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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 moon
I would use these activities to structure an inquiry based series of lessons on the moon. I would use images of different moon phases, and if possible looking at the moon in the sky at different stages. We would discuss how important the telescope is here too.
As part of the exploration stage I would use The Man in the Moon activity. This would be a fun, engaging way of letting the children figure out what the moon looks like. We would also use part of the What does the moon look like activity. The children would act as scientists and record (in words and drawings) what the moon looks like each week – at the different phases.
As a way of consolidating learning the children will learn the phases of the moon dance. The children will also be provided with a variety of materials to make their own model of the moon.
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Thank you for your submission. I found your idea a great way to consolidate what I learnt early on during this module. Your approach and methods expressed convey a comprehensive, play based and inquiry based approach to learning. This is definitly one lesson I will bring back to the class and I have saved all the lesson ideas for fear I moght forget these points in the new school year. thank you.
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That sounds like a fantastic and well-rounded approach to exploring the moon! I love how you’ve blended observation, creativity, and movement—especially using the “Man in the Moon” and the moon phase dance to reinforce learning in a fun, active way. Encouraging the children to act as scientists and record their observations each week is a great way to build inquiry skills and curiosity. A lovely balance of hands-on, visual, and reflective learning!
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This is a nice and simple way to teach children about the moon. Looking at pictures and the real moon in the sky will help them understand it better. The Man in the Moon activity sounds fun and will help them think about what the moon looks like. I like the idea of children acting like scientists and drawing what they see each week.
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This is a straightforward way to teach about the moon. The idea that the children are scientists will really excite them, if they were to wear little science type white shirts while doing investigative work it would really engage and motivate them. I love the idea of the telescope being brought into this lesson and it would be a lovely addition to have a telescope of some type in the corner of the classroom that children could access as part of their investigations of the phases of the moon and have some poster pages of moon pages within the classroom for them to find and focus is on while looking through the telescope.
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I have chosen the activity set based on the ‘The Sun and Shadows’ for second class.
The concepts I would aim to teach are:
• The Sun gives us light.
• Light is energy.
• Light can cause a colour change.
• The UV radiation in sunlight reacts with a chemical in the beads to cause a change in
colour.
• The Sun gives us heat.
• The Sun gives us heat and light, without which we would not survive
I would start by finding out what the children already know about the sun and record their knowledge.
I would then conduct the following activities:
– Solar Beads
– Cooking in the sun
(I would love to experiment using sunscreen on the Solar Beads to see if it would stop the beads from changing colour.
The above activities will enhance the knowledge of the children on the sun.
Concepts I would address following the above.
– Ths sun is stationary.
– The Earth rotates
– Rotation of the Earth causes the night and day cycle.
I would do the following activities to address these concepts:
– Sun in the Sky
– Rotation of the Earth 1
– Rotation of the Earth 2
When the children understand the above concepts I would do some of the activities to explore Shadows.
The concepts
– Shadows change size and position as the Earth rotates throughout the day.
• The size and position of the shadow depends on the position of the Sun in the sky.
• The Sun does not move across the sky, it is the Earth that is rotating, making the Sun
appear to move across the sky.
I would conduct the activity:
– What Will Happen to Your Shadow in the School Yard During the Day?
– Make a sundial
On completion of all activities I will ask the children what they now know about the sun and compare with their initial knowledge. -
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I would have a couple of inquiry based lessons based around the moon.
I would begin by using a book as a prompt for the children ; The Moon book by Gail Gibbons for example and discuss what the children know or want to know about the moon. We would discuss whether the moon looked the same every night and why it sometimes looks like a circle/banana.
The children would watch a short animation on the different stages of the moon such as Paxi and our moon and discuss them.
For the exploratory stage, we would do a demonstration using a ball (for the moon), a torch and one of the childrens head(earth) to show how the light only hits one part of the ball/ moon as it turns and we only see the lit part from earth.
For another lesson we would include the creative element and complete the suggested art lesson using fabric to highlight the different phases and features of the moon.
The children could present their artwork and explain the phase of the moon they chose.
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I would do an activity with 1st Class based on the sun and shadows activity set to explore how the Sun changes our shadows during the day. We would go outside in the morning, at midday and in the afternoon. The children would stand in the same spot each time while a partner draws around their shadow with chalk and writes the time. Afterwards, we would talk about what changed. Was the shadow longer or shorter? Then, inside the classroom, the children would use torches, small figures and card to copy what the Sun does. They would move the torch to see how the shadow changes when the light is higher or lower. I would ask questions like “What happens when the torch goes up?” or “Why is the shadow getting longer?” to help them think and find answers themselves. At the end, we would talk about things like why shadows are longer in winter or how sundials tell time, so they can connect what they learned to real life.
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I liked the activity related to the bear and his shadow. The book Moonbear’s shadow is one in a series and I had another in the series while I was in school called “happy birthday moon” so that could perhaps be related back to an activity at the moon at some stage. I like the literacy element of it and think it’s a good way to engage the students. I am teaching in a Gaelscoil so I would be translating the book to Irish as I read, but that’s quite easy to do with a basic text like that.
I would begin with a group discussions about what a shadow is at the beginning as shown in the video which would also help to equip students with the vocabulary they need to inquire and ask questions. Then on reading the book I’d ask students to notice the difference in bear’s shadow at difference times of day.
I’d then give students a bear or other figure depending on available resources and a torch to experiment with shadows. I’d leave a variety of materials on the table to use, leaving the task somewhat more open-ended than the video suggested which I would hope would bring about varying results when it came time to discuss at the end of the activity.
Weather permitting and sun available I would then bring the students out to experiment with their own shadows.
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Your lesson has done great opportunities for cross curricular integration. When I read your post, I immediately thought of using the man in the moon as a stimulus for an art lesson. It could be drawing or creating using clay.
There are also so many opportunities for drama and oral language activities.
The moon also works well for fraction work e.g. halves and quarters.
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Activity Set: The Planets
I really enjoyed the activity set, The Planets, and would use it as a fun and interactive way to introduce the solar system to my class. I liked the lesson because it is a multi-sensory way to get students moving, thinking, and discussing the topic at hand. I think that the prompting question, “What planet do we live on?” is great and is suitable for a lot of ages, which is great as it can be difficult at times to find suitable exploration questions for Junior Infants, in my opinion.
As part of the exploration stage, I would use the Planet Dance activity, as I think it would be a great way for the children to become familiar with the names of planets, while also building on their spatial awareness and direction following skills. I think it would also be useful to show children videos of the planets first and encourage them to come up with their own movements based on the colours, size, and way in which the planet moved in the video. This lesson could be extended by the children drawing pictures and designing their own planet based on their own thoughts, experiences, and prior learning.
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Hi Sarah,
I really enjoyed the Planets lesson too. The planet dance activity is such a fun and energetic way for the children to learn the names of the planets. Your idea of having them design their own planets is a wonderful way to encourage creativity and imagination—it sounds like a truly engaging lesson.
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Hi Sarah, this is a fantastic and well-rounded approach to engaging children in learning about the planets! Encouraging children to create their own movements based on what they observe supports a deeper understanding of the content. The extension into drawing and designing their own planet is a brilliant way to reinforce their learning!
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Hi Sarah, I agree with you that it can be difficult to find exploration questions appropriate for junior infants, but found some great ideas in this module. The bear and his shadow his activity sounds lovely too and I’ve just done a post on this. I like your idea of them creating their own dance moves and I think it could be interesting and funny too to ask them what they think the name of the planet is before revealing it to them.
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I would choose The Sun and Shadows activity set, as it provides a clear and hands-on way to explore the relationship between the Sun, light, and time. This topic is especially effective for younger classes who benefit from visual and practical learning. I would begin by encouraging the children to observe their own shadows at different times during the school day—morning, midday, and afternoon. We would mark the shadows on the yard using chalk, allowing them to see how their shadows change in length and direction as the Sun moves across the sky.
Following this, we would conduct an inquiry using a torch, small figures, and card to simulate the Sun and observe how shadow size changes based on light angle. This would be supported by questioning such as: “What do you notice when the torch is higher?” or “Why do you think the shadow is longer?” These types of questions help children develop observation and reasoning skills. Finally, we would link the activity to everyday experiences—like why our shadows are longer in winter or how sundials work—making the science relevant and memorable.
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Hi Seán,
I enjoyed reading your post. Your activity is a brilliant choice, especially for younger classes who respond well to hands-on learning. I like the idea of using chalk and from my own experience, I know that children love this type of activity. Your use of questioning is also effective, as it clearly encourages children to think more deeply and explain their reasoning. It’s a great way to develop their observation and inquiry skills!
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Activity Set: The Sun & Shadows
I really enjoyed this activity. I loved the simple way of explaining day and night to the younger children, and this is definitely something that I will be doing in my classroom. It was a great fun and active lesson for the children. I could imagine infants loving this lesson
I would continue to develop this by carrying out an inquiry into shadows. We would look at shadows using torches in the classroom and ensure that all children have an understanding of shadows. I would then bring the children to our yard and pair them up to trace their partners shadow with chalk. I would ask them to investigate what side their shadow is on, is everybody’s shadow on the same side?, why do you think this might be? . I would then play a game with the children to see if anyone could “loose” their shadow and get them to explain what they had to do in order to loose their shadow. -
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I would use the Shadows in the School Yard activity from the Sun and Shadows set, as it offers a hands-on way for infants to explore how light and shadows work. Using the inquiry model helps keep the learning active and child-centred.
Introduce: I’d begin by asking children what they think a shadow is and when they’ve seen one. This encourages them to share ideas and make personal connections.
Explore: Outside, children would stand with their backs to the Sun and observe their shadows. Using black crayons, they would draw them on worksheets, noting their shapes and sizes. We’d also look at shadows from other objects in the yard.
Reason: Questions like “Why is the shadow dark?” or “Does it look like you?” help children link light, objects, and shadows. I’d explain that shadows are formed when light is blocked.
Reflect: Children would think about when shadows appear and change. This could be linked to stories, drawings, or tracing shadows at different times of day.
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Shadow drawing is a simple activity that can be done outdoors with the children. The class find a sunny spot outdoors. They will need paper, pencils, crayons, or markers.
They should choose toys, leaves, or other objects with interesting shapes that will cast clear shadows – can be linked to shape and space from the maths curriculum.
The children then place the chosen objects on the paper or drawing surface in a way where their shadows are clearly visible.
Have the children trace the outlines of the shadows and then talk about what they have created! -
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I too love this activity. It is such a rich, hands-on way for infants to explore light and shadows. I love that you begin by connecting to the children’s own experiences. That really helps build curiosity and engagement from the start. I also like the idea of using black crayons to draw the shadow. It’s simple yet effective. To extend that exploration, it could be fun to revisit the same spot later in the day to observe how the shadows have moved to introduce the concept of time and how the Sun’s movement affects shadow length and direction.
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Activity: The Spherical Earth
I would use this activity in my classroom and adapt it to suit the needs of the class. The ‘Earth Mosaics’ activity is very thought provoking, and I can see it leading to rich discussions amongst the children – the notion of up and down. The polar bear and penguin activity is an interesting lesson and concept for the children. It will show them that the earth is continually moving so the concepts of ‘up’ or ‘down’ are not applicable.For this activity to work in my class of 30, I would split the class in half. I would try to do the activity when I have a support teacher in the room. I would begin with a whole class introduction to the earth and how it is spherical in shape. I would demonstrate with familiar objects like a ball or an orange.
Then, I would show them images and videos of Earth from space to visually reinforce the idea https://www.youtube.com/watch?v=n_OBLfdh3Ew&pp=0gcJCfwAo7VqN5tD
After this, I’d split the class and give them their activities. One half will work on the Earth mosaics and the other on the polar bear and penguin activity.
Following this, I’d conclude the lesson with a whole class debrief on what they covered. -
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The Spherical Earth
The “Day and Night” activity from the Universe in a Box book. It was a great experience for me and the children. We used a torch and a small globe to show how the Earth moves and how this makes day and night.
The children were very excited when we turned off the lights and used the torch as the Sun. They were amazed to see that only one side of the globe lit up. They quickly understood that this is how daytime happens. When we turned the globe, they could see how night comes to the other side. This helped them understand that the Earth moves and that we have day and night.
To help explain gravity, we did a fun role play between a penguin and a polar bear. The animals asked each other why they don’t fall off the Earth. This made the children laugh and helped them understand that gravity pulls everything towards the centre of the Earth, no matter where you are. It supported their learning through play and imagination. I will definitely use more activities and role plays like this in the future.
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These are an excellent bank of lessons to have for teaching space!
I will definitely be using the bulk of these ! For this assignment I choose The Planets Lesson. I love the Planets Game as the children are active and engaging and need to be listening intently for the names of planets. Firstly, to introduce the names of the planets there are lovely songs on YouTube. I particularly like There are 8 Planets in the Solar System as it is catchy and very informative! To develop the Planet Game over the week or fortnight, as the children learn more and more about the planets, I could perhaps change from 8 regular hula hoops to using hoops or cutouts to look more like specific planets- eg Mars is a red planet, a ring around the planets with rings, vary the sizes of the circles-biggest circle for Jupiter, smallest for Mercury etc. Children, over the days, build up more information about the planets as they play.
To conclude the lesson, The Planet Dance is a nice way to winddown and stand still. Again, to develop this I could provide cutouts of the different planets and add in a question “Tell your friend next to you two facts you know about your planet”.
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After completing. Module 2, I decided the activity that I would use with my class would be 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.
Elements of drama could be introduced as children act out the characteristics of each planet when the song is being sung.
Elements of maths can be introduced by counting the number of planets and investigating ordinal number by putting the planets in order
For art, we would name and discuss the colours of the planets as shown on The Planets Song video. I would develop this further with groupwork, 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. -
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After completing. Module 2, I decided the activity that I would use with my class would be 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 art, drama, music and maths.
For art, we would name and discuss the colours of the planets as shown on The Planets Song video. I would develop this further with groupwork, 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.
Elements of maths can be introduced by counting the number of planets and investigating ordinal number by putting the planets in order -
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I have chosen “The Planets” as the activity set because it offers a wealth of opportunities for exploration, discovery, and learning in a fun, active, and hands-on way.
Introduction
To begin the lesson, I would bring the children together in a circle for a class discussion to explore their prior knowledge about the sun and the planets. I would ask a mix of open and closed questions, encouraging all children to share what they already know. I would record their responses collectively on the whiteboard.
Next, I would read the picture book Adam’s Amazing Space Adventures to spark interest and provide context for our exploration. This engaging story would serve as a springboard for identifying and naming the planets in order from the sun.
We would then examine images of the planets and discuss key facts and features of each one, helping to build a deeper understanding.Planet Game
To reinforce the concept of the solar system, I would introduce the planet game. This interactive activity involves the children taking on the roles of the planets and the sun, physically moving to show how planets orbit the sun. It’s a fun and energetic way to support understanding.Art Activity
To finish the week, we would integrate our space learning into an art lesson, where children create their own papier mâché planets. Using reference images and the facts they’ve learned, children would be encouraged to design their planets with attention to colour, texture, and size to reflect what they’ve discovered. -
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Activity Set: The Moon
I found this section very interesting because I think the beauty of the moon is that children can physically view it. It’s a brilliant, very usable resource by looking into the sky at night and in the morning during autumn and winter.
The mystery of the moon is reflected in the many stories and books for children; ‘The Way Back Home’ by Oliver Jeffers, ‘Kittens First Full Moon’ by Kevin Henkes, ‘The Moon Keeper’ by Josienka and ‘City Moon’ by Rachel Cole to name but a few.
I also agree that children are fascinated with the lunar missions of the 60’s and 70’s, rocket ships, astronauts and famous phrases!
Discussion on what they know about the moon, why does it change shape, what shapes can they see on the moon, what do they think the moon is made of. The Man in the Moon activity incorporates great discussion, Q & A time as well as a fun art activity.
Finally ‘Time To Shine’ The Moon Song by StoryBots is a great rhyming rap song that the kids love as it’s very catchy but it also has lots of interesting facts too! (You Tube).
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Activity Set: The Planets: The Planet Song, The Planets.
I would use the Journey Through the Solar System activity in my classroom as it is an engaging way to introduce children to the planets. I would adapt the activity slightly for our school hall and used coloured hoops along with printed planet images to help children visual recognition.
To introduce the lesson, I would ask the question, “what is the name of the town we live in?”, “Do they know what country this town is in?”And what planet is this country on?, Can they name the other planets?. I will briefly talk about the 8 other planets.
I would then play The Planet Game with the children where they will pretend to be rockets flying through space, and the use of movement will reinforce the planet names in a fun, active way. The rule that they could only land in hoops when a planet name was call will encourage great listening and reaction skills.
Showing that the sun stays in place and the planets orbit around it will be easier to understand through these activities.-
I love how you’ve adapted the Journey Through the Solar System activity for your space, Adrienne! Using coloured hoops and printed planet images sounds like a fantastic way to make the planets more tangible and memorable for young children. The questions you use to connect the children’s own place in the world to the wider solar system are a great way to build relevance and curiosity. I also really like the Planet Game — combining movement with learning is perfect for Senior Infants and helps reinforce listening skills alongside content. Your approach of showing the sun’s fixed position and the planets orbiting around it through active play sounds like a very effective way to develop spatial awareness and scientific understanding. Thanks for sharing!
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Reflection on Using “The Spherical Earth” Activity
For my Senior Infants class, I would use the ‘earth mosaic’ template activity described in the module. I would distribute the templates and ask the children to draw a landscape divided by the dashed line—above the line they could illustrate houses, mountains, forests, and below it the seabed or rocks. This hands-on activity helps develop their understanding of spatial relations (above, below, on top, under), while introducing them to different parts of the Earth.
To build vocabulary, I would guide discussions about the features they are drawing, encouraging words like “mountain,” “forest,” “seabed,” and “rocks.” This also supports awareness of the environment and its layers, connecting well with early science learning goals.
Additionally, I would incorporate a discussion about day and night, linking the Earth’s rotation to the presence of the sun and moon. We would talk about how children in other places might be waking up or going to bed depending on where the sun is.
This activity also ties into SPHE by exploring diversity—talking about how children live in different types of environments and encouraging respect for those differences. The tactile, creative element helps engage young learners, making abstract concepts more concrete.
Overall, this inquiry-based activity encourages observation, language development, and social awareness, supporting my school’s SSE focus on wellbeing and respect for diversity.
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Activity: The Spherical Earth – Junior/Senior Infants
I would call the children to gather on the carpet around a globe. I would show the children a toy polar bear and a toy penguin and discuss with the children where each animal lives. After sticking the polar bear to the North Pole and the penguin to the South Pole I would role-play the animals talking to each other, claiming that the other is standing upside-down and going to fall off! After discussing with the children which one they think is right and why we don’t just slide or fall of the planet I would then introduce the force of gravity to them.
I would have the children make little cut outs of themselves and let them “travel” to different countries around the world and explain that gravity pulls us towards the centre of the Earth and so there is no true “right-side up” or “up-side down”. We all “feel down” towards the ground even if someone is doing a head/handstand.
We would then finish by completing the “earth mosaic” using the template in the appendix. The children would draw houses, mountains and forests above the dashed line, and the seabed, mines or rocks below it. They would then connect the template to make a circular “Earth” and walk around to see that up and down is relevant to where they are standing.
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I would use the Activity Set: The Planets in my own classroom as it is a fun and engaging way to introduce the Solar System to the children.
I would begin with a circle time about where we live and asking the children what planet they live on. We would then name any other planets we know and then listen to the planets song (https://www.youtube.com/watch?v=Wd_EIdZrvaU&list=RDWd_EIdZrvaU&start_radio=1) to allow them to become familiar with different names. We would then discuss
The planets dance would be next as I think it is an inclusive way for the children to begin to learn about our solar system and name the planets. Before the activity we would pause and invite the children to offer answers as to why the sun is in the middle, and explain that the planets orbit the sun.As the game allows for more than one child to land on a planet the children can support each other whether they are higher or lower ability- all learners can access this activity successfully. I also think the children behaving like rockets and landing on the planets around the sun it will be easier for them to understand the sun stays in place through this engaging activity.
We would then use this lesson later in the week as our art lesson where the children can work in small groups and design and create each of the planets based on the information we have learned.
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Hi Aisling,
Your lesson on the Planets sounds really interesting and would be such an active piece of work, with the children greatly engaged. It would be wonderfully visual for the children, to see how the system works, with the sun in the centre and a great idea to have pupils supporting each other. I love the idea of following this work later in the week, by integrating visual artwork with science, allowing for deeper understanding and reflection on their work, for each pupil,
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Exploring the Solar System Through Movement and Creativity
I really enjoyed using The Planets activity set as a way to introduce the solar system to my class. It’s a fun and hands-on lesson that suits different learning styles. I liked how it gets children moving, thinking, and talking about what they’re learning.
The starting question, “What planet do we live on?” is simple. It’s a good way to get young children thinking, and it works well for different age groups. For the exploration part, I would include the Planet Dance activity. It helps children learn planet names while practising spatial awareness and following instructions. I’d probably show a short video of the planets first, so they could see how they move. To finish, I’d let them design their own planet using drawings and ideas from the lesson. We might even have some nice art to display at the end of the lesson and I know Junior classes would enjoy learning about the planets, in this way. -
Activity Set: The Sun and Shadows
I would introduce these theme using the book ‘Shaow BEar’ as a read aload to the class. I would then proceed to give each child/ pair the following resources in order to recreate a pond scene: blue paper for the pond, a plastic tree, a toy teddy and also a small plastic teddy. I would give each table different task cards based from the story. Using a torch as the sun I would ask children to follow the task cards and see how the sun (the torch) produces different shadows.
In a different lesson we would look at sun dials. We would pick a certain place in the playgground which gets sun until 3pm. Each hour a each child would stand in the same spot and have someone draw a line around their body. We would then go out every hour, stand in the same place and continue to draw around he outline of ther person. Children would see how their shadow moves position through out the day.
I would then use the the template form ‘Sun and Shadow’ to create a sun dial
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I would choose the activity set the Planets. I would begin the lesson by showing the children the Planet Song and We are the Planets as I feel the children would be really engaged in this. I would then ask the children if they know the names of the planets. I would teach the children the sentence’ My very educated mother just served us noodles’ to help them remember the names of the planets. The Planet game activity is also a very useful resource in helping the children learn the names of the planets. This will also help the children’s listening skills. Next I would do the planet dance with the kids. As well as benefiting the children’s spacial activity the children would really enjoy this. To conclude the lesson I would gather all the kids on the floor and ask them to try to name some of the planets with their partners.
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Our class would conduct an investigation on telling the time, by creating a Sundial. This Science work would integrate with our History work on the Ancient Egyptians, who we believe had a sundial which dates back to the 13th Century BCE.
Our Science work would follow the ESERO framework of Inquiry shared in this module: Investigate, Make A Sundial Activity.
Prior to this Design and Make activity our class would view the video: How to Make a Sundial, ESERO, which would be shared on our Online Classroom, to enable pupils to view this again, for revision or support with their work.
Pupils would work in pairs, with each student making their own sundial, resources would be provided and time would be spent in our outdoor classroom, exploring shadows.
Our lesson would follow the steps outlined in the framework: Starter Question, Predicting, Conducting the Investigation and Sharing: Interpreting the data/results
Follow-on activities would provide many opportunities for integration with English Literacy, Tilly and the Timemachine and the story of Hugo, Visual Artwork – clock faces, Mathematics – AM and PM, 24 hour clock. Geography: Time Zones around the world. PE: What Time is It Mr Wolf? Gaeilge: revision of time, months.
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the activity set I would chose is ‘The Sun and the Shadows’. I am planning this for a junior infant class. Children are always so fascinated by shadows so I feel this will be a very engaging activity. I would use this as a follow-on from the night/day lesson.
Get the children to sit in a circle. Ask them to remind you of our night/day lesson. Some prompting questions to help – What happens during the day?/ Where does the sun go at night?/ Why do we need to use lights at home at night but not during the day?
I would then ask the children if they know what a shadow is?/ How do we get shadows?/ Can you give me an example?/ What causes a shadow?
I have a bucket of large toy animals and I will ask the children to pick one.
We will go out side and using chalk I will get the children to place their toy down and trace the shadow of their animal with the chalk. We will leave the animal where it is and go back inside.
In the afternoon we will go back outside and I will ask the children if they notice anything?/ Why did the shadow move?/ What caused the shadow to move?
I will explain to the children that the sun moving caused our animal shadows to move. If we don’t have a sunny day that week I will do the same activity in doors using a flashlight as the sun and black paper with white chalk to show our shadows.-
Shadows are a fascination for small children. I think they would be so excited to explore the sun and shadows especially using their favourite toys or toys they select themselves from the classroom. The drawing element would cause great excitement in my class. I would adapt it for my context and place the chalks in an extension holder so my students in a wheelchair can draw their own toys giving them more ownership of the activity and their learning.
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Activity- The spherical earth
I chose to use The Spherical Earth activity because it offers a clear, hands-on way for 2nd class pupils to begin understanding a foundational concept in space science: the Earth as a sphere. Many children at this stage still picture the Earth as flat or struggle with the idea of people living “upside down” in the southern hemisphere. This activity allows me to explore their preconceptions in a supportive way and guide them toward more scientific thinking through exploration and questioning.
I would begin with an open discussion using a globe and a flashlight to demonstrate day and night. I’d ask questions like, “Why don’t people fall off the bottom of the Earth?” and encourage students to share and challenge each other’s ideas. Then we would model the Earth using playdough, followed by drawing and labelling different parts of the globe.
This activity allows me to integrate oral language, visual arts, and science, and supports enquiry-based learning by centering on children’s questions and discoveries. I believe it not only builds knowledge but confidence in expressing ideas and thinking critically. The visual and tactile elements also make it very accessible for different learning styles.
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activity – The sun and the shadows
I would start the activity with the poem “My Shadow” – “I have a little shadow that goes in and out with me. And what can be the use of him is more than I can see….. Why does the shadow follow me? Get discussions on shadows going. Why is the shadow sometimes small and sometimes tall? If you have a projector in your class it’s the perfect opportunity to to have the kids take turns and make shadow puppets with their hands. Shadow boxes work too with flash lights.
Bringing in the sun we would go outside first thing in the morning, as soon as school begins. The children stand in a line and all face the same direction. We take notice of our shadows. How long, wide, what direction. Then we come indoors and discuss our shadows and draw them on our shadow paper. We go out again before lunch, repeat and again before we go home. The kids love to see that it has moved . Homework can be to check their shadows again before dinner. We follow up the next day with the changes and how it relates to time and the movement of the sun.
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Activity: The Spherical Earth
This is a wonderfully imaginative and thought-provoking activity that I would use in my classroom. I love how it blends art, collaboration, and spatial thinking in such a hands-on way. Having the children create both the surface and what’s beneath the Earth on their mosaic templates encourages them to think about layers and perspectives. Then, by assembling their pieces into a circle and observing how “up” and “down” can change depending on where you’re standing, you’re gently challenging a common misconception in a way that’s meaningful and memorable. It’s a brilliant way to encourage curiosity, critical thinking, and a deeper understanding of our place on a round planet. I would ask the children: “Which way is up now?” Let the children walk around the circle and observe how each drawing’s orientation changes. Discuss how, on a spherical Earth, everyone has their own sense of “up” and “down” depending on where they are. I would also use this activity to prompt deeper thinking: “What would it feel like to live on the ‘bottom’ of the Earth?” or “Why don’t people fall off the Earth?” I would then mount the mosaic on the wall or take a photo from above to keep in the classroom.
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Activity: The sun and the shadows.
This lesson takes place outside exploring shadows, firstly I would let the children just explore their shadows, what happens when they move one way or another. I would then bring them together and they can share what they discovered.
In groups of 2/3 , one child stands on the spot while the other/others trace around their shadow with chalk. 2 hours later we repeat the exercise, same group draw around the shadow with a different colour chalk, putting the time in each shadow outline. At this point they can discuss the changes they see and say why they think it has changed.
Again, 2 hours later we go and draw around the shadow outline with third colour again noting the time. So at this point we have 3 shadows outlined. Children give their ideas as to why the changes have occured and when they have all given their view points, we then go through the actual science of it and usually they hit on most points but just need the science language.
Finally to finish we have a game of “Catch the shadow”, where they run around and try and stand on as many shadows as they can catch and you try and avoid people stepping on your shadow. Chaos but fun!
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Activity Set-The Planets
I would do a Unit of Work on the Planets. My activities/tasks would be suitable for a 2nd class.
I would use the Esero introductory lesson first as I think it’s very active and suitable for a lot of age ranges and abilities. It can also be adapted easily.
Following on from this then I would use the Planets song as a nice revision point and lesson starter.
I would give the children iPads/Chrome books and ask them, in pairs, to select a planet they are most interested in to research. The children will be given options/ideas on how to show some of what they learned about the planets. E.g. create a science experiment, draw a picture, make a poster, do an art project. They may use any form e.g. digital tools or markers etc. In this way I would be hoping to expose the children to a variety of different approaches and planets.
When we have all shown our planets/projects/activities, we could then see as a class what interested us the most and then I could design follow up lessons based on what we wanted to explore more. -
Activity Set: The Moon
I believe the moon is a great introduction to space and helps students begin to observe and question the world beyond Earth. I would begin by showing a picture or short video of the moon and encouraging the children to share what they already know. I would guide a discussion around the question: “What shape is the moon, and how do we know?”
This naturally leads into an exploration of shapes, allowing children to compare the moon to familiar objects such as balls, marbles, or a globe. Through this, they begin to understand the difference between drawing circles and spheres they can hold. The children would discover that the sun always lights up half of the moon, but as the moon moves around the Earth, we see different parts of the lit-up side.
“The Man in the Moon” activity would work perfectly as we could begin with a story or picture.
They would be invited to make their own moon, paying attention to shape and colour. They would see how it can appear flat from Earth, but realise that it is really a sphere.
The students would be invited to discuss and reflect on some important questions as part of concluding:
1) Why does the moon appear to change shape?
2) What did you notice when you made your own moon?
3) Can you name some objects like the moon?By exploring the moon’s shape and phases through hands-on work and guided questioning, students begin to understand complex scientific ideas. This activity fosters curiosity, observation and discussion.
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Nice lesson Jocelyn. It could be nice to let the kids discover how moon phases work themselves – a simple way to do this would be to get one person to stand holding a torch up high, acting as the Sun, and have other children stand next to it holding a ball to represent the Moon. You can use cheap styrofoam balls with a lollipop stick stuck into them to hold it by. Then the children hold up their ‘moons’ high and spin around in a circle observing it. When their back is to the Sun, the Moon should be lit up, as they rotate they will see shadows creeping in, just like the Moons phases, until they are standing facing the Sun and no part of the Moon they are looking at is lit up.
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Activity: The Planets (Junior/ Senior Infant Lesson)
After introducing the planets and listening to the planet song ‘Family of the Sun’ to reinforce the planets that we have spoken about, I would play the planet game using hula hoops as described by ESERO. I thought that this was a lovely interactive activity to engage the children. I would add some other elements by placing the planets in the correct order and moving them around the yellow hula hoop (the sun). Here I would focus on a key characteristic for each planet. I would do another movement activity to reinforce what we know about planets; the children will pick a planet, stand in their correct position and orbit the sun. I would then pick a volunteer to stand as the sun. I also thought that the planet dance was a nice activity, so this could be an alternative here also. For the review, the children will do a quick recall about the planets and I would conclude the lesson with an engaging space themed book.
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I would teach the spherical earth.
I would start off by asking the children what they know about the earth. Then we would discuss the shape of the earth, tying it 3D shapes in math. I would then ask them about activities we do in the day time and what activities we do in the night time.Next I’d introduce a spherical globe and we would experiment with turning the globe, without and then with a light shining on it. I would then attach 2 figures on opposite sides of the globe. We would discuss was it night or day and how would you know. We would discuss what each figure was doing at the different times according to the light shining on them.
I would then give the children some A3 paper and in pairs they would draw activities on one side for day time and on the other side for night time. They would then present their drawings and explain why they put the different activities in the day or the night.
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Activity Set: The Planets
To introduce this activity into the classroom I would begin by revising the names of the planets and their order from the sun. I would use the rhyme My (Mercury) Very (Venus) Educated (Earth) Mother (Mars) Just (Jupiter) Served (Saturn)Us (Uranus)Nachos (Neptune) to help the children remember their order.
After this I would play the planet game to reinforce what they know. I would spread hoops around the room. Each hoop is a planet and I would have a yellow hoop to represent the sun! The children would have fun hopping, running and jumping between each of the planets!
Then we would play the planet dance. This would check for children’s spatial orientation. I would call out the instructions and observe the children.
For the last part of the activity the children will get a chance to spin their planet. I will explain to them that planets revolve around the Sun, but also spin on their own axes.
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With Junior Infants, I would use the ‘Sun and Shadows’ activity set to introduce early science skills through play and observation. As an introduction to the topic, I would start with a simple discussion about what a shadow is, where and when have we seen one, what we notice about them etc. For the exploration stage, I would take the children outside and encourage them to find their own shadows, play with them, and notice how they move. We would use chalk to trace their shadows and return later in the day to trace them again, comparing shapes and positions.
If it wasn’t a sunny day and we couldn’t go outside to explore shadows, I would encourage the children to use torches and small toys to create shadows on the wall, helping them see how light and objects interact. The children would describe what they see, draw their shadows, and talk about how they change.
I would conclude either lesson with a picture book or song to reinforce the concept in a fun and memorable way.
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Nice work Kirstin – I would recommend doing both the indoor and outdoor shadow activities even if you do get a nice sunny day. It’s good to show that the Sun isn’t the only light source that creates shadows, that our artificial lights can do it too, and to note any differences in the shadows, like intensity. Do you know of any good picture book/song about shadows that you could use to close the lesson?
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As part of a unit of work on shadows in the infant classes I would use the following ideas to teach the concept that light travels in straight lines and that a shadow is an area of darkness. I would combine this concept with morning play to begin the unit of work.
During play time the children could use torches when playing with toy animals and create different shadows by moving the torch around the animals. I would also let the children experiment with shadows through use of a shadow puppet theatre..
Using the yard on a sunny day, they can investigate shadows. I would begin by referring to the indoor activities as a reminder of the topic of shadows. .Stand in a straight line with back to sun and discuss what they see using the following questions; ‘What can we see?’ Why is it black? Where is the light coming from? What does your shadow look like? Do you always have a shadow?
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Activity Set: The Sun and Shadows
I enjoyed this activity as the whole way through I was thinking of how I could implement this activity in my classroom. I teach 1st class, they love to engage in active learning, in particular outdoor learning. I would begin the activity outside, asking anyone if they know what a shadow is, what creates it, how could we create our own. I would then model the activity by standing with my back to the sun, creating a shadow of my body. I would ask one of the children to draw the outline of my body. I would then encourage the children to create their shadow and get their partner to draw their outline. I would ask questions as the children are working, sparking discussions on the sun and shadows.
Once back in the classroom, I would ask the children how I could create a shadow indoors. I would allow the children a few minutes of discussion time before modelling using a torch and a figure against the wall or on the table. I would hold the torch at varying heights and distances to display how the shadow changes. The children would then engage in this activity in pairs, again encouraging discussions about the sun and shadows.
I would conclude this activity by asking the children to reflect on the similarities and differences between the task outdoors and indoors.I would integrate this activity with art by encouraging the children to pick an object and to place it on paper. The children would then create a shadow of this object and draw an outline of this object.
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have chosen “The Planets” as the activity. I really liked the planet song and the variety of possibilities for learning opportunities for the children within this topic.
Lesson Plan: Exploring Space and the Planets
Theme: Space and the Solar System
Class Level: Senior Infants
Timeframe: One week (5 days)Day 1: Starting Our Space Journey
Objective: Activate prior knowledge and spark curiosity.Begin with a “Wonder Wall” where children share what they think space is and what they know about planets.
Use a simple space-themed song to introduce the topic in a fun way.
Display a large poster of the solar system and let children point out what they recognize.Day 2: Storytime and Discovery
Objective: Introduce the planets through storytelling.Read “There’s No Place Like Space” by Tish Rabe.
Pause to discuss each planet as it appears in the story.
Create a class chart with planet names and one fun fact about each.Day 3: Movement and Role Play
Objective: Reinforce understanding through physical activity.Set up a “Planet Parade” where children wear simple planet badges and orbit around a “sun” in the centre.
Use music and movement to simulate planetary orbits.
Discuss which planets are closer or farther from the sun.Day 4: Creative Expression
Objective: Combine art and science.Children create their own planet using coloured paper, cotton balls, glitter, and other textures.
Encourage them to name their planet and describe its features.
Display the planets on a classroom “Galaxy Wall.”Day 5: Review and Reflect
Objective: Consolidate learning and celebrate achievements.Play a matching game with planet names and pictures.
Children share one thing they learned about space.
Award “Space Explorer” certificates to celebrate participation. -
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Reflecting on these activities reminds me how powerful child-led learning can be. When we give children the space to observe, question, and draw their own conclusions, they become active participants in the learning process. Activities like this also highlight how science concepts can be introduced in developmentally appropriate ways, sparking curiosity that can grow over time.
One of my favourite activities from those suggested is the ‘day and Night’ activity. The lesson was very hands on and child centred. I like how at the start they elicited the children’s prior knowledge by discussing the difference by day and night. The questions asked really got the children thinking. Comparing the photos in the activity was nice too and I liked how they worked up to the idea that we can see the moon in the daytime too. This might be a misconception the children might have.
The big earth ball is a great way to engage the children, and the activity can really show the children how the earth rotates and when the side exposed to sun makes it daytime and the opposite night. This active and visual representation would work really well for introducing young children to this idea of the Earth rotating and of day and night. Adding the bear and discussing what the bear on each side might be doing further extends that discussion from the beginning of the lesson on the differences between day and night. -
Last school year I did some work on Space and did the Planets with my class. So, I have chosen to reflect on the activity set The Planets. The students I teach all have mobility issues so I would have to adapt the lesson slightly to suit my context. I used a different song when teaching my students about the planets-https://www.youtube.com/watch?v=F2prtmPEjOc. I chose this song because many of my students can get overstimulated by fast music or particular visuals. I found this one worked best for me.
Instead of hula hoops, I would create circles on the floor using different coloured tapes or outside using chalk. This would ensure that all students could move to a planet without accessibility being an issue. I think the activity would extremely well and when I thought this lesson I used a model to illustrate the movement of the planets. I think the movement element of the activity will appeal to my students especially if I remove the accessibility issue.
Instead of the planet dance, I would adapt this by keeping my tape circles or chalk circles. Before I would use the spinning activity, I would do a paint a planet activity like I did before. I got each of my students to paint a planet. I feel each of my students having a planet would increase their learning too.
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The activity set I would use is the planets.
I did enjoy the planet song, however a song that I have used with third class in the past is https://www.youtube.com/watch?v=mQrlgH97v94
This song is really useful as it gives some perspective of the sizes of each compared to one another.
Another song that I have used is https://www.youtube.com/watch?v=PCxjuDePdCI&list=RDPCxjuDePdCI&start_radio=1
This song is excellent as each planet gives some information about itself.
I really liked the planet activity involving hula hoops. This lesson is a great chance to integrate space and PE. This might be a good introductory lesson, as it doesn’t give any information as to the sizes of the planets and how they compare to one another. However, it is useful for children to learn the order of the planets, which are close to the sun and which are far away. As an assessment at the end of the activity, I would do a fun quiz.
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100% agree with those two links you shared. I have used the storybots one that was shared but neither of the other two and the two you shared were my other ‘go tos’ when I was class teaching. My daughters bopping about here to the hopscotch one singing it word perfect. They are all in secondary and it is years since they encountered it but they have remembered it. It shows the longevity of retention when we deliver information in a catchy way.
**Also just for our moderators the song ‘the family of the sun’ https://www.youtube.com/watch?v=Bzj6UEbIvKA that you have shared a link to, teaches the nine planets (instead of pluto as a dwarf) so maybe a new link is needed!!
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The sun and shadows.
Activity – A source of heat (2nd class)
I would begin with a simple question “what gives us heat”? The class would discuss the sun and what it does, how do we know the sun makes us warm?
As a whole class we would place two cups of water outside, one in direct sunlight, one in the shade. Students will predict which will become warmer.
Discussion – talk about how the sun warms things (people, houses, cars, ground). Introduce the term “source of heat” and further discuss other heat sources including fire, radiator, oven but focusing on the sun as a natural source of heat.
Children will re-check the cups and observe any different in warmth through touch of thermometer. They will document their findings and review key ideas.
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The resource I plan on using next year is Earth Mosaics. Laying the templates in a circle is great way of showing the children there is no ‘up and down’. I think I will incorporate this into art class. To be honest there were many useful activities in this module that can be used when teaching around the theme of the Moon.
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Activity Set: The Moon.
I would use the Man in the Moon activity outlined on the website in order to teach the children that the moon is a sphere and that it does not always look the same. A lot of children are more visual learners so this will work well.
Engaging their interest first using a white paper circle and white paper crescent is a great idea. The Moon rhyme is also a great lesson introduction.
Talk and discussion/questioning will be important in this lesson once the class have made their moons = asking why they made their moons the way they did which leads in to explaining how we see one side of the moon from Earth sometimes it is a circle and sometimes it is a crescent. The worksheet Figures in the Moon will act as consolidation for the lesson. -
Activity Set: Sun and Sky
I would like to say what a wake up call on how simple some of these activities are to lead to fantastic discussions and hand on materials. I have 2 boys in my class that would love to do the experiments and discuss it after. Instead of me teaching them giving them the materials and come up with solutions.
I would start with conversations about pictures of day and night and see what language they know and give them the information–like stars are still in the sky during the say
I would than get them to draw or write using the pages of the day and night. I would also get them to describe their pictures which would lead to the different types of days. Also discussions about where has the sun gone on a cloudy day and what does the sun bring us on a sunny day–shadows
once discussions on shadows they would continue to explore shadows with the torch and the bear and draw some shadows
may even get them outside to draw chalk shadows
there is just plenty exploring after that and the children can lead it with their interest
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Hi Catriona,
I agree with you when you say how simple the activities are to carry out. There are some fantastic ideas for lessons in this module and so easy to follow and plan for teachers. They are also really interesting for the children and definitely encourage lots of inquiry-based learning. As you said, with these topics there is plenty to explore, being able to allow the children to engage in lots of different activities over the course of a fortnight.
I also really like the idea of drawing shadows using resources like bears etc. with torches. I think this is something the children would love!
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Where Did My Shadow Go?
Energy and forces: light
Junior/ Senior Infants
Engage:
I’ll start by showing the children a short video to spark curiosity “What is a Shadow?” by SciShow Kids https://www.youtube.com/watch?v=lOIGOT88Aqc. We’ll watch it together and then have a quick chat: Have you ever seen your shadow? When do you notice it? What do you think makes it? I’ll encourage them to share their thoughts and any experiences they’ve had with shadows.Investigate:
We’ll head outside on a sunny day and each child will find their shadow. I’ll give them chalk to trace around their feet and their shadow. We’ll come back out at different times and mark it again, noticing if and how it has changed. Back inside, I’ll set up torches and toys in small groups so they can experiment with light, moving it higher, lower, closer, or farther away. They can take photos using the tablets to record what they see.Take the Next Step:
Next, we’ll make simple shadow puppets using card and sticks. I’ll set up a mini stage with a lamp or torch and let them create their own shadow stories or characters. They can record their puppet shows using the iPad or class tablet, using the language displayed on the board for this activity.Reflect:
To finish, we’ll look back at the photos and videos they’ve taken. I’ll ask: What did we learn about shadows? What changes a shadow? We’ll display their chalk drawings and puppets on a classroom wall display. -
This is my 3rd time typing this so it’s now getting briefer! No idea why neither of my last 2 posts posted.
You have to integrate to get material covered with younger classes.
First/Second Class
Engage (Science, music, drama): Use the hopscotch and kids learning planets songs. Make a list of all the facts the children remember from each song. For the hopscotch songs divide children into their ‘planets’ what style of music is their planet? How does their planet act? Sing and perform their planet as the song is playing.
Investigate (PE/Maths/Language): Use the esero lesson https://esero.ie/wp-content/uploads/2015/01/01_The-planets.pdf Amend it so that children have to decide which planet their hoop represents and tell their friend a fact about their planet. Focus on the positional language required in maths and also the difference between rotating and orbiting using the games in the lesson.
Take the Next Step (Art/Science/Engineering): Visit a few ‘space’ displays in museums on the white board. Give groups of children playdough and work on the spherical moulding of clay to make a clay solar system. Get the groups to design their solar system display in the space section of a museum (engineering – so do they carve hemispheres or suspend spheres? etc) including some facts about our solar system.
Reflect:
Go on a musuem ‘visit’ to see each others exhibibitions and give feedback. What’s good, what could be improved?
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To use this lesson with a 6th class, I would plan a hands-on, inquiry-based activity focused on observing how shadows change throughout the day. I would begin by taking the students outside on a sunny morning and pairing them up. Each pair would observe and describe their shadows while standing with their backs to the Sun. We would then discuss what happens when they move, raise their arms, or turn to face the Sun, reinforcing the idea that shadows form when sunlight is blocked.
Next, students would draw around each other’s shadows with chalk and measure them using metre sticks, recording length and width in centimetres or metres. This would link well with both Science and Maths curricula. Repeating the activity every hour would give students a clear visual of how shadows shorten and change direction as the day progresses.
In the afternoon, we’d revisit the drawings to compare shadow size and position, leading to a class discussion. I would guide them in understanding that the Earth’s rotation makes the Sun appear to move, causing the shadow changes. This lesson would be an engaging way to develop observational skills, use mathematical measurements in context, and introduce fundamental Earth and space concepts in a concrete, memorable way.
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The Sun and shadows- Sun activities- Day and Night
I would use this lesson in a junior/senior infant class to teach the concepts of day and night. I would show the children an image of a day time and a night time sky as a prompt and talk about the differences.
I would then introduce the idea of it being day and night at different times in different parts of the world. I would use a globe and stick two characters on alternate sides of the globe. Using a bright light in a dimly lit room I would demonstrate how the earth rotates around the sun. The children would observe how the sun (light) hits different parts of the earth at different points. The children would then demonstrate this understanding by facing towards/turning their back on the light.
As an extension activity the children could think, pair share activities that they do during the day and at night time. I would reflect upon the children’s understanding and as a follow up lesson I would explore the topic of shadows
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Activity: The Sun and Shadows
I would explore The Sun and Shadows with my class. I would start by asking the children what they already know about shadows and when they notice them outside. Then, we would go into the yard and choose an object or even our own shadows to trace using chalk. We would do this in the morning, around lunchtime, and again in the afternoon. The children would look at how the shadows change size and direction during the day and record their findings with drawings.
Later, we would talk about what we noticed and ask questions like: Why are the shadows longer in the morning and afternoon? Why are they shorter at midday? I would also use a lamp and a globe to show how the Earth moves and how that affects shadows. It’s a great way to get children thinking, observing, and asking questions in a fun and active way.
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I would explore the Day and Night sky with my Junior Infant class – using the suggested activity on page 14 of the sun booklet. I would probably start the lesson with a story about bedtime and discuss the pictures (why is the lamp on? What colour is the sky? What can you see at night? Do you have a lamp, why? Etc). I would give half of the class a long piece of paper and ask them to draw the night sky and everything they see and do the same with the other half re the sky during the day.
To address the misconception that stars are only present in the sky at night, I might use a dark box and a torch to show them how white dots are visible when the torch is shone through a window.
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Typo!
I would explore the Day and Night sky with my Junior Infant class – using the suggested activity on page 14 of the sun booklet. I would probably start the lesson with a story about bedtime and discuss the pictures (why is the lamp on? What colour is the sky? What can you see at night? Do you have a lamp, why? Etc). I would give half of the class a long piece of paper and ask them to draw the night sky and everything they see and do the same with the other half re the sky during the day.
To address the misconception that stars are only present in the sky at night, I might use a dark box and a torch to show them how white dots are not visible when the torch is shone through a window as it is too bright. I would leave the dark box in the play area to encourage further exploration during free play.
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I think the Earth Mosaic template is a fantastic resource to help children understand The Spherical Earth.
To introduce the lesson, I would use resource 2.2 from the UNAWE Universe in a Box activity book. I would display both penguin and polar bear figures and elicit prior knowledge from the pupils. We would discuss habits and conclude that polar bears live at the North Pole while penguins can be found at the South.
For the main body of the lesson, each pupil would be given an Earth Mosaic template. There would be a brief discussion about what is found underneath the surface of the Earth and pupils would be invited to draw whatever area of the Earths surface they would like.
As a conclusion, we would arrange the Earth Mosaics in a circle and pupils will move around the circle to show that each one of the pictures can be the ‘right way up’ depending on where they are standing in the circle.
Starting with The Spherical Earth would give a good foundation of knowledge for the next lesson of The Sun and the Shadows. There would be several opportunities for play to be incorporated into this theme including polar animals, making snow out of baking soda and hair conditioner. It would also tie in with 3d shapes in Maths.
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Activity Set: The Sun and Shadows
-What makes shadows?
I would begin the lesson by going outside on a sunny day and allowing children to explore their own shadows. I would ask them to make different shapes with their bodies, turn and jump etc. I would pose questions such as ‘Why do we have shadows?’ and ‘What happens to your shadow when you move differently, turn or jump?’ The children would work in groups, tracing their shadows with chalk and exploring what happens during different movements.
Inside the classroom, we would use torches and classroom objects to explore how different items have different size shadows, what happens when the object is closer or further away from the light etc. We would also explore with objects like mirrors or clear/translucent items to identify how that effects shadows.
As part of the visual arts curriculum over the last few years, I have also integrated the topic of sun and shadows into my art lessons. The children would work in groups of 3. One child would stand in front of an A3 piece of paper, one children would stand in front with a torch and the third child would trace the silhouette of the children standing in front of the paper. This is another lovely activity for the children to engage in and ensures integration across the curriculum. In this lesson, the children must work out how far away they must stand with the torch in order to make the silhouette bigger or smaller so that it can be traced. It also shows how much detail can be in a person’s or objects shadow.
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I really enjoyed looking at fellow colleagues answers in relation to the sun and its shadows. An idea I would begin with is by explaining that shadows are formed when an object blocks the light from the Sun.
Show the kids a simple shadow using your hand or a toy, explaining that the shadow changes in size and shape depending on where the light is coming from.Then experiment with shadows
Set up a “Sun”: Place the flashlight or lamp at different distances from a toy or object and observe how the shadow changes in size and shape.
Discussion: Ask questions like, “What happens to the shadow when the Sun is higher in the sky?” or “How does the shadow change when the Sun is low?”
Compare Shadows: Let kids experiment with their own toys. When they shine the flashlight from different angles, they’ll notice the size and shape of their shadow change.
3. Shadow Drawing
On Paper: Have kids place toys or blocks on a piece of paper, and shine the light on them. Encourage them to trace around the shadow of their object.
Shape & Size Play: Ask the kids to compare the shadows at different times—when the light is close vs. far. This can help them see how shadows can stretch and shrink depending on the light source’s angle.-
I would also like to investigate the sun and its shadows with my class.
I would begin the lesson as Patrick suggests by explaining how shadows are formed. Demonstrate using a torch as the sun and using different objects to observe how the shadows change in shape and size depending on the distance of the light from the object.
The next step would be to allow the students to experiment with toys of their own and a torch to see how the size and shapes change.
I think the students would enjoy doing the shadow drawing also. When shining the light on the object ask them to trace around it as a shadow is formed.
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I chose ‘The Moon’ activity set to use in my classroom because it is engaging and offers opportunity for a cross curricular approach. I think children’s curiosity would be called upon through observation activities such as ‘What does the moon look like?’ (ERSO). There are many ways in which teachers can expand and extend learning having posed this question. I like the idea of children drawing what they see over a period of time. The moon as a topic lends itself well to thematic teaching or cross curicular activities. I like the thought of exploring The Multicultural Moon with students as well as activities like The Man on the Moon in which classes could become very creative and show there learning and understanding with artncraft tasks
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Kate, I like where you mention getting the children to draw the moon over a period of time. You could have them draw it every day (if possible – we can’t always see the Moon every day if it is cloudy, rises after the children go to sleep, or is blocked by the Sun) for a full Moon cycle and then make your own Moon calendars for the school year based on the observations they did.
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One activity I would love to try with my 2nd class is “What Does the Moon Look Like?” from the Moon activity set. It’s simple but engaging. It encourages children to observe the real Moon and record what they see through drawings or written descriptions. This directly supports oral language and science skills like observing, recording, and discussing. I could introduce a Moon diary in the homework folder for a week and then invite pupils to share patterns they noticed. We’d build a word bank (e.g. crescent, shadow, glowing, crater), and compare drawings to actual Moon phase images. I think this kind of inquiry, built around real observation and student-led discussion, helps children see themselves as scientists. The fact that the Moon changes nightly makes it exciting and dynamic. I also like that it supports Aistear’s emphasis on exploring the environment and encourages children to ask their own “why” and “what if” questions.
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The activity set on ‘The Planets’ is a brilliant way to teach the children the names of the planets and also help them to recognise them in relation to the sun. I loved the use of hulla-hoops and using movement throughout the lesson. The Planet Dance and Spin your own Planet’ are fun, engaging activities which I have never thought about doing. The younger classes would enjoy this. I would use prompting questions like what planet do we live on? And introduce the solar system by viewing videos ect prior to the active lesson. You could add a flashlight to the yellow hulla-hoop to add to the idea of the sun giving light. The lesson offers cross curricular topics like prepositions and children developing their spatial awareness. These are all very accessible lessons to carry out and I am really look forward to using them in the classroom next year.
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The activity set I would like to do with my class is The Moon.
I would start this inquiry based lesson by asking the students what the moon looks like. I would ask the students to observe the moon in the morning and at night and to draw what they see. As a class we would come up with a word bank for the moon. We would discuss crescent moons and full moons.
Before starting the Man in the Moon project I would ensure that I had enough of the materials needed: paint, coloured sheets, spheres, glue and scissors.
Firstly, I would explain that we are going to find out what the moon looks like and why sometimes we can see shapes like people on the moon.
The second step is for the students to create their own moon using the materials provided. When they have finished I would ask why they made the moon as they did and also discuss the colour and shape.
I would read the moon rhyme to them and then ask them to colour in the picture.
Then they would be given the worksheet of Figures on the Moon and asked what figures they can see. We would have a discussion around the fact that some places are darker on the moon and some are lighter.
Finally, as a class we would discuss and share what the children know now about the moon.
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The Sun
I would start with a simple, engaging activity using a flashlight, small objects, and a sunny window if available. First, I would explain that shadows are formed when an object blocks light. The sun, our main natural source of light, creates shadows when its light is blocked by solid objects like people, trees, or buildings. In the classroom, we would use a flashlight to mimic the sun and shine it on objects such as toys or our hands. Children would observe how the position of the “sun” (flashlight) affects the size and direction of the shadow. If it’s sunny outside, we would go outdoors and trace our shadows with chalk at different times of the day to show how shadows move and change. This hands-on activity makes learning about light and shadows fun, visual, and memorable for young learners.
Sallyanne Barry -
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To implement the activity, I have students work in pairs to observe and record the length and direction of a shadow cast by a stick (or sundial) at several points throughout the school day—morning, noon, and afternoon. We mark the shadows with chalk or tape on the ground and take photos at each time point. Over several days, students collect data and begin noticing patterns in how the shadows shift and change. They start asking their own questions, like: Why are shadows longer in the morning? What causes them to move? How is this connected to Earth’s rotation?
In the classroom, we use this real-world data to build graphs, write reflections, and compare results with classmates. We also use digital tools such as simulation apps (e.g., PhET’s Sun, Earth and Moon simulator) to visualize how Earth’s rotation and tilt affect shadow movement.
This activity promotes curiosity, collaboration, and deeper thinking. Students aren’t just memorizing facts about the Sun—they’re actively discovering how sunlight interacts with Earth in observable ways. It also opens the door to larger discussions about time, seasons, and Earth’s place in space. Most importantly, it gets them outside, moving, and thinking like scientists. I often compile their shadow charts, photos, and reflections into a digital slideshow or class blog post so families can see their learning process and discoveries.
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I would choose the Sun and its shadows for 2nd Class.
Main objectives:
What is a shadow?
Understand that the sun is a source of light that makes shadows.
Discuss shadows showing different pictures on a slide show. Allow children outside on a sunny day to observe their own shadow. Explore what is creating their shadow etc. Trace each others shadow with chalk. Observe some time later and document changes in pairs.
In class allow exploration with torches and a variety of objects. Make shadows on paper, draw and discuss. Discuss changes in shadows as they move the torch closer, further away.
Recap on what shadows need to exist, why shadows move or change and when are their shadows longest/shortest.
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I think shadows are such a fun topic to teach with children in general and these lessons would be great fun for them to explore. Having fun with shadows, such as moving the object closer and further from the light source is always an interesting one ! I’m often amazing how many children have never really explored this before. Shadow puppet shows in small groups always go down a treat too in my experience!
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I would use the Sun and Shadows activity with a playful twist to engage my Senior Infant class by using dinosaur toys outside. We would begin by taking an A3 piece of paper and the dinosaurs into the yard on a sunny day and placing them in different spots. I’d ask, “What can you see next to your dinosaur?” and, “Why is it dark on the ground there?” This would prompt children to notice and talk about shadows.
Throughout the day, we would return to the same dinosaurs to see if their shadows had moved or changed size. I would encourage predictions: “What do you think the shadow will look like later?” This hands-on, visual approach helps them understand that shadows are made when the Sun’s light is blocked and that the Sun’s position changes during the day.
The children can trace their dinosaurs shadow on the paper, reinforcing learning through art and discussion, while keeping the concept concrete and fun. -
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Investigating the Planets (infants)
There are many activities that could go on for a number of days
Materials Needed: Music, hoop, labels, metallic rock, story
My lesson is based loosely on the ones about the planets.
The Hook: I would play Holst’s The Planets (Mars) when the children came in. In the middle of the floor, there would be a piece of metallic rock.
Where might it have come from? What do they know about this rock? What could be the origin of this rock?
Circle Time: We would sit in a circle and pass the rock around, like we do in circle time, giving a word that came to us (heavy, metal, shiny etc). I would tell them about how my rock was made of the same things that were in some of the meteorites and planets.
Think-Pair-Share: They could think-pair with their partner at their table about what they already know about the planets and then share this back with the class. I would record what they know on the IWB.
Story: We would read Adam’s Amazing Space Adventure and talk a little bit about this. We would take note of names of the planets (and extend this lesson over days to identify more about each planet).
Game: We would play the modified planet game with each table named as a planet and a hoop in the middle. The children are rockets and they need to listen to the instructions to go to a (local) place – don’t move, or to a planet… Such as ‘I see rings, rockets move to the planet Saturn’.
Closing song: Family of the Sun (https://www.youtube.com/watch?v=Bzj6UEbIvKA)
Integration: Art, English, PE, Aistear
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The spherical earth activity module 2:
I would begin with the penguin, polar bear and sphere/globe and the role play scenario.The polar bear would be near the north pole and penguin at the south pole. We would turn the sphere around to show earth from the penguins perspective during the role play .
Then the prompt question: Why don’t they fall off? Discussion would follow.
We would then look at an image of earth in space and discuss how the earth is spherical and is surrounded by the darkness of space. The children could find examples of spheres around the classroom/school.
The earth mosaic Activity would follow, with children drawing above (up) and below (down) ground or sea level. Putting these together to form a spherical / round mosaic, we would discuss up & down once again. The children would be guided to discover that up and down no longer exist/have real meaning now. We would again discuss how the planet earth is spherical.
I would follow this up with a video or picture of earth from space, maybe the picture of the earthrise taken from the moon… I find children are fascinated by this and it would be a lovely way to introduce this in the concept of earth being a sphere in space. It might also lead into lessons on earth in space.
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I would do an activity with second class based on the planets. To teach the children the various planet names I think the suggestion of the planet game would be beneficial and fun. It is an interactive way to get the children actively learning. The planet dance is also a resource I would use going forward. When teaching previously about the planets my class loved watching u tube videos about the different characteristics of each planet. We used a rhyme to learn about the order the planets come in –My Very Educated Mother Just Served Us Nachos. This helped the pupils remember the planet names as well as the order they are in. We integrated our science lessons with art and the class really enjoyed painting the planets different colours and sizes based on the information we learned. The planet song would integrate music and I know the children would like to learn it.
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I will have second class this coming school year and I would like to do a module on the planets.
I would introduce the lesson in PE and teach the children how to play the planets game. I never would of thought how science and space lessons could be linked with so many other subjects. This game will give the children an opportunity to familiarise themselves with the names of the different planets.
Following on from this I would teach them the planet song. The aim of this is to give the children a starting point for their projects.
as they are second class I would split them into small groups of 3/4 to work on a project/ presentation on each planet. They can use a variety of materials to make a model /replica of their planet and also use kiddle or other online childrens search engines , to find interesting facts about their planet.
As a whole class activity, when each group has completed their project , we could go outside to the yard have a child from each group to hold a planet and construct our own map of the planets. We can also have a child to be the sun so as to put the position of the planets in perspective for the class.
I would like to follow on from this set of lessons to a more detailed study of the moon and the significance of moon phases, how they come about and why we see the moon and its different shapes at different times of the month -
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As a Junior Infants teacher, I would use The Spherical Earth activity to introduce the idea that Earth is round—not flat—and that we live on a planet that is always spinning, even though we don’t feel it. This is a big concept for young children, but it can be made accessible through hands-on, visual, and play-based approaches.
To begin, I would ask the class, “What shape do you think the Earth is?” I’d allow time for discussion and accept all answers, encouraging curiosity and questioning. I would then show them a globe and a ball (like a football) to explain the spherical shape of the Earth in a familiar context.We would explore pictures of Earth taken from space, noting its round shape and what we can see—land, oceans, clouds. I would also demonstrate, using a small flashlight and the globe, how day and night happen as the Earth spins. This integrates beautifully with our early learning goals around understanding the world and basic geography. I would integrate with the lesson with art and making globes with the children. I found this very beneficial this year when explaining the shape of the earth.
To make it interactive and suitable for Aistear, I’d create a “Planet Earth” station. Here, children could create their own model Earths using papier-mâché balloons, colour land and water on paper circles, and act out “spinning” to show day and night. This activity could also link to story time with books like “Me and My Place in Space”. Overall, this activity fosters curiosity, early science thinking, and awareness of the world we live in—through play, talk, and hands-on discovery.
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Using The Planets as an activity, I would create an SESE Lesson combing Science and Geography the Environmental Awareness and Care strand and strand unit Energy and Forces, and SESE Geography’s Natural Environments, strand unit Planet Earth in Space. I would begin with The Planet Song to engage first class children to help them to learn the planet names and their order. We would sing along together, using actions for each planet (e.g., big arms for Jupiter, a ring shape for Saturn). Next, I would use ICT an the interactive whiteboard to show colourful images of the planets, comparing their sizes, colours, and distances from the Sun. I would include some group work where I would provide the children with information on each planet and they could create a fact card for one planet together along with a picture. We could then put these in solar system order on a display board in the classroom. I would conclude the activity by singing the Planet song again and ask the children to repeat what they have learned about each planet. If time allowed we could play a Kahoot planets quiz.
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Nice lesson Megan. I always think it’s a nice addition to show the scale of the planets in the solar system in a lesson like this. You could try source different objects (bouncy balls, footballs, peas etc) to show the proportionate sizes of the planets, or use a long strip of paper to explain planet distances to each other. (https://www.imperial.ac.uk/be-inspired/schools-outreach/secondary-schools/stem-in-action/beyond-our-planet/pocket-solar-system–activity/)
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The activity I enjoyed the most and the one I think my Infants would like too was The Planets. I love the Hopscotch songs on the Planets – the Dwarf Planet song is especially popular in my room. We could start by chatting about the planets and our place in the solar system. I like the idea of sitting in a circle and starting with where we are right now, then zoning further and further out. Where are we? In school. Where is our school? What’s the nearest big town? What county are we in? What province are we in? What country etc. until we get to the planets and the solar system. I would then show the children the Planet song and they could move and dance to it. Taking the lesson outside, I could group the children into Planet groups. With chalk, they could draw a big planet per group e.g. Mars would be red, Saturn would have rings etc. We could then use these planet drawings to play The Planet Game. I think the children would really enjoy all these activities.
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I would choose the activity set based on the Planets.
Firstly, I would assess the children’s knowledge on Planets and ask them what they know about the planets. Then I would brainstorm what they know as a class on a massive big poster and hang it on the wall. A the end, of the lesson, I would assess the students to see what they learnt in class on planets (before & after).
Secondly, I would show the children a video about all of the Planets. I would discuss it as a class. Then, I would get the students to discuss the Planets video Video with their talking partner to see what they learnt from it, what they liked or disliked about it etc.
For the main activity, I would play the planet game with my class. I like the idea that the kids are pretending to be space rockets flying from one planet to another by hopping / jumping between the hoops. They can only jump into the hoop / planet when they hear the name of a planet. They can’t jump into the yellow hoop in the middle which is the sun as it is far too hot. This game is brilliant as the children get very familiar with the Planet names as they have to listen to the name of the planets in order to move/ jump.
For my plenary, I would teach the planet song to revise the name of all of the planets in a fun and interactive way.
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Activity set: the Sun and Shadows
The Bear Shadow Activity. I just love this idea of discovering shadows with the junior end using the book The Moon Bear by Frank Ash as inspiration.
By having a discussion on Light and Shadows and finding out what they know already, this would make a perfect starting point to this lesson.
Next we would read the book The Moon Bear. On each page we would hightlight where the sun is and where the shadow is so that they get the concept that the sun is the behind the object that is making the shadow.
Using props like a plastic bear, trees, a piece of green card and a torch we can recreate scenes from the story. We can also make the shadows longer and smaller by changing the position of the torch.
By bringing the children outside on a sunny day , they can discover and make shadows using their own bodies.
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