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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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Module 2
Activity Set: The Moon
Aim: To learn that the moon is a sphere, that the moon does not always look the same and that figures in the moon are fantasy.
Introduction:
Stimulus: White paper circle- elicit from the children if it looks like the real moon? Then using a crescent shaped piece of paper elicit if it still looks like the moon. Talk and discussion around times when they have seen moon, and how it has looks different.
Investigate:
Discuss 2D shapes that we can see in our classroom. Ask the children to identify 2D pictures that remind them of the moon. Next ask the children to find something 3d that reminds them of the moon. I would have some resources set around the room for success. When we find a sphere shape ( a ball). I would ask the children if they can see its shape like this in the sky?
This is when we can teach that to our eye the moon appears like a 2D flat shape in the sky yet reinforcing that it is a 3D sphere.
Activity: Explain to the children that we are going to investigate what the moon looks like and why some people see shapes on the moon.
Small group activities: Research pictures of what the moon looks like. The children will draw/write words to describe images they have found.
Whole class task: Compile thoughts about images and discuss the different ways people viewed the moon from various images. Engage the children in discussion after listening to the story ‘Moon Man by Tomi Umgerer
Conclusion: Create learning wall about what we have learned to date about the moon. Higher ability: write a fact about shape of moon and add pictures- drawn or printed. Lower ability: write 1 word about the moon and paste picture onto our moon board.
Extension Task:
Read aloud: Moon stories Around the World. Talk and discussion to elicit from the children about the different views of the moon. Decipher between fact/fiction.
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I thought this lesson was excellent. The integration with maths is seamless asking the children to identify the 2d and 3d shapes. Also the incorporation of the use of language is great. I think that the children would be engaged in this lesson as it is very hands on and focuses on the children using language and reflection alot throughout the lesson.
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Hello Aisling,
Great lesson outline for learning about the moon. The moon does look flat up in the sky so its important to learn that is in fact a sphere!
No matter where you are in the world, we see the same face of the moon as it is tidally locked to us. It could also be a fun exercise to show them the far side of the moon too: https://science.nasa.gov/moon/facts/
What shapes can they see in the new craters visible? -
I selected the Activity Set: The Sun and Shadows to explore fundamental space science concepts with primary pupils through engaging, hands-on inquiry. To launch this learning sequence, I would begin with a guided discussion on heat and light sources, while strongly emphasizing safety guidelines regarding never looking directly at the sun.
To investigate shadow formation, pupils will participate in outdoor learning by using chalk to trace their shadows at different intervals throughout the school day. Recording these changes in shadow length and direction offers a visual, tactile way for children to understand light blockage and Earth’s rotation relative to the sun. To extend their inquiry, pupils can construct simple paper sundials or test various everyday materials to observe how opaque, translucent, and transparent objects interact with light.
This activity set effectively integrates STEM concepts, active movement, and critical thinking. Capturing photographs of their outdoor chalk outlines provides clear digital evidence, allowing pupils to analyse, discuss, and reflect on shifting daylight patterns across the whole school day together in the classroom. -
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This is brilliant. I love being able to take classroom learning outside. The children in my class particularly enjoy learning outdoors because they don’t see it as being in school when learning takes place in a different environment. They are more engaged, curious and eager to participate making outdoor learning a valuable and enjoyable experience for all.
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this is sounds like a lovely activity Ciara, also saw an idea before of lining up toys such as farm/safari animals and letting the children draw around their shadows. Think practical activities are so important for all ages and being able to take photographs of their work is great evidence for assessment.
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Hi Ciara, I really like the practical and inquiry-based approach you have taken to exploring the Sun and shadows. Having pupils trace their shadows at different times throughout the day would make the changes in length and direction much more meaningful and memorable than simply explaining the concept. I also like the use of photographs as digital evidence, as pupils can revisit and analyse their observations together. The links with STEM, outdoor learning and critical thinking make this a very engaging activity, while the emphasis on sun safety is particularly important.
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Activity Set: the planets and the moon
How I would use the activity set in my classroom:
Introduction: We will begin by learning the planets song
Development: Create a brainstorm using coggle.
Activity: Day and night activity to introduce the idea of day and night and recreate the idea physically in the classroom using a globe and light: https://vimeo.com/187243102?embedded=true&source=vimeo_logo&owner=26523391
Closing: We will complete our coggle brainstorm using what we learned
Extension Art activity: Meet our neighbour’s moon https://astroedu.iau.org/activities/meet-our-neighbours-moon/
We will us the following materials:
- A printed copy of the two attached PDF files: Moon Features and Moon Featurless
- Fabric, e.g. grey felt (for surface of Moon)
- Thick fabric (for different mountains)
- Thin fabric (for mare features)
- Curved sequins (for craters)
- Pen (to write on the fabric)
- Scissors and glue
To build a tactile version of the Moon using cheap, household items. We can use this model to identify the different tactile characteristics of our satellite. This cheap, tactile version of the moon is a great resource to explore lunar features for both visually impaired and normal vision students.
If pupils are struggling during the brainstorm or need extra inspiration, the following is a very good video to help.
Watch the video: Video about the moon: https://youtu.be/w4U_cuF-_hI , adding to the brainstorm throughout or at the end.
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Hi Aisling, I really enjoyed reading your lesson on the Moon. I thought your introduction was very effective, as it encouraged the children to draw on their prior learning in Maths by linking it to the Moon’s spherical shape. I also liked your idea of including a read-aloud, as it introduces the children to stories and perspectives about the Moon from different cultures around the world. It was a creative way to make the lesson engaging and meaningful.
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Hi Aisling, there are some super lessons in this module and an abundance of resources which I will most definitely be downloading to use during the year. I love the story “Moon stories around the world” and how it gives different views of the moon. This would no doubt prompt many class discussions and raise many questions. A great idea!
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Hi Aisling
I really like this lesson idea! It is engaging and encourages children to explore the Moon through observation, discussion, and hands-on activities. I especially like how you help pupils understand the difference between 2D and 3D shapes using familiar objects. The use of stories and group research makes the lesson fun while developing curiosity and critical thinking. The differentiated tasks and learning wall are also great ways to ensure all children can participate and reflect on what they have learned.
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Hi Aisling
I also agree this was a fantastic lesson. It love the way it links naturally with maths, as the children are asked to spot 2D and 3D shapes. The way language development is integrated also works really well. The hands-on nature of the activity, combined with the strong focus on children using language and reflecting throughout, means it should keep them genuinely engaged throughout the lesson.
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Activity Set: The Sun and Shadows
I would use this inquiry-based activity to help Junior and Senior Infants develop an understanding of light and shadows through questioning, exploration and play. To introduce the lesson, I would read Bear’s Shadow by Frank Asch and encourage the children to discuss where shadows come from and whether everyone has one. I would then pose the inquiry question, “What makes a shadow, and what can change it?” The children would share their ideas and make simple predictions before investigating.</p>
Using torches and a variety of classroom objects, such as toy animals, building blocks and transparent and opaque materials, the children would experiment with making shadows. They would investigate which objects create the clearest shadows, whether all objects make shadows, and how moving an object closer to or further from the light changes its shadow. The children could record their discoveries through drawings and photographs before sharing their findings with the class. As an extension, they would create their own shadow puppets and perform a short shadow theatre story. This activity encourages children to ask questions, test ideas, communicate their thinking and reflect on their observations, while developing early scientific inquiry skills in an engaging and meaningful way -
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Activity Set: The Sun and Shadows
I would use this activity set with my Senior Infant class to help the children explore how shadows change throughout the day. I would begin with a class discussion about shadows, asking the children when and where they have noticed them. I would then bring the children outside on a sunny morning and invite them to find their own shadows. Working in pairs, one child would stand still while their partner traced around their shadow using chalk.
Before returning outside later in the day, the children would predict what might have happened to their shadows. We would repeat the tracing activity in the same location and compare the two outlines. The children would be encouraged to discuss any changes they noticed in the shadow’s length, direction or position. We could also measure the shadows using non-standard units, such as blocks or footsteps, and record our results.
Photographs could be taken during both observations and displayed on the interactive whiteboard to support our class discussion. The children could then draw what they observed and explain why they think the shadows changed.
This practical activity would encourage the children to make predictions, observe carefully, compare results and communicate their ideas. It would also integrate naturally with Maths, Oral Language and Art while making the children’s learning active and meaningful.
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Module 2 The Spherical Earth
Engage: I would begin by showing the children a globe, a toy penguin and a toy polar bear. I would ask, “If the Earth is round, why don’t they fall off? The children would complete a Think-Pair-Share before sharing their ideas with the Investigate: The children would use the globe to find where the animals live. We would then complete the Earth Mosaic activity from the course. When all the pieces are joined together, the children can see that there is no fixed “up” or “down” on Earth.Take the Next Step: I would place small Blu Tack figures around the globe. The children would predict if they would fall off. We would then discuss gravity and how it pulls everything towards the centre of the Earth. Finally, we would find Ireland and other countries on the globe.
Reflect: I think this lesson would really suit my Second Class. The practical activities would keep them engaged. As a follow-on activity, the children could make their own playdough Earth and place small figures around it to show how gravity works. This would reinforce their learning in a fun and memorable way.
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The Sun and the Shadows
We would start by playing a game of shadow matching on the IWB or by playing Shadow Tag outside
We would then discuss some prompts/questions as a class.
We would use Moonbears Shadow as a stimulus for the class. After the story, the students would work in groups to set up their own habitat for the bears using items in the classroom/Aistear room. Torches would be used to make bears shadows- carrying out different actions, in different locations etc.
The children would follow on from this investigation to hold a mini “shadow puppet show” to represent a part from the story, allowing the other children in the class to guess the specific scene being depicted
Concluding with questions/discussion – What is needed to create a shadow? Why do shadows change? When might we not see a shadow?
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Activity set: The Sun and the Shadows
Engage: I would start by taking the children out to the yard to play a game of ‘Shadow Tag’. Everyone is their own team captain at the start of the game and the aim is to build your team by standing on another player’s shadow. If you stand on another player’s shadow they join your team.
Investigate: What makes our shadows? Do they change throughout the day? What time of day would be harder/easier to play shadow tag? What do we need to make a shadow?
I will then read the story ‘Moonbear’s Shadow’ to the class. Then they will set up their own bear’s habitat using toys in the classroom. I will give each group a torch so they can investigate how we can make bear’s shadow. I will give the students different challenges; make bear’s shadow short or long, make his shadow behind him or in front of him, can you get bear’s shadow to touch the tree, the house etc? What happens if we shine the sun straight down on his head?
Take the next step: Throughout the day we can go back out to the yard and observe how our shadows are different.
Reflect: What do we need to make shadows? When do we not see shadows?
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Activity set: The Sun & shadows
Introduction: If it’s a sunny day get the children to look outside and see if they can see any shadows. If there are any doubts maybe clarify what a shadow is. Ask the class, what causes our shadows and how do they change size?
Body of lesson: Have the children bring in some figuring toys from home. Supply them with torches to represent the sun and let them experiment with making shadows on the figurines. Ask the children, would the lamp be high or low to make a long or short shadow? From this the children will see that when the sun is low in the sky (early/late in the day) the shadows will be longer and visa versa.
This could also be performed as an outdoor activity by letting the children observe their own shadows in the morning and then later in the day. They will also observe how their shadow will move from left to right toshow how the sun moves clockwise through the sky . As per the video on this module actually outlining the shadow with chalk could be a nice addition to this lesson too.
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I love this idea for a lesson Cormac, especially as I know that the children would love this too. They are fascinated with their shadows. I really like the idea of getting them to bring figurine toys and using a torch to create the shadow, also teaching them about short and long shadows and using the torch as the sun to teach this lesson. I really like the idea of getting them to outline their shadows with chalk too.
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I chose the Activity Set: The Moon.
I would use this activity in my Junior Infant classroom as a hands-on, inquiry-based learning experience. I would begin by asking the children what they already know about the Moon and encouraging them to share their ideas. This would help identify their prior knowledge and spark curiosity. I would also focuses on the language asking the children to make a list of different words in relation to the moon and space.
The children would observe pictures of the Moon from a slideshow that I have created and discuss how it changes shape over time. Using biscuits or playdough, they could recreate the different phases of the Moon, making the learning fun and engaging. We would also read a story about the Moon and sing songs to reinforce new vocabulary.
To extend the learning, I would encourage the children to observe the Moon at home with their families and draw what they see over several nights. They could bring their drawings back to school to compare observations and discuss the changes they noticed.
This activity supports the Curious Minds Framework by promoting observation, questioning, predicting and communicating. It also integrates Science, Art, Oral Language and SPHE, allowing children to learn through play and exploration. I feel this activity would inspire curiosity about space while developing important scientific inquiry skills in an age-appropriate and enjoyable way.
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I love how seamlessly you’ve tailored the concepts for early years. Using playdough or biscuits to recreate the phases of the Moon is such an ideal, tactile way for four- and five-year-olds to grasp abstract ideas like changing shapes. Linking oral language development – building that rich space vocabulary – alongside visual aids and stories makes it completely age-appropriate and accessible.
Extending the investigation into the home by asking families to observe and draw the night sky together is brilliant. It bridges school and home learning naturally and gives the children a real sense of ownership over their “scientific findings” when they bring their drawings back to share with the class.
It hits all the right notes of the Curious Minds Framework – especially through playful inquiry, communication, and hands-on exploration across Science, Art, and Language. Well planned!
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Hi Monica,
I really enjoyed reading your post. I like how you begin by finding out what the children already know about the Moon, as this is a great way to build on their prior knowledge and encourage curiosity. Your idea of using biscuits or playdough to create the different phases of the Moon is very engaging and gives the children a hands-on way to explore a scientific concept.
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This is a fantastic lesson Monica, I really like the use of playdough and biscuits. Its often the use of simple materials that can bring meaning to a lesson, especially with the younger classes.
I can imagine my own son coming home telling me all about the moon phases as he was eating biscuits, a great way to engage younger classes and make their learning meaningful and relatable to them.
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The Sun and Shadows Activity Set, lesson for my Junior and Senior Infant Class
Engage: I would use the video clip My Furry Little Shadow (Sesame Street) https://www.youtube.com/watch?v=HCm7j-lZ-KQ to get the children interested in shadows. I would display some pictures of cloudy and sunny days including ones with shadows and question and discuss with the children. We would then go outside and explore shadows with the children working in pairs to draw each other’s shadows with chalk.
Investigate: I would brainstorm with the children what other shadows could be made in the school yard? They would then predict the shape, size and colour of the shadows and I would record their predictions. The children then explore the yard looking for shadows made by other objects and draw pictures of the shadows they observe. We would compare their finding with their earlier predictions.
Take the Next Step: I would read the book ‘What Makes a Shadow?’ by Clyde Robert Bulla. I would then ask the children for ideas for a story entitled ‘Me and my Shadow’ making sure to include the words Sun, Day, Night, Cloudy, Sunny, Summer and Winter. The children would draw pictures showing the different stages of the story including the Sun in their pictures.
Reflection: I would then reflect on whether I had achieved my learning objectives, what had worked well and how I would improve on future lessons. -
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Activity 2- The Sun and Shadows (Active lesson)
Starter – Shadow Hunt (10 minutes)
Take the class outside on a sunny day. Ask the children:
• Can you find your shadow?
• Can you make it bigger? Smaller?
• Can you make it disappear?
• Why do you think shadows appear?Inquiry Question: How does the Sun affect the size and direction of our shadows?
Children predict:
• When will my shadow be the longest?
• When will it be the shortest?
Activity: Shadow Tracing Investigation (20 minutes)Resources
• Playground chalk
• Clipboards
• Recording sheet
• Measuring tape (optional)
Children work in pairs-One child stands still while their partner traces their shadow with chalk. Repeat later in the day (e.g., morning, lunchtime and afternoon).
Children compare:
• Length
• Direction
• ShapeThey can record their findings on a simple table provided by teacher on a clipboard.
This active lesson encourages children to investigate through play, observation and experimentation, helping them discover for themselves how the Sun creates shadows and why shadows change throughout the day.
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Activity Set: The Sun
The learning outcome is for children to recognise that light comes from different sources.
The lesson would be structured as follows:
Engage: I will begin by darkening the classroom and turning on a torch. I will ask the children how we are able to see. I will then ask where the light is coming from? I will lead the students to a discussion about different light sources, including the sun.
Investigate: the students will take part in a “light hunt” around the school identifying and recording different light sources and objects that do not give off light. In groups, they will group what they have found into “light sources” and “non-light sources” and explain their thinking.
Take the Next Step: We will go outside and explore how the sun acts as a natural light source, observing how it helps us see and noticing shadows it creates.
Reflect: We will discuss what we discovered, focusing on how we know something is a light source. What surprised us? What new light sources did we find?
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Lesson Plan: What Does the Moon Look Like? (2nd Class)
The lesson begins by exploring the children’s prior knowledge of the Moon. I would display images of the Moon in different phases and encourage pupils to share their observations using prompts such as “What do you notice?” and “Does the Moon always look the same?” Together, we would create a Moon word bank using descriptive vocabulary generated by the class. A Moon discovery table containing books, photographs and models would encourage further discussion and curiosity. To extend learning beyond the classroom, pupils would complete a Moon observation sheet at home, drawing the Moon once a week over four weeks to record how its appearance changes.
In the follow-up lesson, we would revisit the children’s observations and discuss the similarities and differences in their drawings. I would introduce the four main Moon phases—New Moon, First Quarter, Full Moon and Last Quarter—using simple visuals and child-friendly explanations. Pupils would then complete a matching activity by placing the phases in the correct sequence. To reinforce learning through active participation, the class would take part in a movement activity where they use their bodies to represent each Moon phase while listening to calming, space-themed music. The lesson would conclude with a class discussion, allowing pupils to reflect on what they have learned and encouraging them to ask further questions about space.
Assessment would be based on teacher observation, participation in discussions and activities, and the completed Moon observation and matching worksheets. Differentiation would be supported through the use of visual resources, collaborative learning and extension opportunities for pupils who wish to explore the Moon in greater depth through drawing or creative writing.
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I really like this lesson idea, especially the Moon observation activity at home. It gives the children a chance to see for themselves how the Moon changes rather than just looking at pictures in the classroom. Comparing their drawings afterwards would lead to a very interesting class discussion.
The mix of books, photographs, models and movement would also keep the children interested and support different learning needs. I particularly like the idea of using their bodies to represent the different Moon phases, as it would make the lesson active and memorable. The Moon discovery table is another lovely idea and would encourage the children to explore the topic independently.
You could also use the children’s drawings to create a class Moon diary or display showing the changes they noticed over the four weeks.
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Wow, there was a lot of great content in this module! Maeve Liston’s sun booklet is particularly brilliant. The activity I chose to explore further is the Solar Beads. I came across cyanotype paper this year and thought it looked great but never got around to actually trying it. It is similar to the solar beads where it reacts to the UV light. You place objects on the paper and leave it out in the sun, uncovered areas where the sun’s light shines turn blue and blocked areas remain white. The solar beads seem to be another great way to see the effects of the sun’s UV rays. I had a look online and they don’t seem too expensive either, which is always a plus! One question that I had (forgive me if it was explained in the module and I missed it) was do the beads return to their original colour when they are brought indoors or is the reaction to the UV light permanent?
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The Sun and Shadows
I would begin by bringing my class outside and playing a game of ‘Shadows’. The children would be caught if someone stepped on their shadow. We could then have a discussion on what a shadow is, when we can see our shadows, what causes this etc.
The children could then work in small groups and using chalk, draw around each other’s shadows. We could show how to make these shadows smaller, bigger and so on. We could then bring the children out to the yard at a different time of the day and investigate if we can still see our shadows etc.
We would go back into the class and darken the room and do further investigations on shadows using torches and creating distance with them. We could then finish the lesson by reading the story ‘Rosa’s Big Shadows Puppet Experiment’ by Jessica Spanyol. It is a lovely story about how young Rosa creates her own experiments with her friends to investigate the sun and shadows. -
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If I were using the Activity Set: The Sun and Shadows with my Senior Infant class, I would build it around play, exploration and the children’s natural curiosity. We would begin outside in the school yard where the children would investigate their own shadows through games such as Catch My Shadow and Can You Make Your Shadow Bigger? Rather than explaining why shadows change, I would encourage the children to ask questions, make predictions and share their ideas. This approach supports the DPSM/ESERO Framework for Inquiry by allowing children to explore before introducing scientific explanations.
The activity fits naturally with Aistear, as it encourages learning through play, communication and collaboration. The children could work in pairs to trace each other’s shadows with chalk at different times during the day and compare how the shadows have changed. Back in the classroom, they could use small-world figures, torches and construction materials in the play area to continue investigating how light creates shadows.
As a teacher in a Gaelscoil, I would use the activity to develop oral language alongside scientific thinking. New vocabulary would arise naturally during play, and children would have many opportunities to describe, predict and explain what they notice through Irish. I also like how the investigation links with art by creating shadow drawings, mathematics by comparing lengths, and literacy through stories and discussion. This activity would provide a meaningful, child-led learning experience that encourages curiosity, problem-solving and confidence while making science enjoyable and accessible for young children.
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I chose Activity Set: The Sun and Shadows.
I would use this activity in my classroom as a fun, hands-on, inquiry-based learning experience. I would begin by asking the children what they already know about the Sun and whether they have ever noticed their shadow changing during the day. We would encourage the children to share their ideas and predictions, helping to develop their curiosity and scientific thinking.
To explore the concept, we would go outside on a sunny day and observe our shadows. The children would work with a partner to trace each other’s shadows using chalk. Later in the day, we would return to the same spot and trace the shadows again. The children would compare the two outlines and discuss what they notice. This would encourage them to ask questions and make predictions about why the shadows have changed.
Back in the classroom, we would investigate shadows using torches and different objects. The children would experiment with moving the torch closer to and further away from the objects to see how the size and shape of the shadows change. They could also sort objects into those that make clear shadows and those that do not. To reinforce the learning, the children would create shadow drawings or make simple shadow puppets and perform a short puppet show for the class.
To extend the learning, I would encourage the children to look for shadows at home and talk with their families about when they are longest or shortest during the day. They could draw a picture of an interesting shadow they found and share it with the class.
This activity supports the Curious Minds Framework by promoting observation, questioning, predicting, investigating and communicating. It also integrates Science, Oral Language, Art, Physical Education and SPHE, allowing children to learn through active exploration and play while developing an understanding of how the Sun creates shadows in an engaging and age-appropriate way.
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Activity Set: The Sun and Shadows
I would begin the lesson with Pictures of a cloudy and sunny day (in the sunny day try to include shadows)
I would elicit the children’s prior knowledge by asking the following questions:
Why is it darker on a cloudy day?
What does the Sun give us? Is the Sun important?
If we had no Sun in the sky would it matter?
I would involve children in a whole class discussion based on their responses.
What will be the shape, size and colour of the shadows? Children should explain their understanding of shadows, not just guess.
I would continue the lesson by exploring outside. Go outside on a sunny day. Stand in a place where you can use chalk to mark out your shadow. Have children work in pairs to draw a shadow around each other. What does your shadow look like? Is it the exact shape of the person? Why? When can you see your shadow best of all? Do you always have a shadow? How do you think shadows are formed? Where is the light coming from?
I would also allow them play in school yard making shadows with their bodies or finding shadows made by other objects.
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Acitivty Set- The Moon
I will explain that we will investigate what the Moon really looks like and explore why some people think they can see shapes, such as faces or people, on its surface.
Stimulus: The children will go outside in the morning to observe the Moon, which is in its third quarter phase. I would encourage them to look closely at its shape, colour and position in the sky before drawing exactly what they see.This discussion encourages curiosity and develops the children’s observation skills.
Main lesson: The class creates a whole-class fact chart using the Universe in Activities booklet. The children then work in pairs to research fascinating astronomical facts about the Moon using fact sheets, books and child-friendly websites on iPads. They compare facts such as the Moon’s size, distance from Earth and surface features with familiar objects or other celestial bodies to help them understand these concepts. They will record their findings in an individual Moon fact file, sharing interesting discoveries with their peers.
Conclusion- Discuss our findings to consolidate learning to encourage creativity, scientific vocabulary and confidence in communicating their ideas.
In a follow up lesson the children will create their own Moon using the art materials provided. Once finished, each child explains why they designed their Moon in that way, referring to the facts they learned during the previous lesson.
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Hi Bríd-Síle, I think this is a great lesson idea. I really like how you begin by activating the children’s prior knowledge before exploring outdoors. The hands-on shadow activities make learning fun and meaningful, while encouraging observation, prediction and discussion. It is an engaging way to develop scientific understanding through active learning.
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Activity Set: The Moon
Learning outcomes: be aware that the Moon is a sphere and become aware that the Moon doesn’t always look the same
Introduction: I would introduce the lesson by showing the class various images of the moon. I would ensure the children are aware that the moon is a sphere and ask could they identify any more moon like shapes in our classroom. We would discuss how the moon is a 3D shape but how it appears to be a 2D shape from our own viewpoint. We would use our Play-Doh to ensure that the children are aware of the difference between the 2D and 3D shapes and create our own versions of the moon. We would do a KWL all about the moon as the kids love to have their own questions be made feel relevant and valued.
Body:
Explain that they are going to make their own Moon and they can use all the materials laid out on the tables (coloured circular craft sheets, coloured crescent-shaped craft sheets, glue, paint, scissors, white paper circle, white paper crescent) When they have finished, ask them why they made their Moon the way they did, paying particular attention to the colour and the shape. Ask them if the Moon really looks like that. Reiterate that the Moon is really a sphere. From the Earth we can only see one side of the Moon at a time, which is why it looks flat. Sometimes we see the Moon as a circle, and sometimes as a crescent. The Moon rhyme is also something that could be introduced here and be worked on for the week.Conclusion:
We would recap on what we learned by completing the L part of our KWL. -
Activity: Exploring the Sun and Shadows
Engage:
To introduce the lesson, I would bring the children outside to play a game of Shadow Tag. Each child would begin the game on their own, with the aim of growing their team by stepping on another child’s shadow. When a child’s shadow is stepped on, they become part of the other player’s team. This fun activity would encourage the children to notice and think about their shadows before beginning the investigation.Investigate:
After the game, I would encourage the children to discuss their observations by asking questions such as: *What causes our shadows? Do our shadows stay the same throughout the day? At what time of day would Shadow Tag be easier or more difficult to play? What do we need to create a shadow?*Next, I would read Moonbear’s Shadow to the class. Working in small groups, the children would create a simple habitat for a toy bear using classroom resources. Each group would receive a torch to represent the Sun and investigate how changing the position of the light affects the bear’s shadow. I would challenge the children to make the shadow longer or shorter, move it in front of or behind the bear, and see if they could make the shadow reach different objects, such as a tree or a house. They would also explore what happens when the light shines directly above the bear.
Take the Next Step:
At different points during the day, we would return to the school yard to observe our own shadows again. The children would compare how the size and position of their shadows have changed as the Sun moves across the sky.Reflect:
To conclude the lesson, we would discuss our findings by considering questions such as: *What is needed to make a shadow? Why do shadows change? When might we not be able to see a shadow?* This discussion would allow the children to reflect on their observations and consolidate their understanding.-
Hi Adam,
Thanks for sharing your lesson, sounds like great fun. I love the introduction game of shadow tag to start energetically and the questions used to follow it up. You could add having the children mark and trace their shadows in chalk outside, asking them to predict how they think their shadows might change based on what they discovered in the torch activities. Then trace again at a few points throughout the day and compare as you go, so they can test their predictions against what actually happens.
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I love the idea of shadow tag, it is such a fun and engaging way to start the lesson and one I know my class would love.
The exploration of shadow through questioning an experience they have just had is very clever.
Small group work is great for collaborative learning and hands on learning with the flashlamps and teddy bears is very creative and makes the learning very real for the students.
Returning to the school yard throughout the day to observe how the shadows change is a great consolidation of the learning.
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Activity Set: The Sun and Shadows
I teach in Junior School and I thought the lesson on the Sun and Shadows was fantastic. I will definitely be trying this with my class this year.
Engage:
I would start by showing pictures of sunny and cloudy days and comparing the pictures. I would use “I wonder” questions to help elicit prior knowledge. If the children don’t notice the shadows I might ask “I wonder what those grey shapes are?”. I love using song and music as a stimulus so I would use the Seasame Street song “My Furry little Shadow” https://www.youtube.com/watch?v=HCm7j-lZ-KQ to introduce the concept of a shadow.
Investigating:
Using torches and classroom materials (counting bears, furniture from the dolls house,lego/magnatile creations) each group could set up a mini village. We will then pretend the torch is the sun. I would share some prompts that they can investigate- what happens when the sun is over the village, when the torch/sun is low/ high etc.
Extension:
We could then go outside the following day and draw our partners’ shadow in the morning, around lunch time and before hometime and see how it changes throughout the day.
Taking the next step:
Read the book “What makes a shadow” and provide a worksheet/grid where the children can draw the shadows from outside and record their fidnings- e.g “In the morning my shadow was…..”, “in the afternoon I noticed it was taller/shorter”, “by hometime my shadow had…..” -
· Activity Set: The Sun and Shadows
I would begin the lesson with Pictures of a cloudy and sunny day (in the sunny day try to include shadows)
I would elicit the children’s prior knowledge by asking the following questions:
Why is it darker on a cloudy day?
What does the Sun give us? Is the Sun important?
If we had no Sun in the sky would it matter?
I would involve children in a whole class discussion based on their responses.
What will be the shape, size and colour of the shadows? Children should explain their understanding of shadows, not just guess.
I would continue the lesson by exploring outside. Go outside on a sunny day. Stand in a place where you can use chalk to mark out your shadow. Have children work in pairs to draw a shadow around each other. What does your shadow look like? Is it the exact shape of the person? Why? When can you see your shadow best of all? Do you always have a shadow? How do you think shadows are formed? Where is the light coming from?
I would also allow them play in school yard making shadows with their bodies or finding shadows made by other objects.
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Your lesson is very interesting. I like how you begin by activating the children’s prior knowledge through open-ended questions, as this encourages them to think critically and share their own ideas before introducing new concepts. The outdoor shadow activity is particularly effective because it gives pupils a hands-on opportunity to observe how shadows are formed and compare their predictions with what they see in real life. Working in pairs also promotes collaboration and communication skills. Your lesson encourages children to ask questions, make observations and learn through active exploration, helping them stay engaged while building their scientific understanding.
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Activity set: the sun and shadows, I would engage my class in the following lessons:
The Sun: Lesson Activity: The Day and Night Sky
1. Place different pictures of the day and night sky on display and ask the children “what are the differences?” between the two. Questions: Describe the sky during the day. Describe the sky at night. What is the difference between day and night?
2. Ask them to list as many things they see in the sky at night (Moon, Stars) and during the day (Sun, Moon, Clouds). Get them to describe the sky using descriptive and comparative language for example light, dark, bright, shade etc. Discuss how we are never in total darkness because of the Moon and stars.
3. Ask them to draw pictures of a day and night sky. As children cannot see the stars by daytime due to the brightness of the light from the Sun, they incorrectly believe they are not present in the sky by day, make them aware of this fact.Activity: Shadows in the School Yard
1. Go outside on a sunny day. Questions: Why can we see today? Where did the light come from? The Sun. What do you think your shadows will look like? Why?
2. Then get them to stand in a line with their back to the direction of the Sun so that they can see the shape of the shadow that forms on the ground in front of them.
3. Get them to describe its shape and colour. Questions: Ask them why is it black or dark? So, what is a shadow?
4. Trace with chalk the shadows of some pupils in the class.
5. Ask them to describe its shape. What does your shadow look like? Is it the exact shape of the person? Why? When can you see your shadow best of all? Do you always have a shadow? How do you think Shadows are formed? Where is the light coming from?-
I think these ideas are great, especially the outdoor shadow activity. It’s such an engaging way for children to explore the concept through hands-on learning and make predictions before observing what happens. I also like how questioning is used throughout the lesson to encourage curiosity and scientific thinking.
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Activity set: the sun and shadows, I would engage my class in the following lessons:
The Sun: Lesson Activity: The Day and Night Sky
1. Place different pictures of the day and night sky on display and ask the children “what are the differences?” between the two. Questions: Describe the sky during the day. Describe the sky at night. What is the difference between day and night?
2. Ask them to list as many things they see in the sky at night (Moon, Stars) and during the day (Sun, Moon, Clouds). Get them to describe the sky using descriptive and comparative language for example light, dark, bright, shade etc. Discuss how we are never in total darkness because of the Moon and stars.
3. Ask them to draw pictures of a day and night sky. As children cannot see the stars by daytime due to the brightness of the light from the Sun, they incorrectly believe they are not present in the sky by day, make them aware of this fact.Activity: Shadows in the School Yard
1. Go outside on a sunny day. Questions: Why can we see today? Where did the light come from? The Sun. What do you think your shadows will look like? Why?
2. Then get them to stand in a line with their back to the direction of the Sun so that they can see the shape of the shadow that forms on the ground in front of them.
3. Get them to describe its shape and colour. Questions: Ask them why is it black or dark? So, what is a shadow?
4. Trace with chalk the shadows of some pupils in the class.
5. Ask them to describe its shape. What does your shadow look like? Is it the exact shape of the person? Why? When can you see your shadow best of all? Do you always have a shadow? How do you think Shadows are formed? Where is the light coming from? -
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For my lesson I would choose the Activity Set: The Planets which would introduce 2nd class pupils to the solar system through an inquiry-based approach. The aim of the activity would be to encourage children to explore, question and discover scientific concepts related to the planets in a meaningful and engaging way.
Introduction: To begin the lesson I would use a KWL chart to identify the pupils’ prior knowledge and generate questions about the planets. This will help me to identify what the students already know and build on that.
Development: I would then split the class into groups and provide the groups with planet fact cards, images and simple models to investigate asking questions such as ;which planet is closest to the sun?’, ‘which is the largest planet?’, ‘why do the planets look different?’ etc. Students will then record their findings using labelled diagrams, drawings or comparison charts before sharing their discoveries with the class.
Conclusion: The students will come up in groups and present their findings and then as a whole class we will revisit the KWL chart and engage in a class discussion.
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Hello Clodagh,
Wonderful activites here. The planets are a great subject to discuss as there is just so much going on. Another interesting discussion is how proximity to the sun effect temperature of those planets and how we on Earth, are in the perfect place to support life. Nicknamed the Goldilocks zone:https://www.esa.int/kids/en/learn/Our_Universe/Planets_and_moons/Can_there_be_another_Earth
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For my lesson I am focusing on The Planets and have adapted this to suit my infant classroom.
Engage
I would use this lesson as an introduction to Space with my Junior Infants. I would begin by playing the StoryBots Planets Song and reading There’s No Place Like Space! by Tish Rabe. This would encourage discussion and allow the children to share what they already know.
Some questions I would ask include:
• What planet do we live on?
• Can you name any other planets?
• What do you think you would see if you travelled into space?
• Which planet do you think looks the most interesting? Why?Investigate
I really liked the active learning opportunities in this lesson. I would use the Planet Game, where the children move like rockets until they hear the name of a planet and then stand in a hoop. We would also complete the Planet Dance to practise positional language such as behind, beside and under.Take the Next Step
To extend the lesson, I would set up a space-themed Integrated Play station with playdough, construction blocks and small world resources. As a follow-up Art lesson, the children would design and create their own imaginary planet using paint, playdough or collage materials. They could create a candy planet, rainbow planet or jungle planet, and describe what makes their planet special and who might live there.Reflect
I think this is an excellent lesson for Junior Infants because it is fun, practical and encourages learning through play. It integrates Science, Maths, Oral Language and Art while allowing children to explore the topic in an engaging way. I would definitely use this lesson in my classroom as it encourages curiosity and gives children opportunities to ask questions, investigate and use their imagination. -
Reflective Forum Post: “What Makes Shadows?” Classroom Integration
For this assignment, I chose the sun and shadows?” activity. This hands-on lesson encourages children to explore how shadows are formed using a flashlight and various objects (opaque, transparent, translucent).I would use this activity in my class as part of a science theme on light and the Sun. To begin, I would prompt students with some questions such as, “What do you think happens when light hits different objects?” Then, students would work in small groups to experiment with light sources and materials like cardboard, plastic wrap, and baking paper. They would observe and record the differences in the shadows formed.
This activity would support inquiry-based learning by helping students understand that light travels in a straight line and that objects block, absorb, or transmit light differently. It also provides opportunities to integrate literacy (through science blogging on their chrome books) and digital learning (e.g., using tablets or cameras to record their shadow experiments). I believe activities like this promote critical thinking, curiosity, and real-world understanding—skills essential for lifelong learning.
Possible digital records of the activities :
Photos or videos of:
Students testing shadows with flashlights and objects.Different shadow shapes and sizes created by various materials. A comparison chart students made about opaque, transparent, and translucent objects.
Student work samples such as: A photo of a student science journal entry showing a drawing and notes on their shadow experiments. A short video or audio clip of a student explaining what they learned.
Digital tools: A screenshot if students used an app (e.g., Seesaw, google classroom, or dojo to document their learning.-
Hi Kevin,
This work sounds really interesting and would create great fun and activity for your pupils. The use of a Science Journal is a great reflective learning resource. I found the video within the module on sundials very interesting too. Always great to have opportunities to make use of our outdoor environment in our teaching.
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I would do the Activity Set:The Moon, especially focusing on the lesson The Man on The Moon. I would start off by getting the children to discuss what they know about the moon, what shape is the moon and to work together in pairs or a group to record what they know and make a whole class mind map. I would then show the children real/science evidence based pictures of the moon and then also story book/cartoon pictures of the moon. All the time getting them to observe and compare what they notice. I really like the idea of the Man on the Moon lesson, especially with younger children, showing them that this is the bright and dark areas of the moon that make it look like there are figures or objects, but also with the older children too this could be done. I also was thinking that this lesson would tie in lovely with a Literacy, creative writing piece about a man on the moon. I would show the children a promt of a picture of a man on the moon and get them to start thinking and talking about this. I would also show them the video of the John Lewis Christmas ad of the man on the moon, getting them to imagine how did the man get up there, what would he do everyday. Also linking it back to the very science based evidence, could a man really live on the moon. They could also explore the history side of this and look into the first moon landings and how does an astronaut prepare to go to the moon as well as exploring what the asronauts found and discovered on the moon. I would conclude this topic with an art lesson on the moon- getting the children to create their own picture of the moon and tie it into listening to Moon stories from around the world.
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Engage: As part of a module of work on the Moon, as an introduction to astronomy I would begin with making use of a digital video as a prompt to our learning, based on the moon. I would integrate this work with 3-d mathematical shape work.
We would begin our module of work ascertaining what pupils Know already with the use of a KWL chart, with the use of questioning. I would ask the pupils to work together, to create a digital mind map, that we could revisit after our work, examining what we know now about the moon, adding to this when we have completed our KWL work.
As part of this work on the moon, I would like to investigate craters on the moon.
Investigate: As teachers we can support pupils as they consider their observations of craters, using digital resources in our work. Pupils would build a model, visualising a problem, communicating their ideas with each other and we could record observations with the use of iPads. Pupils can develop their explanations, utilising balls of different sizes, making craters of different sizes. Pupils can record their observations and the use of talk and discussion would support our learning.
Take the Next Step: As an extension of this work I would utilise the visual artwork, creating the moon with collage.
Reflection: Completion of our digital KWL -
I would use the “The Spherical Earth” activity with my Second Class pupils as a way of encouraging curiosity and challenging some common misconceptions about our planet. Children often have lots of ideas about the shape of the Earth, and I think it is important to give them opportunities to explore, question and investigate rather than simply telling them the answer.
I would begin by asking the children what they think the Earth looks like and record their ideas. This would allow me to see their prior knowledge and create a discussion around their thinking. We would then use models, images and hands-on activities to investigate how we know that the Earth is spherical. I would encourage the children to ask questions and make predictions throughout the activity.
I think this activity would work particularly well because it supports active learning and develops children’s scientific skills, such as observing, questioning and communicating their ideas. It also links well with literacy through discussion and recording findings.
As a follow-up, I would encourage children to create drawings or digital records of what they discovered and reflect on how their ideas changed. This activity would help children see that science is about investigating questions and building knowledge over time.
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I really enjoyed reading your post. I like how you begin by exploring the children’s prior knowledge and encouraging them to question their ideas. Using hands-on activities is a great way to make learning meaningful and engaging. I also think your follow-up activity of drawing or recording their discoveries is an excellent way for children to reflect on what they have learned. This sounds like a fun and effective inquiry-based lesson.
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Activity set: The Sun and the Shadows
Engage: I would read the children in my class a short story called Jack’s Amazing Shadow by Tom Percival. We would discuss this story and I would ask the children prompt questions relating to shadows and light to investigate their prior knowledge. I would ask the children where have they seen shadows before? Can they describe a shadow to their peers?
Investigate: The children would work in groups to investigate how to make shadows using torches. During the lesson I would circulate the classroom and ask the children further questions to prompt discussion, such as, What do we need to make shadows? When do we not see shadows? What causes a shadow? The children will explore the shadows made by other objects and draw pictures of the shadows they observe.
Next step: I would ask the children to try and make shadows in the yard or at home after school.
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Hi! I really like your choice of The Sun and Shadows activity. Reading Jack’s Amazing Shadow is a lovely way to introduce the topic and helps to spark the children’s curiosity before they begin investigating. I also like how you’ve included plenty of open-ended questions to encourage discussion and find out what the children already know.
The hands-on investigation with torches is very suitable for Junior Infants because it allows them to explore through play and discovery. Asking them to draw the shadows they observe is a great way for them to record their learning in an age-appropriate way.
I also think your next step of encouraging the children to look for shadows at home or in the yard is a nice way to extend the learning beyond the classroom. It gives them the opportunity to make connections between what they learned in school and the world around them. Overall, your activity is engaging, child-centred and encourages curiosity and observation, which are so important in early science learning.
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Hi Ruth,
Thanks for sharing how you would teach the sun and shadows. You could build a few ways on your next step section by asking the children to notice whether their shadow looks the same at home in the evening as it did in the schoolyard earlier that day. Or if their shadow is different in the morning to the evening in their garden.
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I would use “The Planets” activity as an engaging, inquiry-based lesson to help children learn about the solar system. I would begin by asking the class what they already know about the planets and encourage them to share any questions they have. This would spark curiosity and help guide the lesson.
The children would then work in small groups to explore the planets using pictures, fact cards or simple models. They could discuss the size, colour and position of each planet before placing them in the correct order from the Sun. I would encourage the children to ask questions, make observations and work together to solve problems.
At the end of the activity, we would come together to discuss what we had learned and compare our findings. As an extension, the children could draw their favourite planet or create a simple fact file. I think this activity is a fun and interactive way to develop scientific knowledge, teamwork and communication skills while encouraging children to learn through exploration and discovery. -
Module 2
For this activity, I would choose Activity Set: The Moon because it encourages curiosity and supports young children in learning through play, observation and discussion. I would begin by showing the children pictures of the Moon and asking questions such as, “What do you notice about the Moon?” and “Does the Moon always look the same?” This would allow the children to share their own ideas and experiences while developing their observation and communication skills.
To investigate, we would use a torch to represent the Sun and a ball to represent the Moon. The children would take turns moving the ball while observing how the light shines on it from different angles. This simple hands-on activity would help them understand why the Moon appears to change shape. We would also read a story about the Moon and encourage the children to draw the different Moon shapes they have observed.
To extend the learning, I would invite the children to look for the Moon at home with their families over several evenings and draw what they see. Back in the classroom, we would compare their drawings and discuss any changes they noticed. This activity supports inquiry-based learning by encouraging children to ask questions, make predictions, observe carefully and share their ideas. It also develops early scientific thinking, language skills and curiosity about the world around them. I believe this approach makes science enjoyable, meaningful and appropriate for Junior Infants because it builds on children’s natural sense of wonder through active exploration.
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I would choose the Activity Set: The Sun and Shadows to use with my 2nd class because it is a simple, practical activity that encourages children to explore and investigate the world around them. I think children at this age learn best through hands-on experiences, and this activity gives them the opportunity to make observations and discover patterns for themselves. I would begin by asking the children what they already know about shadows and why they think they change throughout the day. We could then go outside at different times to observe our own shadows and mark them with chalk. The children could compare the length and direction of their shadows, make predictions about what might happen later in the day and discuss whether their predictions were correct.
I think this activity would create lots of opportunities for discussion and questioning. Instead of simply telling the children that the position of the Sun affects shadows, they would discover this through their own observations. I would encourage them to work in pairs or small groups so they could share ideas and explain their thinking to one another. I also like that this activity links well with other areas of the curriculum. The children could measure the length of their shadows in Maths, record their findings in tables or drawings and use new vocabulary during oral language activities. It is an easy activity to adapt for different abilities and encourages children to become curious about everyday scientific things.
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Module 2
Activity Set: The Moon
I would expand on the lesson Man on the Moon, Journey to the moon, to explore the theme of the moon further.
I would first read the story the Darkest Dark by Chris Hadfield to the children, a gorgeous book about the life of an Astronaut and how the first landing on the moon inspired him to become an astronaut despite his fear of the dark. This would naturally lead to exploring light and dark and how the moon is not yellow / white but a reflection of the sun.
This would lead to exploring Why does the Moon shine?
Creating a darkened room as much as possible in the classroom we would investigate why the moon shines.
Using a torch for the Sun and a white ball for the Moon we would shine the torch on the ball and allow the children to move around and observe what happens.
Asking the children open ended questions to allow them to discover that the Moon reflects the Sun’s light.
- Is the Moon making its own light?
- Where is the light coming from?
- What happens when I move the ball?
Children discover that the Moon reflects the Sun’s light.
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I really enjoyed reading your idea and think it is a fantastic way to build on the children’s interest in the Moon. Starting with The Darkest Dark is a lovely choice, as it encourages children to dream big while making space feel exciting and relatable. I particularly like how you use a simple hands-on investigation with the torch and ball to help children discover for themselves that the Moon reflects the Sun’s light rather than making its own. The open-ended questions are excellent because they encourage children to think, predict, and explain their ideas instead of simply being given the answer. This inquiry-based approach will really support curiosity and scientific thinking. It also creates lots of opportunities for rich discussion and collaborative learning. Overall, this is a creative, engaging, and age-appropriate activity that I think junior children would thoroughly enjoy while developing a deeper understanding of how our Moon shines.
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The activity I would choose from this module is “What Makes Shadows?” as I think it would really capture children’s interest while encouraging them to investigate and think for themselves.
It is based on something they see every day, making it a very accessible starting point for scientific inquiry.
I would begin by asking the children what they think a shadow is and how it is made. I would encourage them to share their ideas and predictions before carrying out the investigation. Using a torch and a range of everyday objects, the children could explore which objects make shadows, how shadows change when the light source is moved and why some shadows are bigger or smaller than others. Throughout the activity I would encourage the children to explain what they notice and discuss whether the results matched their predictions.
Working in a hospital school, I feel this activity would be particularly suitable because it is flexible and can easily be adapted to meet the needs of individual pupils. It can be completed at a bedside, in a small teaching room or with a group of children, depending on each child’s circumstances. It requires very little equipment, making it practical in our setting, while still giving pupils the opportunity to investigate, question and discover. I also like that it naturally links with oral language, prediction and observation, allowing children to develop scientific skills in an enjoyable and meaningful way. It is an activity I would feel confident using and one that I think would encourage curiosity and active learning. -
Acitivty: The Spherical Earth
I would use this inquiry-based activity to introduce the concept that the Earth is spherical in an engaging and hands-on way. I would begin by asking the children what they think happens when a ship sails away into the distance and encourage them to share their ideas. After making their predictions, the pupils would create their own origami ships, which would make them feel involved from the start. First, I would demonstrate the activity on a flat surface, allowing the children to observe that the ship only appears to get smaller as it moves away. Next, I would repeat the activity using a globe, where they would notice that the ship seems to gradually disappear from the bottom up, just as real ships do on the horizon.
Throughout the activity, I would encourage pupils to observe carefully, ask questions, and discuss what they notice with their classmates. Rather than simply telling them that the Earth is round, I would guide them with open-ended questions to help them reach their own conclusions. This inquiry-based approach encourages curiosity, critical thinking, and scientific reasoning while making learning memorable. By actively participating in the investigation, pupils develop a deeper understanding of the Earth’s shape and learn that scientific ideas are supported by evidence and observation rather than memorisation alone.
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Activity Set – The Moon
Moon Phases in the Junior ClassesIntroduction
Discover what children already know, and introduce the idea that the Moon changes appearance (phases).Gather the children in a circle and show a picture of the Moon. Ask open-ended questions to drive inquiry:
“Have you ever seen this in the night sky? What does it look like?”
“Does it always look the exact same shape every single night?”
Let the children share their thoughts freely and acknowledge their ideas. Explain that today they are going to become space scientists to figure out why the Moon seems to change shape!Development and Activity
Use hands-on modelling to explore how light and position create the phases of the Moon.
Materials Needed: A small desk lamp (representing the Sun)
A grey or white foam ball on a craft stick for each child (representing the Moon)
A dark room or dimmed lights
1.Place the “Sun” in the centre of the room. Explain that the Sun gives off light, while the Moon doesn’t make its own light—it reflects the Sun’s light, just like a mirror.
2.Give each child their Moon-on-a-stick. Have them stand a few feet away from the light source. Ask the children to hold the stick out in front of them, slightly above their head, facing the light. “What do you notice about the side of the ball facing the light versus the side facing you?”
3.Guide the children to slowly turn in a circle while holding their Moon out in front of them. Encourage them to observe how the shadow moves across the ball. “When you move the Moon to this side, do you see a crescent? What about a full circle when it’s behind you?”Conclusion
Discussion: Bring the group back together. Ask guiding questions to help them draw conclusions:
“Did the Moon actually change its shape, or did just the part we could see change?”
“What made the dark parts dark?”
Explain that just like walking in a circle around the light, the Moon travels around Earth, which is why it looks different to us over the course of a month. -
An activity I have previously used on a sunny day outdoors is where the children learn that shadows form when something blocks sunlight, and shadows change shape as they move. Children were put in pairs.
1. Questioning: “Have you seen your shadow? What makes it?”
2. Simple explanation: “The sun gives light. When you stand in its way, you block the light — and that makes a dark shape called a shadow.”
3. Shadow hunt – Each child finds their shadow. Teacher calls out: “Make it tall! Make it small! Make it disappear!”
Partners stand on each other’s shadow hands/feet4. Questioning: “Did your shadow move with you?” Explain: “No sun, no shadow!”
Fun extension activity we did was they used big chalks to trace their partner’s shadow. We checked again later in the afternoon to see it had changed position/size.
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I would use the Shadows activity with a junior primary class because it is a fun, hands-on way to introduce children to the Sun and how it affects our everyday lives. Young children learn best through play and exploration, so I would begin by asking them to look at their shadows in the playground and talk about what they notice. I would encourage them to predict whether their shadows will stay the same or change during the day. We would trace each child’s shadow with chalk in the morning and return later to compare the size and direction of the shadows. This would help pupils develop observation skills while introducing simple scientific concepts in an age-appropriate way.
The activity could also be linked to other curriculum areas. In Mathematics, pupils could compare which shadows are longer or shorter using simple language such as long, short, bigger, and smaller. In English, they could draw pictures of their observations and dictate or write simple sentences about what they discovered. I would also use the activity to discuss sun safety by talking about wearing hats, using sunscreen, and playing in the shade on sunny days.
To create a digital record of the activity, I would take photographs of the pupils’ shadows at different times of the day and use them to create a simple digital slideshow or class display. This would allow pupils to revisit their learning, share their findings with their families, and reflect on how their predictions compared with the results. Overall, this activity encourages curiosity, active participation, and early scientific thinking while making learning enjoyable and meaningful for junior primary pupils.
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Activity set The Sun and the Shadows;
I would introduce the lesson by showing the children a visual timetable of what to expect in the lesson; we will be looking at our shadows (shadow detectives) ; making predictions on what/who we think the shadow is; drawing around our shadows with chalk; take a break and come back at a later time to see what has changed – draw around the new shadow; what have we found out/were our predictions correct? By following these steps everyone will know what to expect while still encouraging them to be curious. When carrying out this activity I would use clear instructions with simple step by step support. I would pair the children up with an adult for support to trace around each others shadow with chalk. We will return to these later in the day to reflect on how the shadows have changed. We can take pictures and use simple phrases to discuss our findings. I believe this activity would be engaging for the children and help would help them understand how the sun affects our shadow position and length in a more memorable way.
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I loved the lesson -The planets Journey through the Solar System . It’s a fantastic idea to do it in the gym. The children would be thoroughly engaged and active in the lesson.
I would firstly prepare the names of the planets: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and Neptune. I would play the planet song-family of the sun.
I would then engage the children by getting them. to sit in a circle on the floor. Question time
‘What is the name of the town where we live?’ Do they know what country this town is in? And what planet this country is on? On Earth. Can they name any other planets?
We would talk about the names of the eight planets in our solar system. The children find out what planets there are and that they orbit the Sun. explain the meaning of orbit using a hoop and a ball.
Investigate
Planet game – I would. Spread the hoops throughout the room: these are the planets. Put the yellow hoop in the middle: this is the Sun I would Explain to the children that in this game they are space rockets flying from one planet to another. They can do this by hopping, running or jumping between the hoops. While they are doing this, call out the names of colours/fruits/vegetables as they are quite young.. Only when children hear the name of one of the planets may they land on a planet
Next step –planet dance
. This activity focuses on the pupils’ spatial orientation. I would stand in the central hoop (the Sun) and give the following instructions: • Stand with legs wide apart on your planet. • Stand in your planet. • Stand behind your planet. • Stand next to your planet. • Stand to the left of your planet. • Stand to the right of your planet. • Stand under your planet – hold the hoop above your head. Check that the children are obeying the instructions properly. Repeat the activity a couple of times. Spin your own planet 5 min. I would Explain that the planets revolve around the Sun, but also spin on their own axes. The children will now do this with their own planet. I would Ask them to ‘Roll the planet like a wheel around the Sun, stay walking next to it.’ Then tell them to hold their planet in front of them and spin it.
Reflect- Talk to the children again about what planets there are. What do the planets revolve around? Follow up art activity-draw your favourite planet. -
The activity I have chosen is: The Planets
When teaching my class about the planets, I would use the Curious Minds ESERO inquiry framework to guide the lesson.
I would begin by asking the children what they already know about space and if they can name any of the planets. I would use The Planet Song on YouTube to introduce the eight planets in a fun and memorable way before discussing their order in the Solar System.
During the Investigate phase, I would use the ESERO Planet Game, where hoops represent the planets and the children move between them while learning that the planets orbit the Sun. This gives children the opportunity to develop science skills such as observing, questioning, communicating and making predictions while learning through play.
To finish the lesson, we would recap the names of the planets and discuss what they discovered, before creating their own drawings of the Solar System to reinforce their learning.
- As an extension Art lesson, the children could create their own paper plate Solar Systems. They would begin by cutting out the centre of the paper plate to create a ring, which would represent the orbit of the planets. They would paint the background to represent space and use different materials to create the planets, focusing on their colours, sizes and order from the Sun. This activity allows the children to reinforce their learning about the planets while developing their creativity and fine motor skills.
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Science Lesson: Craters and the Moon (Junior Infants)
Engage: Dim the classroom lights and uncover a glowing “Moon Rock” (a torch hidden under a white cloth beside a large picture of the Moon). Tell the children that it has arrived from a space explorer who wants their help solving a mystery: “Why is the Moon covered in holes?” Invite them to closely observe the Moon picture and share what they notice.Investigate: Provide trays filled with flour topped with cocoa powder. Children gently drop different-sized stones or marbles into the trays to create craters. Encourage them to observe how the craters change when they use larger or smaller “space rocks.” Compare their crater patterns with photographs of the Moon.
Take the Next Step: Ask children why they think the Moon has so many craters while Earth has fewer visible ones. Encourage them to draw and label their own crater-filled Moon.
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I have chosen to use the Sun and Shadows activity with my Senior Infant class because it is practical and encourages children to learn through observation and discussion. Young children are naturally curious about the world around them, so I think this activity would capture their interest.
I would begin by showing pictures of the day and night sky and asking the children to describe what they notice. We would compare the two and discuss what we can see during the day and at night. I would encourage the children to use words such as bright, dark, light and cloudy. Afterwards, the children could create their own drawings or collages of the day and night sky.
To explore shadows, I would take the class outside on a sunny day. The children could look at their own shadows, compare their sizes and notice how they change when they move. We could trace each other’s shadows with chalk and return later in the day to see how they have changed. If the weather was cloudy, we would discuss why shadows are more difficult to see and reinforce that the Sun is still there behind the clouds.
I would also link this lesson with art by drawing sunny and cloudy scenes and with oral language by encouraging the children to describe their observations. I think this is an excellent inquiry-based activity because it encourages children to ask questions, make predictions and investigate for themselves while helping to correct common misconceptions about the Sun and shadows.
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I chose The Sun and Shadows Activity Set as a fun inquiry based lesson for my class. I would begin the lesson my eliciting the childrens prior knowledge of the Sun and shadows by showing them images of a sunny day and shadows and a cloudy day and shadows. To explore we would go outside to the playground and observe different shadows in our environment. The children would then work in pairs and draw each others shadow with chalk. The children would then later in the day go outside and draw their shadows again and discuss and compare the two outlines. They will discuss what is different between the two. They will be encouraged to predict why their shadows have moved. The next step would be that the children would then investigate with torches and different objects in the classroom. They would explore what happens when the torches are close or further away from the object what way the shadow is. To reflect I would look to see if my learning objectives have been met and what I could do diffently in the future.
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Lesson: The Planets Senior infants
Learning Objective:Children will explore the planets in our solar system through music, investigation and hands-on activities.I will begin the lesson by playing a planet song and encouraging the children to sing along and identify any planets they recognise. After the song, we will discuss what we already know about space and ask questions such as “What do planets look like?” and “How do they move?”
The children will then investigate different sized balls and objects to represent the planets, comparing their colours, sizes and order from the Sun. Working together, they will create their own planets using playdough, paint and recycled materials. We will finish with a “planet walk” where children become planets and move around the Sun to show how planets travel through space. The lesson will end with a reflection where children share one new fact they learned.
Resources: Planet song, balls, playdough, paint, recycled materials, planet pictures, books and space music.
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Reflection: Our Solar System Lesson – Multigrade Junior Infants to 2nd Class
For this lesson I’d use the ESERO “Planets” resource alongside two songs – “The Family of the Sun” and StoryBots’ “We Are the Planets.” Songs work really well in a multigrade class because every child can join in regardless of age or reading ability. I also have a lot of children with EAL and additional needs to feel songs and youtube videos really help reinforce language and learning.
I’d start on the mat with the pupils and discuss what we already know about the planets- trying to find children’s prior knowledge, i’d brainstorm their ideas together. Then listen to “We Are the Planets,” getting the children up and moving when they hear a planet name – great for the infants who learn best through movement and repetition. Then we’d listen to “The Family of the Sun,” pausing to chat about what each planet is like, using the ESERO i’d play the planet game outdoors.
The older children would then work on sequencing the planets and noting a fact or two about each, while the infants would focus on naming and ordering them using picture cards. I’d finish by singing both songs again, so they’d have much more confidence the second time round.
It would be a lovely, low-pressure way to introduce space, with music doing a lot of the heavy lifting for engagement and memory across all the age groups. -
I loved the activity of the spherical earth, it was so creative and I loved the hands on nature of the learning.
Based on the lesson in the video I would model what that teacher did. I love the Earth ball, I had not seen one of those before and the use of the lamp to portray the sunlight was really powerful.
Adding the teddies to both sides of the Earth to discuss the difference between day and night was so simple, yet so powerful. Great for visual learners and such a fun way to teach the concept.
I loved how the idea was developed further when the kids used their bodies to face the ‘sun’ and then turn away from the ‘sun’ denoting day and night.
Consolidation of the learning through the song was a great way to end the lesson.
Overall, I loved how clever, simple and engaging this lesson was.
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The ideas in this module were very interesting and really helped me to come up with many more interesting ways to help the students further their understanding and develop their inquiry skills.
The Spherical Earth activity, I agree seems simple but effective. Using an Earth ball, lamp, and teddies transforms an abstract concept like day and night into something children can physically see and understand. I used to use a blow-up Earth and other balls etc. but this module has shown me how to develop this further. I also liked how the activity moves beyond just observing by allowing children to become part of the learning through role-play and movement. As you mentioned the song is a great way to reinforce the key ideas and support children’s memory and language development. This activity is a wonderful example of how science can be explored through creativity, play and investigation.
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I would use the Activity Set: The Moon with my 2nd Class because it offers an engaging and practical way for children to develop their understanding of space. I would begin the lesson by asking the children what they already know about the Moon and why they think it appears to change shape throughout the month. This would encourage them to share their ideas, ask questions, and make predictions before beginning the investigation.
The children would then complete a hands-on activity using a torch to represent the Sun and a foam ball to represent the Moon. By moving the ball and observing it from different positions, they would discover how the different phases of the Moon occur. After the investigation, the class would discuss their observations and compare them with their original predictions.To extend the learning, I would ask the children to observe and draw the Moon each evening for one week and share their findings in class. This inquiry-based activity promotes curiosity, critical thinking, observation, and communication skills while making a challenging scientific concept enjoyable, meaningful, and memorable through active participation.
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I chose the sun and shadow activity because it encourages children to learn through exploration and observation. I would begin by asking the children where they have seen shadows and what they think causes them. We would then go outside for a shadow hunt, where children would work in pairs to find and draw different shadows around the school grounds. They would compare the size and shape of the shadows and discuss their observations.
Back in the classroom, the children would use torches and a variety of objects to investigate how shadows are formed. They would experiment by moving the light source and objects to see how the shadows change. As a follow-up activity, the children would create simple shadow puppets and perform a short puppet show.
This activity supports the Curious Minds Framework by encouraging questioning, predicting, investigating and communicating. It also integrates Science, Oral Language, Drama and Visual Arts, providing an engaging and hands-on learning experience.
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Activity set: The Planets
Choice of materials:
In the past, I have used planet songs as a stimulus for lessons on the solar system with the junior classes. These songs focused on the order of the planets and their names. I hadn’t come across a song like the planet song featured in this module which contains the name of the order of the planets and some interesting facts about the planets. I think this is a better song to use as a lesson stimulus and it offers a chance to build on prior knowledge the students may have on this topic.Paint
Paper/paper plates
Post-it notes
Planets songActivities:
Pupils will use paint to create 2D versions of the planets. We will then order the planets using the song. Pupils can write a fact that they know about each planet and stick it underneath.I find that children always like to discuss whether or not Pluto is a planet also.
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I agree Claire with you that the song used in this course for the planets is a much better song than the song I would have previously used to teach the planets. I like your idea of integrating Art into the lesson when you the children to paint the planets and then sing along to the planet song to put the planets into the correct order.
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The Shadows activity would be a wonderful way for junior primary children to explore how the Sun affects the world around them. I would begin by inviting the children into the playground to discover their own shadows and chat about what they notice. They could jump, stretchand wiggle while watching their shadows copy their movements before making predictions about whether their shadows might change throughout the day. Together, we would trace each child’s shadow with chalk in the morning and return later to compare how the shadows ha moved, grown longer or shorter, and changed direction. This hands-on investigation encourages children to observe, question, predict, and discuss their discoveries like young scientists. The activity also links naturally with Mathematics as children compare long and short shadows, and with English as they draw pictures and share or write simple sentences about their findings. By taking photographs throughout the day, the children could create a digital slideshow to revisit their learning, celebrate their discoveries, and share their exciting investigation with their families.
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Activity Set: The Moon
Activity: The Man in the Moon activity from ESERO 2
Aim: To introduce children to the idea that the patterns we see on the Moon are created by its surface features rather than by an actual face.
Engage: I would begin by showing the children a large image of the full Moon and ask, “What do you see when you look at the Moon?” Some children might say a face or “the man in the Moon.” Discuss their ideas and share stories about the Moon
Investigate: First individually and then in pairs, closely examine photographs of the Moon’s surface and identify the darker and lighter areas. They would learn that the dark patches are large plains formed by ancient volcanic activity rather than the features of a face. Using the ESERO activity, the children could create their own “Moon faces” or images by interpreting the patterns they see. They could then compare their ideas with their classmates. They could describe the shapes and patterns they notice.
Take the Next Step: I would extend the investigation by observing the Moon over several evenings. I would encourage pupils to record the appearance of the moon through drawings or photographs and discuss how it changes over time. This could lead into learning about the phases of the Moon.
Conclusion: I think this activity links science and creativity and discussion. It encourages children to look carefully and closely observe changes. It encourages them to notice patterns and ask questions about changes.
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What does the Moon look like?
Children will learn to observe and describe the appearance of the Moon and identify the four main phases of the moon.
Engage: Get the children to bring in photos, books or objects related to the Moon. Display these items in the classroom. On a large sheet draw a large Moon in the centre. Work together to create a Wordbank and record ideas in the Wordbank.
Investigate: Each child gets an observation sheet that they will record what the moon looks like each evening for four weeks. At the end of each week discuss what the children have found
Take the next step: At the end of the four week investigation gather all the children’s observations. Discuss the changes and introduce the idea that these changes are called the phases of the Moon. Teach the four main phases. Teach the Dance to the Phases of the Moon song
Conclusion: Display a selection of photos of the Moon showing the different stages. Get the children in pairs to sort the photographs and match each photo to the correct phase.
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Hi Paula, I really enjoyed reading your post. I think the four-week observation activity is an excellent way for children to notice that the Moon’s appearance changes over time rather than simply being told about its phases. Creating a Moon display and word bank at the beginning would also help develop the children’s vocabulary and encourage them to share their existing ideas.
I especially like that the class would discuss their observations at the end of each week, as this would allow them to compare findings and identify patterns together. The dance activity is a creative and age-appropriate way to reinforce the four main phases through movement.
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I really like this introduction to the activity where the children bring in photos, books or objects related to the moon and display these items in the classroom. This would really raise enthusiasm in the activity and working together to draw a large Moon in the centre and creating a wordbank really elicits all prior knowledge before embarking on a discovery led lesson.
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I would use the ‘Activity Set: The Sun and Shadows’ with my First Class class to help children investigate how the Sun affects the size and direction of shadows. We would begin with a class discussion about where children have seen shadows before and what they think causes them, while also reminding them never to look directly at the Sun. The children would then go outside in pairs to trace each other’s shadows with chalk and make predictions about how they think the shadows might change later in the day. We would repeat the activity at different times, encouraging the children to compare the length, direction and shape of their shadows and record their observations using a simple recording sheet. Back in the classroom, we would look at photographs of the chalk outlines and discuss why the shadows changed over time. This hands-on investigation encourages children to ask questions, make predictions, observe carefully and share their ideas, while naturally linking with Science, Maths, Oral Language and Art in an active and engaging way.
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I will do my lesson plan for First and Second class on the Moon and its phases.
We will start by introducting the topic of the moon by questioning the class about “What does the moon look like”, the shape of the moon and images of the moon and I will record what they think to address later. We will look at phtoos from the Esero pack on the whiteboard.
We will then listen to the poem “Man in the moon, man in the moon, I see you from my bedroom” They will discuss this poem at their tables in pairs using think pair share and tell me what they think of it and colour the picture.
Next over a couple of mornings we will go outside and look at the moon. They will then over a couple of weeks watch the moon in the evenings and record their findings and bring teddies and drawings and perhaps photos to class to leave on the shared table.
We will then return to the lesson and I will have a wordbank and a table of Acrt supplies and different shaped card, cresent and little spheres and I will then explain about the phases of the moon and we will look at pictures of the different phases.
Next we will play a game in a circle of how to represent the new moon the full moon and the last quarter and the first quarter of the moon by sitting in a circle and turning their backs, making d shapes and b shapes and half circles.
Lastly, we will design our own moon using the arts and crafts after agreing that the moon is a sphere and like a football. We will look at the video on you tube “Paxi and our moon” first and then using glue, cardstock, spheres etc we will make our own moons.
When they are finished we will discuss the shapes of the moons and why they chose this and which phase they chose. They will write a paragraph on what they chose to do while using their wordbank and template and place it next to their Art and we will ask Second class to come in and see their finished work.
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I would like to explore the activity set “The sun and shadows” with my class this year. I thoroughly enjoyed the book The bear and his shadow and would use this as a stimulus with the children. I would use discussion and questions to help the children understand the concept and language needed. I would follow this up in the hands-on activity by using bears and flashlights to explore shadows in the classroom. This would give the children a chance to experiment with the effect the direction of the light and the distance has on changing the shadows. I know the children would thoroughly enjoy this activity. I would build on the lesson by bringing the children into the school yard and let them enjoy tracing around shadows in the sunlight.
Chalk shadow tracing in the yard would be a fun, hands-on outdoor activity where children use the sun and toys or their own bodies to create shapes, trace the outlines on the pavement with chalk, and watch how the shadows change.
How to Do the Activity
• Step outside: Go to a sunny area in the school yard.
• Make shapes: Encourage the child to stand in different funny poses or place toys or leaves on the ground so the sun makes a dark shape.
• Trace the outline: Use the large ground chalk to draw right around the edge of the shadow.
• Check back later: Come back an hour or two later to see how the shadow moved away from the chalk line as the sun shifted in the sky
We can record the work using a digital camera adding another enjoyable element to the lesson and display our work in the classroom. A follow up art lesson tracing the face profile using light and shadow would be a lovely visual conclusion to this lesson -
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In my Junior Infants classroom, I would base my activity set on ‘The Moon’. I would begin by asking the children about the moon, ‘’Where it is?’’, ‘’What it looks like?’’ etc. I would then show the children a picture of the Moon and ask further questions such as, “Does the Moon look like what you thought it looked like?”, “What colour is it?”, and “What shapes or patterns are on the Moon?”
The children would then make their own Moon using paper plates/clay/playdoh. I would have a photo of the moon displayed on the whiteboard and the children could work in pairs or as individuals. Throughout the activity, I would ask simple questions such as, ‘’What are the holes in the moon called?’’ ‘’Why do you think it’s that colour?’’ The children would be encouraged to share their ideas and listen to each other’s answers.
At the end of the lesson, the class would come together to discuss what they learned about the Moon and share their artwork. I would also make the children aware of who was the first man on the Moon.
As a home-school link activity, I would get the children to draw the shape of the Moon over a few evenings/nights and we could discuss them at the end of the week or the following week. This activity encourages curiosity, observation, and creativity in a fun and engaging way.
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This is a lovely, age-appropriate activity for Junior Infants. I particularly like how the Moon phases observation at home is a particularly strong way of connecting classroom learning with children’s everyday experiences. I think the combination of Science, Art, oral language and home-school learning makes this a very engaging way to introduce the Moon and encourage children to become curious young scientists.
I also like to using visual prompts, photographs and simple choices such as “smooth or bumpy?” and “light or dark?”. This opportunity also encourages communication, cooperation and listening.
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Activity Set: The Sun and Shadows
I think that the idea of exploring the Sun and Shadows has a lot of potential for effective teaching and learning in the classroom. In order to explore this with my class, I would ask them how they think shadows are made. We could then discuss how the Sun shines on the Earth, giving us night and day, before demonstrating it with a ball and a torch , observing how, as the light shines on one side of the ball, the other is in darkness.
We could then observe how the Sun casts shadows at different times of the day, marking where a shadow is cast on the wall as the day progresses. This naturally leads to the idea of the Sun being used to mark the passage of time. The class and I could conduct a survey of the school grounds, looking for a place that is in constant sunlight and unobstructed by buildings, trees etc…
In groups, the class could then create simple sun dials around the school, using a stick as the dial, clay as the mount, and stones as the markers of time. Each day for a week, the groups would be taken outside once per hour to see if the shadow from the dial has moved, and if the stones need to be adjusted to correspond with the time. The children could keep journals of their findings and observations.
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I would use the Sun and Shadows activity set with my Senior Infants class. I would begin by reading Moonbear’s Shadow and asking the children what they already know about shadows. We would discuss when they notice their shadows and make predictions about how a shadow might change when the light moves.
The children would then work in small groups using a bear figure and a torch to represent the Sun. They would explore how moving the torch changes the position, shape and size of Bear’s shadow. I would use challenge questions such as, “Can you make the shadow appear in front of Bear?”, “Can you make it longer?” and “Can you make it shorter?” The activity demonstrates that a shadow forms when an object blocks light and that changing the light’s position changes the shadow.
On a sunny day, I would extend the investigation by bringing the class outside in pairs to trace their shadows using chalk. We could photograph or draw the shadows as a digital record of our learning. Afterwards, the children would share what they noticed and compare the results with their predictions. This activity would develop observation, questioning, prediction and communication skills while providing an enjoyable and practical introduction to light and shadows. The activity also connects well with science objectives relating to light, day and night, and how shadows are formed.
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The activity that I would use in my classroom and wish to discuss today would be the planets. The planets have many talking and teaching points related to other STEM areas of the curriculum.
Trigger: Singing the planets song from youtube.
Wondering: Asking the children what’s the name of the planet we live on? Do they think we are the only planet? Why do they think people do not live on the other planets?
Starter question: Look at this picture of the planets in our Solar System. The Earth has good conditions to live on; we have water, far enough from the Sun! Why are the other planets not as good for living on?
Predicting: Record answers.
Experimenting: Children look at pictures of the planets and, working in groups and using balloons and papier-mache, they create a planet in each group and paint it the correct colour. When everyone is finished, they can be arranged in order from the Sun and labelled. Children can learn the song to remember the order of the planets
Interpreting results: Look at the results and interpret that Mercury is so close to the sun it would be much too hot to live on, Neptune is so far away it would be so cold. Discuss Mars and why there is so much investigation of Mars by the space station. What are they looking for?
Extension: Watch videos and clips of explorations to Mars.
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Activity Set: The Sun and Shadows
I chose the Sun and Shadows activity because it is suitable for 1st class- I have first class this year! And it provides a practical and engaging way for children to explore scientific concepts through observation and play. I’d start by bringing my class outside on a sunny day and asking the children to look at their own shadows. Working in pairs, they could trace each other’s shadows with chalk and make predictions about what might happen to the shadows as the day goes on. We would come back at different times during the day to see how the shadows had changed in length and direction. The children would talk about what they noticed and record their observations by drawing pictures or writing a few simple sentences.
This activity helps to develop the children’s skills in observing, predicting, measuring and communicating. It also integrates well with Maths through measuring shadow lengths, Geography through discussing the position of the Sun, and Visual Arts through creative shadow drawings. I would encourage the children to use scientific vocabulary such as shadow, light source, longer, shorter, and direction throughout the lesson.
For assessment, I would use teacher observation, questioning and the children’s work in their science copies. I think this activity would really engage the children and spark curiosity and discussion, while also helping them understand that the Sun’s apparent movement across the sky causes shadows to change throughout the day. Overall, I think would be an enjoyable, inquiry-based lesson that promotes active learning and meaningful scientific exploration.
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<p class=”isSelectedEnd”>I really like your choice of the Sun and Shadows activity, especially as you have 1st class this year. I think this would be a great activity for younger children because it allows them to learn through being outside, exploring and making their own observations rather than just being told the information.</p>
<p class=”isSelectedEnd”>I particularly like the idea of the children working in pairs to trace each other’s shadows and then making predictions about what will happen later in the day. This gives them an opportunity to develop their scientific thinking by making predictions and then checking whether their predictions were correct. I also think returning to the same shadows at different times would make the changes much more meaningful for the children.</p>
It is also great that you have linked the activity with other subjects such as Maths, Geography and Visual Arts. Measuring the shadows could make the Maths connection very practical, while drawing or recording their observations would allow the children to express what they have learned creatively.
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Activity Set: The Moon
I would expand on previous learning about day and night to explore the theme of the Moon in more depth.
I would begin by reading Papa, Please Get the Moon for Me by Eric Carle. This beautifully illustrated story encourages children to wonder about the Moon, its size, and why it sometimes looks different in the sky. The story naturally leads into discussions about how the Moon changes shape throughout the month.
Exploring: Why Does the Moon Change Shape?
Using a darkened area of the classroom, I would invite the children to investigate why the Moon does not always look the same.
Using:
• A lamp or torch to represent the Sun
• A large white ball to represent the Moon
• One child to represent the Earth
The child standing as the Earth remains in the centre while another child slowly walks around them holding the Moon. As the torch shines on the Moon, the class observes how the part we can see changes depending on where the Moon is.
Throughout the investigation I would ask open-ended questions such as:
• What shape can you see now?
• Has the Moon changed, or has what we can see changed?
• Can you still see the light on the other side?
• Why do you think we sometimes see a full Moon and sometimes only part of it?
• What do you notice as the Moon moves around the Earth?
Children discover that the Moon does not change shape—it is always round. As it moves around the Earth, we see different parts of the side lit by the Sun. This introduces the idea of the Moon’s phases in a simple, age-appropriate way. -
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Reflection: Activity Set – The Sun and Shadows
I would use the Sun and Shadows activity set with my Senior Infants class through a playful, inquiry-based approach. I would begin by introducing the topic using a picture book such as What Makes a Shadow? by Clyde Robert Bulla or Moonbear’s Shadow by Frank Asch. These stories would encourage discussion and help children share their ideas about light and shadows. We would explore questions such as Where do shadows come from? and Can we change our shadows?
The children would then take part in outdoor shadow investigations. They could use chalk to trace their shadows, compare shadows with their friends, and explore how shadows change when they move. Through playful learning, children could create “shadow monsters” using their bodies, toys and classroom objects. They could predict which objects will make shadows and test their ideas using a torch in a darkened classroom.
To support engagement, I would include a suitable YouTube song such as “The Sun Song” by Super Simple Songs or “The Shadows Song” by Scratch Garden. These would reinforce vocabulary and concepts through music and movement.
Children could record their discoveries through drawings, photographs or a class “shadow investigation” display. This activity encourages curiosity, creativity, communication and scientific thinking. My role as teacher would be to guide children’s questions, support exploration and help them develop an understanding of how sunlight creates shadows through their own discoveries.
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I would choose the Sun and Shadows activity as I think it would really capture the interest of a Senior Infants class. Young children are naturally curious about their shadows and I think using something they see every day is a great way to introduce scientific thinking.
I would begin the lesson by bringing the class outside on a sunny day and asking the children to stand still and look at their shadows. I would ask questions such as, “Can you make your shadow bigger?”, “What happens if you move closer to the wall?” and “Do you think your shadow will stay in the same place all day?” This would encourage the children to think and make predictions before carrying out the investigation.
Working in pairs, the children could draw around each other’s shadows using chalk. We would then return outside later in the day to compare the new shadow with the original outline. The children would quickly notice that the shadow has changed position and shape. Back in the classroom, we would discuss why this happened and talk about how the movement of the Sun causes our shadows to change throughout the day.
To finish the lesson, the children could draw a picture of themselves and their shadow and explain, in their own words, what they discovered. I think this activity would work particularly well in Senior Infants because it is active, hands-on and encourages the children to investigate for themselves rather than simply being told the answer. It also creates plenty of opportunities for discussion, prediction and observation, which are all important parts of developing scientific skills at this age.
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Reflection on an Inquiry-Based Activity – Module 2
The Earth Mosaic activity was the one that stood out to me most. I liked it because it’s one of those ideas that seems really simple, but I can imagine it getting children talking straight away. Most of them are convinced there’s an obvious ‘up’ and ‘down’, so watching them realise that everyone on Earth thinks they’re the right way up would probably lead to some interesting debates.
I’d let the children make their mosaics first and then put them together on the floor to create one big Earth. Rather than explaining everything, I’d leave them to talk it out amongst themselves first. I think children often come up with the best questions when they think they’ve spotted something that doesn’t make sense.
I’d probably finish by asking where they’d choose to live on the mosaic and whether they thought the people on the other side of the world were upside down. No doubt there’d be plenty of differing opinions.
I like activities like this because they’re memorable without being complicated. I could see it leading to map work, stories about different countries or even just some interesting conversations at home. If the children go home asking their parents whether they think people in Australia fall off the Earth, I’d take that as a successful lesson.
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The activity that I look forward to doing with my 2nd class is The Moon
I hope they can be aware that the Moon is a sphere and become aware that the Moon doesn’t always look the same as their learning outcomes.
I would introduce the lesson by showing the class different pictures of the moon on the IWB. We would discuss the shape and size of the moon and try to compare it to Earth and other planets. We would discuss how the moon is a 3D shape but that it looks like a 2D shape from our viewpoint. We would use our Marla to ensure that the children are aware of the difference between the 2D and 3D shapes and create our own versions of the moon. The hope is that they would add their own craters into the moon. The class would do a KWL all about the moon and have a discussion about the importance of the moon.The class will then discuss how to make their own Moon and they can use all the materials laid out on the tables (coloured circular craft sheets, coloured crescent-shaped craft sheets, glue, paint, scissors, white paper circle, white paper crescent) They will work in groups of 2 and 3. When they have finished, they will discuss why they made their Moon the way they did, paying particular attention to the colour and the shape. They will compare their moon to the images on the IWB. Reiterate that the Moon is really a sphere. From the Earth we can only see one side of the Moon at a time, which is why it looks flat. Sometimes we see the Moon as a circle, and sometimes as a crescent. After learning about the moon we would then discuss the Man on the moon and who were the people to first step on the moon.
We would discuss about what they learned about the moon and talk about anything they didn’t know beforehand that they know now.
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Activity: Exploring how light and darkness represent day and night for children with Special Needs
Initially I would turn off the classroom lights and allow pupils time to experience the change from light to dark. Simple language to be used throughout the lesson include “Light – day. Dark – night.” Given time to encourage students to explore a torch and lights. Show two visual cards for: sun on bright card for day and moon on dark card for night.
Now showing the globe and pointing the torch light while asking “Where is the light?” “Day or night?” Reinforce the key concept through repetition: “When it is light, it is day. When it is dark, it is night.”
We continue to develop understanding through a simple day/night sequence:
Wake up → Day → School → Dinner → Night → Sleep by matching pictures and objects to day and night routines and show a simple visual schedule showing sun → day → moon → night. -
<p class=”isSelectedEnd”>I would choose the the planets for my classroom because I think it would be a really engaging way to introduce children to space and encourage their natural curiosity. Children are often fascinated by space, so I feel this activity would provide a good opportunity to build on their existing interests and knowledge.</p>
<p class=”isSelectedEnd”>I would begin by asking the children what they already know about the planets and allow them to share their ideas and questions. I would then use the activities to help them explore the different planets, looking at their size, appearance, position in the solar system and some of their key features. I would encourage the children to work together in small groups, as I think collaboration would help them learn from each other and develop their communication skills.</p>
<p class=”isSelectedEnd”>I would also use digital records, such as photographs, drawings or short videos, to document the children’s learning. These could be used to reflect on what they discovered and to show how their understanding developed throughout the activity.</p>
Overall, I think this activity would make the topic more hands-on and enjoyable while allowing me to observe the children’s thinking, ask questions and support their learning. It would also provide opportunities for further activities across subjects such as art, literacy and numeracy. -
Activity set : the moon
Junior infants
Intriduction
A link to a maths lesson on shape and space /3d shapes
What is a sphere ? Where would we see spheres?
Disvuss and pick out spheres out in the vlassroom/natute
Devrlopment :
We would d8scuss the planets and whether they appear to be spherical
The moon and its spherical shape wjay shape does it make when we see a full moon half moon?
The .more able stidents might look at langahueh like waxing /waning /strawberru moon / eclipse
Children would draw representations of the moon in their copies.
This lesson would be extended by an art lesson uding chalk amd sugar paper or tge pavement outside to draw lunar shapes
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Activity set: The sun and shadows
Engage: I would hook the children by drawing an outline of a person and hang it on the classroom wall. Using appropriate lighting, they could each have a turn trying to fit their shadow into thay outline! This would open up a discussion about how shadows are created, how they move etc. Taking their thoughts and predictions on board, we would then investigate further.
Investigte: what causes a shadow to move, the moving object or moving light source? The children could trace their shadows in the yard, and revisit them at different points in the day to explore change. Investigate exactly what is moving to cause this change. We would also create a sun dial. Indoors, we would use a torch and objects, moving the torch to investigate how this affects the shodow of the object. I would encourage children to predict outcome before experimenting.
Reflect: we would discuss our predictions and observations. Children would be encouraged to explain what they noticed about shadow movement, size and distance from light. These activities would make an abstract scientific concept more accessible while developing their skills in questioning, wondering, predicting and observing.
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Activity Set: The Sun and Shadows
Learning outcome: Children discover that the Sun makes shadows and that shadows can change depending on where the Sun is.
I would bring the children outside and ask the ‘What they think a shadow is?’, ‘Can they see their own shadow?’ and ‘How do they think their shadow got there?’ I would then let them experiment with making their own shadows — waving, jumping, making funny shapes etc.
We would then look at tracing shadows. The children could pick their favourite toy from the room to bring outside. I would put a few of the toys on the ground and have the children trace around their toy’s shadows with chalk. I would then ask them ‘Is the shadow bigger or smaller than the toy?’, ‘Which way is the shadow pointing?’ and ‘What happens if we move the teddy?’
We would leave the objects in the same place and come back 1–2 hours later. We would trace the new shadows in a different colour. The children would then be able to see that the shadow has moved/changed length.
This would lead us to a discuss once we return back inside and we can see why has this happened. Why did they shadows move or change in length. -
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Sun- Shadow lesson- infant room.
Story/ song about shadows to engage children in topic.
Main activity- The children will explore and observe shadows outdoors, aim of lesson explore shadows- “Where do they come from?” ” Can change when they move?” On a sunny day, I will bring the children outside and encourage them to look at the ground to see if they can find their shadow. We will talk about what a shadow is using simple, age-appropriate language. First the children will explore their still shadows before making prediction about what will happen the shadows when we begin move. The children will begin moving their arms, waving, jumping and making different shapes with their bodies, watching how their shadows move at the same time as they do. The children will then work with their friends to compare their shadows and see if they are the same size or different. Using chalk to record findings the children will work in pairs to draw around each others shadows. Throughout the activity, I will ask simple questions such as, “Can you see your shadow?” “What happens when you move?”
To finish, we will discuss what we discovered and make the connection that the Sun provides light, and when our bodies block this light, a shadow is created.
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The Spherical Earth
I would begin the lesson by asking the children what they think the Earth looks like. I would show them a globe and explain that the Earth is spherical, like a ball, rather than flat. We would pass the globe around and allow the children to explore it and find Ireland.Next, we would listen to The Planets Song and sing along together. As each planet is mentioned, I would show the children a picture of it and we would talk about its colour, size and position. The children could then act as the planets, moving around the classroom in order from the Sun.
For a hands-on activity, each child could make their own planet using paper plates or coloured card. We could create a class solar system by hanging the planets around the room, with Earth clearly identified.
To finish, I would ask the children what they learned about Earth and why they think we call it a spherical planet.
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Activity set: The Sun and the Shadows
Engage: I would read the children in my class a short story called Jack’s Amazing Shadow by Tom Percival. We would discuss this story and I would ask the children prompt questions relating to shadows and light to investigate their prior knowledge. I would ask the children where have they seen shadows before? Can they describe a shadow to their peers?
Investigate: The children would work in groups to investigate how to make shadows using torches. During the lesson I would circulate the classroom and ask the children further questions to prompt discussion, such as, What do we need to make shadows? When do we not see shadows? What causes a shadow? The children will explore the shadows made by other objects and draw pictures of the shadows they observe.
Next step: I would ask the children to try and make shadows in the yard or at home after school -
Activity Set: The Moon
I would choose The Moon, as I think the Moon provides a very accessible and engaging introduction to astronomy for primary pupils. Module 2 highlights that the Moon is particularly suitable for young children because it can be observed easily with the naked eye, changes appearance throughout the month and can be seen from both urban and rural environments.
I would begin by asking pupils what they already know about the Moon and create a class word bank. We would then observe the Moon over a number of weeks, with pupils drawing or recording what they see. This would allow them to notice changes in its appearance and develop their observation and recording skills. I would also use the “What Does the Moon Look Like?” activity, encouraging pupils to compare their observations and discuss the different phases.
To extend the learning, I would explore the “Multicultural Moon” activity and introduce stories and myths about the Moon from different cultures. This would create valuable links with English, Art and SPHE while encouraging pupils to appreciate different traditions. Overall, I feel this activity would develop curiosity, scientific questioning and observation skills while making astronomy meaningful and enjoyable for young learners.
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I’m particularly interested in the activity set about “the moon” because it is adaptable to a variety of age groups and grade levels. This is topical because of the recent rare occurrence of the solar eclipse when the moon passed between earth and the sun and obscured our view of the sun. There was so much excitement about this on the news which would be a great way to introduce the topic. For a younger class, I would use the storybook “Goodnight Moon” to introduce the topic. To investigate what the moon looks like, we would brainstorm words about the moon as a class using think pair share and a word web on the board. We would predict how the moon will look at different times of the day and why that might be. We would draw pictures of how the moon looks at different stages of the day in our investigation journals and then continue after school for homework. Finally, we would discuss our findings. I would then encourage the children to think about what the surface of the moon might be like and how humans could walk on it. Depending on the children’s interests and grade , we might research about man walking on the moon.
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I also chose the moon topic for the same reasons as you Sarah. The moon has always been a fascinating topic in the classroom. I never thought of investigating the different multicultural myths and stories about the moon before and will definitely try that this year. There are some lovely art activities related to the moon too.
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