detail and focus on that- allowing the children to choose the planets they find most interesting.
I would then split the children into small groups and let each group “adopt” a planet. Then each group would be given the task of creating a habitat for that planet. They would be given various materials and total autonmy to choose how they visually want to represent their planet. They can then present their planet to the other groups.
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Exploring Sun and Shadows with a 1st Class group provides an ideal opportunity for inquiry based learning. The children are developmentally ready to investigate how shadows are formed and why they change, and their natural curiosity supports meaningful engagement. . It would also be a nice activity to do with a small SET group, I’m thinking of a pupil of mine who has a particular interest in science.
Introducing the topic through a picture book such as Night Monkey, Day Monkey helps establish early understanding of light, day, and night while integrating literacy.
The hands on activities — using torches and teddies indoors, followed by shadow tracing outdoors — encourage prediction, observation, and discussion. Questioning plays a central role throughout the lessons. Asking open ended questions such as “Why do you think your shadow is longer now?”, “What happens when you turn your body?” or “Does everything make a shadow?” helps assess understanding and prompts children to think more deeply about light sources and movement.
Revisiting the yard at different times of the day strengthens their ability to compare and draw conclusions. For children who are uncomfortable being traced, using a class teddy ensures the activity remains inclusive. Extending the learning to global time zones, such as video calling my nephew in Australia, adds a personal and engaging real world connection. I also plan to try the sundial activity at home with my 7 year old daughter, as it reinforces the concept of the sun’s movement in a simple, practical way.-
Love this approach! It’s such a brilliant, super hands-on way to get 1st Class hooked on inquiry learning. Integrating <em data-path-to-node=”0″ data-index-in-node=”119″>Night Monkey, Day Monkey is a lovely touch for literacy, and the teddy tracing is so thoughtful and inclusive. That video call to Australia is absolute gold for bringing global time zones to life, too! Fantastic stuff.
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Love this approach! It’s such a brilliant, super hands-on way to get 1st Class hooked on inquiry learning. Integrating Night Monkey, Day Monkey is a lovely touch for literacy, and the teddy tracing is so thoughtful and inclusive. That video call to Australia is absolute gold for bringing global time zones to life, too! Fantastic stuff.
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Planets.
Firstly as a prompt we could respond to the planet song! ( never heard that before)
I’d use this lesson as an exciting way to introduce the Solar System to my Junior Infant class. We would begin by chatting about what the children already know, asking questions like, “Have you ever looked at the Moon?” or “Does anyone know what our planet is called?” Once everyone has shared their ideas and we have made a KWL chart, I’d introduce the eight planets as well as the dwarf planets, explaining that Pluto is now known as a dwarf planet and showing a few simple pictures to help them spot the difference.
To make the lesson interactive, I’d place hoops around the yard to represent the planets and a few dwarf planets. The children would listen carefully as I describe or name a planet, then move to the correct hoop by tiptoeing, hopping or marching. After that, I might give easy instructions using positional language, such as “stand between Earth and Mars” or “sit beside Pluto.” We would finish by pretending to orbit the Sun, with each child slowly walking around their hoop. I think this would be a really enjoyable way for the children to learn because its outdoors, active, visual and gets everyone involved at their own level.
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Space Module 2 Assignment
Integrating the ESERO Planets and the Moon activities into a Junior and Senior Infant classroom offers a fantastic bridge between early STEM learning and play-based pedagogy (Aistear).
- Play-Based Engagement: Infants learn best through multi-sensory experiences. Adapting the ESERO activities using playdough to model planetary sizes or creating a “space station” sociodramatic play area helps abstract astronomical concepts become tangible.
- Musical & Sensory Engagement: Combining hands-on tasks with interactive music—such as teaching A.J. Jenkins’ classic “The Solar System Song” or The Kiboomers‘ “Planets Song“—gives infants a catchy, rhythmic way to remember the order of the planets (<em data-path-to-node=”5,0,0″ data-index-in-node=”249”>Mercury, Venus, Earth, Mars…). Using playdough to model planetary sizes alongside these tunes keeps abstract astronomical concepts visual and tactile.
- Curriculum Integration: The resource naturally blends Science (exploring Earth, Moon, and Sun) with Mathematics (positional language like above, behind, next to) and Language (introducing vocabulary such as orbit, crater, and reflect).
- Movement and Expression: Activities that encourage children to move like orbiting planets or dance to represent Moon phases cater directly to young learners’ developmental need for kinesthetic learning and physical rhythm.
Reflecting on this implementation, the greatest strength of ESERO’s material is its capacity to spark curiosity. While young infants cannot fully grasp the scale of the universe, using hands-on exploration builds a foundational wonder for science. In future lessons, I would place even greater emphasis on open-ended artistic responses—such as marble-painting planets—to give pupils additional space to express their individual understanding.
Link for mind map below:
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Module 2: Inquiry-Based Moon Activity (Senior Infants)
For this lesson, I’d begin by showing the children a short clip of the Moon Landing to spark their curiosity. I’d ask questions like, “What do you notice?”, “Who can you see?” and “How do you think the astronauts got there?” to encourage discussion and lots I wonder questions.
We’d then sing “Zoom ,Zoom ,Zoom We’re going to the Moon” .
Next, the children would work in small groups with trays of sand, flour or rice to represent the Moon’s surface. They’d drop different-sized balls into the trays to create craters, making predictions, observing what happens and talking about why the craters are different sizes.
To finish, we’d share our findings, create a simple piece of Moon artwork and enjoy the story Goodnight Moon together. I’d post photographs and videos on Seesaw of the children’s Moon artwork and of the group work.-
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Hi Deidre,
Thanks for sharing your activity, it’s great to show the moon landing footage and say “yes, we’ve really been there!”. After your crater experiments, you could ask them how many craters they think are on the Moon altogether, (the answer is millions). You can explore a real 3D reconstruction of the Moon’s surface on this NASA-data-based site, taken by the Lunar Reconnaissance Orbiter Camera (LROC): https://quickmap.im-ldi.com/
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The planet song is such a great stimulus and introduction for the topic. As I will be teaching in infants this coming year, they would love to engage with it and learn from it. I would first play the song to get their attention and focus on prior knowledge of the different topics. Then, we would have a discussion on the board using our mind map to question prior knowledge on the different planets. After that I would play the song again to aid there learning and having them engage in words and language. There are endless opportunities for integration of oral language, art, maths etc into the topic. I would then provide children the opportunity to create their own planets during play time using many different supplies and materials available in the crafts corner. This would allow them to create a planet of their choice and showcasing it for the whole class to see.
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Activity Set: The Planets. I would use the planet song to introduce the children to the theme of planets. The song is lively, catchy and the video which is available on youtube, is very colourful and inviting for children. I would teach the children then about the individual planets and in a more senior class I would allow them to research the planets individually before the formal teaching takes place. Research in pairs would be a nice idea and then the pair or group could share their findings with the class. At the end of the findings the whole class would have an abundance of facts and information about the individual planets. The song is the original prompt and would be referred back to on a regular basis to refresh the children on their knowledge of planets. This lesson could also be integrated into other subjects such as English, pretend you live on planet X, describe life there, or art, a picture of the planets.
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If I’m doing a topic on the Sun and shadows with Junior Infants,I try keep it really hands-on. A simple favourite of mine is going outside to find and talk about different shadows, then tracing the children’s own shadows with chalk. If you can, go back later in the day to see how they’ve changed.
Another easy activity is a building challenge. Give the children blocks or LEGO and ask them to build a tower that makes the longest shadow. They love comparing whose shadow is biggest!
You could also use a torch indoors with small toys and let the children investigate which objects make dark shadows and which let light through. This works well for introducing the idea that some materials block light while others don’t.
A fun engineering task is to challenge them to build a little shelter for a teddy that keeps it in the shade. They can test their ideas using the Sun (or a torch if you’re inside).
The key is lots of predicting, observing, talking and testing rather than explaining everything first. We know that Junior Infants learn so much through exploring and asking questions, and that they do!! -
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For this assignment, I have chosen the “What Makes Shadows?” enquiry-based activity. I believe this lesson would be very engaging for a mainstream 1st Class as it encourages children to investigate and discover how shadows are formed through hands-on exploration.
To start the lesson, I would do a simple demonstration using a torch to create a shadow. I would then ask open-ended questions like, “What do you think makes a shadow?”, “Can every object make a shadow?” and “Why do some shadows look darker than others?”. These questions would encourage the children to share their ideas and make predictions before beginning the investigation.
The children would work in small groups using torches and a variety of everyday materials, (like cardboard, clear plastic, coloured cellophane, fabric and baking paper). They would investigate which materials create dark shadows, faint shadows or no shadow at all. Throughout the activity, the children would observe, discuss and compare their findings before sharing them with the class.
This activity supports enquiry-based learning by allowing children to investigate, predict, test and draw conclusions from their own observations. Through exploration, they develop an understanding that light travels in straight lines and that opaque, translucent and transparent materials interact with light in different ways. The lesson also encourages collaboration, communication and scientific language as children explain their thinking and compare results.
The activity provides excellent opportunities for cross-curricular integration. Literacy can be incorporated by encouraging pupils to record simple observations, label drawings or complete a short sentence about what they discovered. Digital learning can also be embedded by allowing children to document their investigations using classroom tablets or Chromebooks.
Some possible digital resources that the children could use to record and reflect on their learning include:
– A digital science journal on Seesaw, where pupils upload photos of their investigation and record a simple reflection such as “I learned that cardboard makes a dark shadow because it blocks the light.”
– A whole-class collage or slideshow of photographs documenting each stage of the enquiry process.
– An online chart or class display created (using Book Creator, Google Slides or Canva for Education) where the children can compare and contrast their results as a class.
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I would use the ‘Sun and Shadows’ activity to help the children learn about the Sun, light, and shadows in a fun and active way.
First, I would bring the class outside on a sunny day and ask simple questions like, “What do you notice on the ground?” and “Why do you think you have a shadow?” I would encourage the children to share their ideas before we begin the activity.
The children would then explore by making different shapes with their bodies and looking at how their shadows change when they move. They could work with a partner to trace each other’s shadows using chalk.
Next, we would use different classroom objects to find out which ones make shadows and which ones do not. I would ask the children to predict what will happen before testing each object.
After the investigation, we would talk together about what we discovered and compare our results with our predictions. This inquiry-based activity allows children to ask questions, make predictions, observe, investigate, and share their ideas. It also helps to develop their scientific thinking, communication skills, and curiosity through hands-on learning and play.
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Hi Alisone,
Wonderful lesson, thanks for sharing with everyone. There is some great potential with exploring different material types and how they block light or let it through too. You could also use different colour translucent materials (Coloured sweet wrappers) to show how it changes the light cast by a torch too.
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I would choose the The Planets activity. I think space is a topic that would really interest the children, so I would start by asking them what they already know about the planets and which planet they would most like to visit. I would then let them explore the different planets using pictures, videos and some simple information. The children could work in small groups to look at one planet and find out some interesting facts about it. They could then create a drawing or a simple digital presentation to share what they found out with the rest of the class. I think this would work really well with my First Class children as they would be able to explore the topic and learn from each other. It would also give them the opportunity to ask questions and share their ideas. I could take photos of their work or use their digital presentations to show what they had learned. I think this would be a fun and engaging way to introduce the children to the planets and get them interested in learning more about space.
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Using the “The Planets” activity in a Second Class classroom would provide an engaging and meaningful way for children to learn about space while developing a range of skills across the curriculum. I would begin the lesson by discussing what the pupils already know about the planets and encouraging them to ask questions. This would activate their prior knowledge and spark curiosity. During the activity, I would use visual resources, songs such as The Planet Song, mnemonic My Very Educated Mother Just Served Up Noodles and hands-on materials to help children understand the order of the planets and some of their unique features. I would also do an integrated Art activity where the children create their own planets using papier-mâché. We would begin by blowing up balloons to different sizes to represent the varying sizes of the planets in our solar system. The children would then cover the balloons with strips of newspaper and glue, allowing them to dry before bursting the balloons to reveal the hollow planet shapes. Once dry, the children would paint and decorate their planets, carefully adding colours, craters, rings, and surface markings they had observed while studying images of the planets.
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I would use the Moon Activity Set during a time when I am teaching fractions, particularly halves and quarters, in Mathematics. This would provide a meaningful context for the children to apply their mathematical language while developing their understanding of the different phases of the Moon.
I would introduce the lesson with the song “Family of the Sun.” Each child would have their own PDF booklet containing the lyrics so that they could follow along with the song.
Following the song, I would introduce a KWL chart to establish the children’s prior knowledge about the Moon. I would encourage them to share any vocabulary and knowledge they already have, including words such as orbit, astronomer, satellite, phases, and eclipse. This would allow me to assess their existing understanding and identify vocabulary that we will develop throughout the lesson.
Once the children have developed a good understanding of these key words, I would show them the “Paxi and our Moon” YouTube video. I would focus particularly on the first half of the video, which explores the different phases of the Moon. I would pause where appropriate to reinforce the new vocabulary and check the children’s understanding.
The children would then be encouraged to draw one of the phases of the Moon. This activity would provide an opportunity to connect their Science learning with their Mathematics learning by thinking about the Moon in terms of fractions, particularly halves and quarters. They could draw and colour the visible portion of the Moon while using the appropriate mathematical language to describe what they have represented.
To conclude the lesson, the children could share and reflect on one another’s work. We would discuss the different phases represented and encourage the children to explain the fractions they have used. This would provide an opportunity to consolidate both their mathematical understanding of fractions and their scientific understanding of the Moon’s phases.
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Activity: The Sun as a Source of Heat
Level: Junior and Senior InfantsI chose the simple, hands-on activity from page 29 to explore the Sun as a source of heat. At this young age, children learn particularly well through practical experiences and I like the simple approach outlined. This activity provides an engaging way for kids to observe the effects of heat.
The activity suggests placing a chocolate button on a cocktail sausage stick and positioning it inside a tinfoil-lined dish covered with cling film. The dish is then placed in sunlight. The children have to observe what happen to the chocolate over time and will be able to clearly see the melting process. The chocolate button is also a fun and motivating element that is likely to get the children’s interest. I will get the class to observe the melting at hourly intervals to spot any changes.
Once the children have observed any changes, I will pose the question:
“Why did the chocolate button melt?”
The class will work in small groups to discuss what they think happened and why. I will record all predictions . This will encourage the children to share their ideas.
Using the reveal tool on the interactive board, I will then reveal the word “HEAT” to the class. The Senior Infants can sound out the word and support the Juniors in recognising it.
I will praise all close guesses, particularly encouraging any child who has identified that the Sun or warmth caused the chocolate to melt. These children can go further and explain to classmates how they vame up with their ideas.
This activity provides an opportunity for the children to develop their understanding that the Sun provides heat and that heat causes change. Thanks for the suggestion .
Una
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The activity I would like to try with my junior and senior infant class is The Planets.
I would introduce the topic of outer space by showing some pictures of planets on the IWB. I would take any feedback the students may have about the solar system. I would then read a picture book such Hello World, Solar System. After reading the book, we would share any new facts we have learned. I would play the Planet song and practice learning the names of the planets. This would be done using a mnemonic My Very Easy Method Just Speeds Up Naming Planets. I will remind the children that Pluto is no longer seen as a planet. For an Art lesson, the children would create their own solar system using different coloured paper and pencils. We would also use playdough mats and playdough to create different planets. For play time, children could dress up as astronauts and prepare to go into space. For STEM lessons, children could design rockets.
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Hi Sinead,
Great way to explore the solar system with the children. There are some wonderfully crisp images taken of the planets by the Hubble telescope that you can find here https://science.nasa.gov/missions/hubble/hubbles-grand-tour-of-the-outer-solar-system/
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I have not yet taught a lesson on the spherical nature of Earth. I love the ideas suggested in this module.
To approach this topic I would start with a prior knowledge starter quiz. I would show images of the earth, sun , and moon and ask the children to identify them. I would also link in with 3d shapes from maths and in particular become very familiar with identifying spheres.
The idea of the penguin and polar bear at the top and bottom of the globe and asking why they do not fall off and exploring the concept of gravity is a great extension .
Using a globe or a ball and a toy ship children can explore the spherical representation of the Earth by engaging in and discussing in the following activties: (A) Children should work together in small groups. One child will need to bend down so that their eyes are level with the flat surface (table top). Another child should slowly move the toy ship away and then forwards again. This would be a representation of a flat earth
(B) One child should stand so that their eyes are level with the top of the ball, another child should hold the ball still. An additional child should slowly move the toy ship away following the curve of the ball, and then slowly back again so that it sits on top of the ball once more.
As a concluding activity I would use the Earth Mosaics and follow up discussion
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Hi Aoife,
Thanks for sharing this lesson, particularly around the shape of the earth. As the earth has a huge mass, its strong gravity pulls everything tightly to its center making it spherical. This isn’t the case with smaller objects in space with smaller mass. Good examples of this are Deimos and Phobos, the moons of mars: https://science.nasa.gov/mars/facts/
They are much more irregular, closer to a potato in shape
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This was a really enjoyable module. I started with an open mind and by doing this each activity sets would hold the interest of any of the children I teach.
I would do the Sun Activity Set:
I would start with the Sun and the world and how it moves around. I think the visual of sticking animals onto the globe will allow the younger children to understand how the world works with the sun. Than getting the children to get them deciding what activities you do day or night.
the next lesson i would that go over what is good/bad about the sun. That we need to protect ourselves. I liked the uv beads.
than I would introduce the shadow in the next lesson. I would read the shadow book. I would get the children to build the forest and let them explore the shadow with the torch.
Finally I would get the children to go out on a sunny day and let them take chalk drawings of their shadows in different area and directions. I would take pictures of them and discuss them afterwards with everything.
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I like the follow up structure of your lessons. I like how you have them broken down into smaller manageable activities. I think the kids will enjoy them more as a result.
Sticking the animals on the globe is a fun way of teaching this topic. Kids of all ages love shadow play. I hope to use some of your ideas Catriona.
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I’m thinking of trying the Planet Song along with the fold-up planet booklets. I think the children will really enjoy this as they usually love interactive aspects in the younger classes.
I would do a KWL chart with the kdis to ascertain what they already know, want to know and what they have learned throughout the lesson.
I imagine the booklet-making afterwards would work nicely as a quieter, more focused follow-up. I reckon the children will enjoy this activity too.
I’d predict the order of the planets sticks better through song than through just repeating a list, and I wouldn’t be shocked if it sparks questions about distance or size that I’d want a follow-up activity ready for. -
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I really liked the activities based on showing how the earth is spherical from the Universe in a Box activity book. I liked that the activities are very hands on and they are inquiry based. I would start the lesson with a discussion on the shape of the earth. How do they know what shape it is? Have they ever wondered about it before? I would then move on to asking them how they think scientists discovered the earth was a sphere? I think this could lead to very interesting conversations! We would then complete the activity in 2.1 where the children make boats and investigate on a flat table followed by on a sphere or globe. I would let them discuss this with their peers for a few minutes before giving any input to see what they can discover for themselves. I always find it interesting what they can come up with and how they can figure it out for themselves.
As a follow up activity I would do activity 2.2 with the penguin and the polar bear. I think this will open up great conversations amongst the children. -
I’d love to try the Earth Mosaic activity with my class. I think the drawing part would go down well — houses, trees, mountains above the line, seabed and rocks below — kids that age tend to really commit to a bit of colouring, especially if you let them get creative with what goes where.
I reckon the real magic would happen once we cut them out and laid them in a circle on the floor. I can imagine a few of them being genuinely thrown by the “no up or down, reveal, and probably needing me to physically walk around the circle with them before it clicks. I’d guess a couple would find it a bit confusing at first, but I think that confusion is actually the point — it’s meant to unsettle the “up and down” assumption a little before it resettles into something new.
<p class=”font-claude-response-body”>I’d want to try it with as big a group as possible, since I imagine the effect is more convincing the bigger the circle. It feels like a nice sneaky way into a genuinely tricky concept (why we don’t fall off a round Earth) without any actual explaining on my part.</p> -
I would create an art lesson based on the planets.
Initially I would ask the class what they already know about the planets e.g. how many planets, can you recall their names, do you know any facts about the planets?
I would use a video from youtube to introduce the class to the planets; https://www.youtube.com/watch?v=e8YzKyot4Pc
I would explain to the class we are going to create our own Solar System, using art and craft materials.
Get your paper ready: Lay your dark paper flat on the table. This is deep space.
Make the Sun: Dip your sponge or brush in yellow and orange paint. Press a big circle on the left side of your paper.
Paint the rocky planets: Paint small circles for Mercury, Venus, Earth, and Mars. Use gray, blue, and red paint near the Sun.
Paint the giant planets: Paint bigger circles for Jupiter, Saturn, Uranus, and Neptune further to the right. Use orange, brown, and light blue.
Add Saturn’s rings: Dip a small brush in white paint. Draw a thin oval line right through the middle of Saturn.
Spray the stars: Dip an old toothbrush into white paint. Hold it over your paper. Rub your thumb across the bristles to spray tiny white stars everywhere.Once dry, the children can create labels using white paper to place planet names next to their planet.
I would then group the class into 3s and assign a planet to each group. We would then use our class ipads to work on group projects based on each of the planets, this could extend over a couple of weeks as a unit of work. -
I also used the planets as my topic. Initially creating an art lesson based on the planets and then dividing the class into 9 groups with each group working on a planet and the sun to create a class project.
I really like the booklet idea as a way of presenting the project, rather than the traditional multiple A3 pages selloptaped together. The booklets could then be placed in the class or school library for other classes to use.
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Activity Set: The Sun and Shadows
To begin this lesson, the children would be divided into pairs and given flashlights. They would then work together to create different shadows around the classroom. Following this, we would go out to the yard and the children can have fun finding other shadows and even using their body to create different shadows on the ground. I would ask questions such as how can you make your shadow longer/shorter/wider/narrower etc. From here, we will discuss what a shadow is and how they are created as light cannot pass through a solid object. We would then discuss the Sun as a light source and how, many years ago, people used use the Sun as a way to tell the time. We will then conduct an experiment. Explain how although it looks as if the Sun moves across the sky it is in fact the Earth rotating which causes this effect. To highlight it, use a flashlight and spinning globe in the classroom. To investigate, each child will be given a cone and chalk. In a section of the yard, the children will place their cone on the ground and using chalk mark the top of the shadow with chalk and mark the time beside it. Every hour we will go back out and check if the shadow has moved and if so, mark the new point of the shadow and the time. At the end of the day we can have a class discussion about what we found out from this experiment i.e. did the shadows move? In what direction did they move? were all the shadows the same length? if not, what times were they shorter? etc. Lastly, this experiment could be repeated at a later stage, but instead of using cones the children could mark their own footprints and get their friends to draw their shadow outlines every hour. This would be a fun way to teach the children about the Sun, shadows and how the Earth rotates.
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I would choose the “The Sun and Shadows” activity for my Junior Infant classroom, because of the solar eclipse that happened recently. This would give the children an opportunity to connect a real-life experience with their learning about the Sun, light and shadows.
I would begin by talking to the children about what they noticed during the eclipse and asking open-ended questions such as, “What happened to the Sun?”, “Where does a shadow come from?” and “Do you think the Sun makes shadows?” I would encourage the children to share their ideas and make predictions before carrying out the investigation.
As a class, we could go outside on a sunny day and look for different shadows. The children could investigate their own shadows and the shadows made by objects such as trees, toys and playground equipment. We could observe whether the shadows change throughout the day and discuss why this might happen.
I would encourage the children to draw their observations and talk about what they discovered. Rather than giving them all the answers, I would use questioning to allow them to investigate and reach their own conclusions. This activity would develop curiosity, observation, communication and early scientific thinking. It would also make the learning meaningful by connecting it to something the children had recently experienced themselves.
I would also link this lesson with SPHE and protecting our eyes from the sun and art by designing a pair of sunglasses.
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I would use the “What Does the Moon Look Like?” activity with my First Class pupils as a starting point for exploring the Moon. As my class are in First Class, I think beginning with a story would be a good way to introduce the topic and capture their interest. I could use a story such as ‘Moon Mouse’ as a prompt and ask the children what they notice about the Moon in the story and what they already know about it.
I would then ask the children questions such as, “What do you think the Moon really looks like?”, “What is the Moon made of?” and “Does the Moon always look the same?”. I would record their ideas and questions before giving them the opportunity to explore different images and observations of the Moon. The children could then create their own drawings or models of the Moon based on what they have discovered.
I would also use digital resources to show the children photographs of the Moon and allow them to compare these with their own ideas. We could revisit their original questions and discuss anything they discovered or that surprised them.
I think this activity would work really well with First Class as it combines storytelling, questioning, investigation and creativity. It would encourage the children to be curious, share their ideas and develop their science skills while also providing opportunities to use digital resources as part of their learning. -
The Sun and Shadows
I would choose The Sun and Shadows activity set as I think it would be an engaging and practical way for children to develop their understanding of how the Sun affects the world around us. I would use this activity with a primary school class and begin by asking the pupils what they think happens to shadows throughout the day. I would encourage them to make predictions before carrying out the investigation.
The pupils could work in small groups and place an object, such as a stick or cone, outside in a safe area. They could record the length and direction of its shadow at different times during the day. They could use a simple table or digital device to record their observations and compare their results. This would provide an opportunity to develop inquiry skills, including predicting, observing, measuring, recording and drawing conclusions.
I particularly like this activity because it connects a scientific concept to something pupils can see happening in their everyday environment. It also allows for collaboration and discussion, while integrating Maths through measuring and comparing lengths and Digital Learning through photographs or digital records. At the end, I would ask pupils to discuss why the shadows changed and what this tells us about the position of the Sun. I think this hands-on approach would make the learning more meaningful and memorable for pupils.-
Hello Aine,
I really enjoyed reading your post and I liked how you explained the activity in a practical way. I think giving children the opportunity to make predictions and then test their ideas is a great way to encourage curiosity and inquiry. It also allows them to learn from their observations rather than just being given the answer. I agree that hands-on activities are particularly valuable for young children because they can explore concepts in a way that is meaningful to them. Your activity has also given me some ideas for how I could adapt similar investigations in my own classroom.
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For this activity, I would use “What Makes Shadows?” in my classroom to help children explore how light creates shadows. I would begin by taking the children outside on a sunny day and asking them what they notice about their shadows. I would ask questions such as, “Where is your shadow?” “Can you make your shadow bigger or smaller?” and “What do you think makes a shadow?” I would allow the children to experiment by standing in different positions and observing how their shadows change. We could also use classroom objects and a torch to investigate what happens when an object is placed between a light source and a surface. I would encourage the children to make predictions before each experiment and then discuss what they observed.
I think this activity would be particularly useful because it is hands-on and encourages children to learn through exploration rather than simply being told the answer. It develops their observation, questioning, prediction, and communication skills. I would also document their ideas through photographs, drawings, and short comments from the children. This would allow me to see how their understanding develops throughout the activity. Overall, I think the activity would make learning about the Sun, light, and shadows fun, meaningful, and memorable. -
I would use the Sun and Shadows activity set with my Junior Infant class to help the children explore how the Sun creates shadows. I would start by taking the kids outside on a sunny day and asking them what they notice about their shadows. We would talk about how a shadow is made when our bodies block the sunlight.
As a fun activity, I would give each child some chalk and help them outline their body and shadow on the ground. We could then look at the outlines and discuss their size, shape and position. They could make predictions about what might happen to their shadows later in the day.
Later, we would return outside and compare the new shadows with the chalk outlines. The kids would notice that the shadows have moved and may be longer or shorter. This would encourage them to ask questions and develop an understanding that the Sun changes position in the sky during the day, causing shadows to change. I would record their observations through photographs and class discussions.
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A activity that we have used in our Early Start classroom to learn about the moon is by introducing the story Whatever Next by Jill Murphy. It has always been a very popular book but this year we really extended the learning experience in lots of different areas.
We started off by introducing the story to the children by looking at the front cover and exploring the picture by asking ” Where do you think baby bear is going?, What is he in? What is he wearing on his head?, What can we see in the sky?” . introducing lots of new vocabulary by talking about space, rockets, the moon, astronauts etc.
Throughout the reading of the story I would ask questions like, how is he going to get to the moon, where is the moon, what will he see there? getting the children to fully engage as much as possible and repeating all of the new language they have been introduced to. If needed we could have a short movement break and pretend to be astronauts heading off to space in our rockets…5..4..3..2..1 blast off.
At the end of the story I would ask the children if they would like to travel to the moon and if so how could we get there which would lead to us building our own rocket. This is something that we did last year and it was a massive hit. The children loved sourcing the materials around the school and from home. We had a parent give us an large box that a delivery had come in and that was how we started . Giving the children such a hands on experience allowed them to interact directly with materials to deepen their understanding. For the moon itself we painted large pieces of cardboard white , mixing white paint and cornflour to make the craters. The rocket was a massive hit, we sourced astronaut outfits and various helmets, it was such a hit that other classes came to see it and it was then donated on to various rooms. We documented the children’s learning by photos and noting down their conversations which we then put in their learning journals.
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I would use the Sun and Shadows activity with my class as I think it would be a good way for younger children to explore something they can see every day. I would begin by asking the children what they think a shadow is and what they think makes a shadow. We could go outside and look at the shadows of different objects and people around the school.
I would then get the children to make some predictions about whether shadows will change during the day. We could choose a few objects in the school yard and record the length and direction of their shadows at different times. The children could draw the shadows or take photographs using a tablet. We could look at the photographs together afterwards and talk about what changes we noticed.
I think this activity would work well because the children are learning through doing and making their own observations. It would also encourage them to ask questions about why shadows change and how this is connected to the position of the Sun. I could keep their drawings and photographs as a digital record of their learning. -
I would introduce the sun and shadows enquiry based activity set with infants by reading the story “The Black Rabbit”. We would discuss who the black rabbit is and when/ how they appear in the story. The children could then further explore shadows by playing a game ‘What could I be?’ using animal and other easily recognised silhouettes. They would work together to identify or match the silhouette to the correct item. The children would then go outside to explore shadows on a sunny morning. The children would be encouraged to move about, jump up and down, move their arms and legs to see how their shadows change. Using chalk, the children could trace around one another’s shadows. In class, the children could then investigate how shadows are formed by using natural sunlight or torches with a variety of objects. The children would be encouraged to observe, predict, question, and test their ideas by changing the position of the light source and the objects to see how the size, shape, and direction of shadows change. Later in the day, the children could return to their previously traced shadow to see if it has now changed. As previously stated, this activity lends itself well to cross curricular integration such as oral language, maths and works particularly well with visual arts. The children could also bring dinosaurs/ animals outside and trace their shadows using paper and the sun before designing them.
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I really like this idea, especially starting with the black rabbit as it gives the children a fun introduction before doing the investigation. I think the outdoor element would work really well too, as the children are learning through actually exploring and experimenting rather than just being told how shadows work. I also love the idea of tracing their shadows and coming back later to see how they have changed. There are so many opportunities for oral language, maths and art without making it feel like separate lessons. Definitely an activity I would try!
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I would use the “What does the moon look like?” activity to introduce the topic of the moon to my class. I would begin by showing the children pictures of the moon and encouraging discussion about what they already know. I would ask questions such as:
Have you ever seen the moon in the sky?
What colour is it?
Does it always look the same shape?
What do you think the moon is made of?
This week there was a lunar eclipse, so I would also ask: Did anyone see the eclipse? What did it look like? How was it different from the moon we usually see? Why did we have to use special glasses or make viewing boxes? We could record the information on the whiteboard.
For the main activity, the class could create their own moon picture. They could colour a large grey. They will then use cotton buds dipped in paint to add craters to their Moon. As the children work, we will discuss what the moon looks like and why it has so many craters. We would then cut out the circle and back it onto black card and add some star stickers, At the end of the lesson, the children can share their artwork and talk about one new thing they learned about the Moon.
To finish the lesson we would listen to the story on youtube https://www.youtube.com/watch?v=BjxT86bw9Cc – How the Moon Found his Glow
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The activity I have chosen is The Sun and Shadows. I have actually carried out this activity numerous times with previous Junior Infant and Senior Infant classes, and they always love it.
We started the lesson by discussing shadows and completing a KWL chart. I recorded what the children already knew about shadows and what they would like to find out about them. We then watched and listened to two songs on YouTube, My Shadow by Hey Kids and Shadow by The Dr. Binocs Show.
I then asked the children to become detectives and see if they could spot any shadows around the classroom. They went around with iPads to take pictures of them. After finding a variety of shadows, we went outside with chalk. The children worked in pairs or groups of three and took turns drawing and tracing each other’s shadows, as well as the shadows of other objects in the yard, such as trees, flowers and buildings.
When we returned to the classroom, we discussed the activity, including what they enjoyed and whether they had noticed anything interesting. Many of the children noticed that, as the sun moved, the direction of the shadows changed.
As a follow-on activity, the children worked in groups around the classroom using torches to experiment with making shadows. They explored how they could make the shadows bigger and smaller by moving the torch and the objects closer together or further apart. -
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The activity set I would choose would be The Moon. I would do a lesson based on the man on the moon. Firstly I would do a class mind map on the interactive whiteboard to see what we facts we know about the moon. We would then say the Man in the Moon rhyme together. I would then break the class up into small groups and give them the handout in the attached lesson plan. They would have a few mins to look at this and see what shapes etc they can see.
After this I would flip the lesson a little and ask the children questions such as: “Would you like to go to space?2, “does anyone know the name of a person who goes to space?”, “What do you think life in space is like?”
We would then watch videos online of the Irish astronaut Dr.Norah Patten answering questions about life in space to get a better understanding. After we would have a class discussion on what we have learned.
I would also extend this lesson by linking it with art and make moons and PE by playing planet based games.
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I would teach about the names and positions planets to my infant classes.I would use the story Ollie Discovers The Planets by Anya Acres to spark interest and assess prior knowledge of the planets with the children.We would then listen to The Planets Song to hear the names of the different planets.I would use balloons of different sizes to represent the planets and have the children,in groups,line up in correct order from the sun.I would have pictures displayed on white board/i-pads to assist the children with the relevant order.The mneumonic My Very Educated Mother Just Served Us Nachos would be useful here also.We would play lots of games to reinforce the names like Guess which planet is missing?/Which planet is not in the correct place? e.t.c..
.To finish the lesson the children could,inpairs, would try to create a new planet with a new name to insert into the order.I would record the children through photographs we could print and place in their scrapbooks to record the learning.-
Hi Dolores,
I really enjoyed reading your post. I love how you have made the lesson so hands-on and engaging, particularly using the balloons to represent the planets and the games to reinforce their learning. I also really like the idea of the children creating their own planet at the end, as it gives them an opportunity to be creative while applying what they have learned. Recording the activity through photographs for their scrapbooks is a lovely way to capture their learning too.
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One activity from this module that I would use in my classroom is the “What Makes Shadows?” activity. I think this would be a fun and simple way for children to learn about light and shadows while also giving them the chance to investigate things for themselves.
I would begin by asking the children what they think a shadow is and where they have seen shadows before. I would then show them a torch and different objects and ask them to predict what will happen when the light is placed behind each object. The children could work in small groups and use torches and different objects to make their own shadows. They could move the torch closer and further away and see how this changes the size of the shadow.
I would encourage the children to talk about what they notice and to make their own predictions before testing them. At the end of the activity, we could discuss what they found out and compare their results with their original ideas. I think this activity would work well with young children because it is hands-on and allows them to learn through experimenting. It would also help develop their curiosity, observation and communication skills.
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Hi Éadaoin, I really like this activity! I think the children would have great fun experimenting with the torches and seeing how the shadows change. I also like how they get to make predictions first and then test their ideas. It’s a simple activity but it gives them a good chance to explore, ask questions and learn through hands-on tasks.
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This inquiry-based activity on the Sun and shadows would encourage children to explore, observe, and ask questions. I would begin by asking the children what they notice about their shadows and what they think causes them. They would predict what might happen to their shadows at different times of the day before going outside to observe, measure, and draw them. We would compare our findings, discuss patterns, and encourage the children to explain their ideas. Through questioning and hands-on investigation, they would discover that the Sun’s position affects the length and direction of shadows. This approach develops curiosity, observation skills, and scientific thinking.
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Shadows
I would introduce this activity using our class puppet, Murph, as I think using a familiar character would immediately capture the children’s attention and make the investigation feel meaningful to them. I could bring Murph outside and explain that he has noticed a strange dark shape following him everywhere he goes! I would ask the children, “What do you think it is? Where has it come from? Do you think we can make it change?” This would provide an engaging starting point for the children to share their ideas, make predictions and ask questions about shadows.
We would then begin our investigation by exploring Murph’s shadow. Working in small groups, the children could observe how the position of the Sun affects the size and direction of a shadow. We could take Murph outside at different points throughout the day and use chalk to draw around his shadow on the school yard. Each time, the children could record the time and observe whether the shadow has moved, become longer or become shorter. This would provide a very hands-on way for the children to see how shadows change throughout the day.
I would also incorporate ICT into the investigation. The children could use tablets to take photographs of Murph and his shadow at different times of the day. These photographs could then be used to create a simple digital sequence showing how the shadow changed. The children could compare the photographs and discuss what they noticed.
There would also be a strong opportunity to integrate Literacy into the activity. Following the investigation, the children could write a short report about “Murph’s Shadow Experience”, describing what happened to his shadow throughout the day and what they discovered. They could use their photographs, measurements and observations to support their writing. This would give the children a real purpose for writing and allow them to communicate their scientific findings through Literacy.
At the end of the investigation, we would regroup and revisit our original questions and predictions. The children could discuss their findings and explain why they think Murph’s shadow changed throughout the day. I think this activity provides excellent opportunities for inquiry-based learning, as the children are actively observing, questioning, predicting and gathering evidence for themselves.
I feel that the integration of Science, Maths, Literacy and ICT in this activity is particularly valuable and is highly reflective of the new Primary Curriculum Framework, which promotes meaningful connections across subject areas. Rather than learning about shadows in isolation, the children would be applying their learning in different contexts while developing their questioning, communication, collaboration and problem-solving skills. Most importantly, the activity would allow them to develop their understanding through an enjoyable, hands-on experience.
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This activity will be based on teaching the planets. I would begin this activity by having a whole class discussion in a circle, assessing all or any prior knowledge children may have about the planets. Children will get the opportunity to share their knowledge, thoughts and ideas with their peers. Next, I would play the song “The Family of the Sun” to inform children the name of the planets as well as their key characteristics. After the song, I would put pictures of the planets on the board and ask the children what they can remember. We could work together to put the planets in the correct order from the Sun. The children could then work in small groups to make their own planet pictures using crayons, paint or playdough. To consolidate their learning, the children could match planet pictures to their names, order the planets, and play a simple “Guess the Planet” game using clues. We could finish by singing the song again and seeing how many planets they can remember without looking at the pictures.
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I would choose the Sun and Shadows activity set as I think it would be a really enjoyable and practical activity to complete with my 6th Class. I would use it as an opportunity to take the learning outside the classroom and allow the children to investigate how shadows change during the day for themselves.I would start by asking the pupils what they already know about shadows and why they think they change. In small groups, pupils would then go outside at different times during the school day to observe and measure the shadow of the same object. They could record the length and direction of the shadow and take photographs to keep a digital record of their investigation. I think this activity would work particularly well because the pupils are actively involved in discovering the learning rather than simply being given the information. Before each observation, I would ask them to predict what they think will happen next and then compare this with their actual results.
At the end of the activity, each group could discuss their findings and create a simple digital presentation showing their photographs and observations. I think this would be a fun and engaging way of developing scientific investigation, teamwork, observation and digital skills, while also making good use of outdoor learning. -
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I particularly enjoyed the ideas for activities based on shadows and light. Next year I would like to try the activity of investigating shadows in the schoolyard. I would start with pictures of the sun in the classroom and and pictures of nighttime. Ask the children what is different and why. We might then decide what we would like to find out more about followed by observing our shadows in the schoolyard. I would ensure that ths class understsnd that light doesn’t travel through opaque objescts therefore casting a shadow. Questions such as what does your shadow look like, is it the same as you and what time of the day does it look lost similar to you would all be useful in investigating sahdows in the school yard together as a class. We could trace around our shadows in the morning, afternoon and just before home time and discuss the findings and maybe choose what we might like to learn next together as a class. Shadows are around us all day every day and I really like the idea of exploring them in more depth to better understand why they happen.
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I have second class next year and would chose the sun and shadows activity for them as it provides a simple and hands on way for them to investigate the relationship between the sun and shadows in a way that’s relevant to them!
We would have a discussion in the morning about what they think causes shadows and whether they think they change during the day. We could write our predictions down.
In the morning, at noon and after lunch time the children could go outside and take pictures of shadows on the school grounds. These digital images would be evidence for them as to whether shadows do change and how the positioning of the sun effects them. They could record their findings after each outing and compare pictures with their peers.
I like this activity because it’s student led and helps them to become active agents in their own learning.
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I would start by bringing the children outside, which I know would immediately excite them as they love getting out of the classroom. In pairs, they would trace around their partner’s shadow and we would come back to it later to see if it has changed. I would ask, “What do you think will happen to your shadow?” and “Why do you think that?” This would allow the children to make predictions and share their ideas. Back inside, we would discuss what we noticed and I would use a globe, small bears and a torch to demonstrate that it is actually the Earth spinning, rather than the Sun moving around us. To extend the activity, I really liked the idea of making a simple sundial with the children. We could mark where the shadow falls at different times during the day and observe how it moves. I think this would be a fun, hands-on way for the children to see and understand how the Sun and shadows are connected.
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I would choose Activity Set: The Moon to explore astronomy with a junior class, specifically integrating What Does the Moon Look Like? and The Multicultural Moon. The Moon provides an ideal introductory topic because its regular monthly cycle is visible, accessible, and familiar to young children. We would start with observing the moon over a four week period, and the students would draw or record their observations over this time. I would scaffold their learning with word banks and vocabulary related to the topic (e.g. crescent, full moon, quarter, new moon). This could be integrated with art by having the students create their own moon using clay, paper, or other 3D art materials.
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For 2nd class, I would explore space and aliens through a creative investigation where the children design an alien. I would begin by asking, “If life existed on another planet, what do you think it might look like?” We would discuss how planets have different conditions and how this might affect what an alien could look like. The children would draw and label their ideas, thinking about features such as the number of eyes, legs, size and colour, and why their alien might need these features. I would then challenge them to create a 3D alien using recyclable materials such as cardboard tubes, boxes, bottle tops, yoghurt pots and foil. This activity allows the children to be imaginative while developing their STEM skills in a fun and meaningful way. They could present their aliens to the class and explain how their design would help their alien survive on its planet.
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This is a lovely, engaging way to introduce the planets. I particularly like the idea of using a KWL chart before playing the song, as it gives the children an opportunity to share their existing knowledge and questions. Returning to the song throughout the topic would reinforce the planets’ names and order in a fun and memorable way. The “adopt a planet” extension is also a great idea, as the range of creative choices would allow every child to participate according to their interests and strengths.
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<p data-path-to-node=”2″>This is a great adaptation for Senior Infants. Incorporating the origami ship to work on fine motor skills first is a really clever way to get them invested before doing the actual experiment.</p>
<p data-path-to-node=”3″>You’re so right about this age group, it’s much more about building curiosity and encouraging them to describe what they see than worrying about abstract physics concepts.</p> -
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The activity that I plan to use with my class is The Planets, in particular, The Planets Song. The Planets Song is a wonderful trigger for a junior infant class because it is visually engaging. In addition, the planet song allows for many cross curricular elements to the lesson. In particular it allows for the use of maths, music, art and drama.
Maths skills can be practised by counting the number of planets and investigating ordinal number by putting the planets in order.
Art skills can be developed by naming and discussing the colours of the planets as shown on The Planets Song video. This work could be developed further with group work, dividing the class into small groups, with each group producing a large, painted example of a planet on cardboard. These planets could be used In many ways, in the classroom. The children can try to identify each planet they have produced as the song is sung. These large cardboard planets could also be used as costumes that the children could wear when singing the Planet Song. Elements of drama could be introduced as children act out the characteristics of each planet when the song is being sung.
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I love these ideas Grace, they would be perfect with Junior Infants. I love using a song to introduce topics in Junior Classes, it really helps to focus and engage them.
A nice follow up activity for this would be to design, paint your own planet. I’ve ordered small chinese latterns in previous years and the children have had great fun painting their own planets. They also look amazing as a display in the classroom.
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