- This topic has 579 replies, 210 voices, and was last updated 3 months ago by
.
-
Posts
-
-
*Please Note: Participants who use Word (Or equivalent) to write their assignments and then copy and paste these into the forum may find that additional extraneous formatting is brought across. To avoid this, either right click in the post window and choose ‘Paste as Plain Text’ or use the keyboard shortcut cmd+shift+v. Alternatively, you can first paste the content into Notepad (Or similar text editor) and then copy it from here to the topic window.
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.
-
Activity set: The Sun and Shadows
Exploring the Sun and Shadows is a fantastic way to introduce concepts of light, time, and how the Sun affects our world, all while promoting curiosity and exploration. Here’s a hands-on activity for Junior Infants that combines inquiry-based learning with shadow play
I Would start with a simple question:
“Have you ever seen a shadow? What does it look like?”
“Where do you think shadows come from?”
Take the kids outside (or by a window if outside isn’t an option) and look for shadows on the ground.Ask: “Why do you think the tree has a shadow? What about the playground slide?”
Point out how the length and direction of shadows change depending on where the Sun is in the sky.Make Your Own Shadow
Using a flashlight , hold up simple objects and ask the children questions such as
“What do you see on the wall?”
“How did the shadow happen?”
“Can we make the shadow bigger or smaller?”
Let the children take turns placing objects in front of the light and seeing how shadows form.Move the object closer and farther from the light to show how the shadow changes.
Experiment with different objects and their shadows. What happens if you use your hand versus a block?explain the concept of shadows:
“The Sun gives us light. When something is in the way of the light, it makes a shadow.”
Use simple visuals or even act out the explanation:“When we stand in the Sun, our bodies block the light, and that makes a shadow!”
Draw a simple diagram on the board showing how the Sun, an object, and the shadow are connected.-
Activity Set: The Moon
This is a very good starting point for a lesson. Children are always fascinated by the moon in particular when they can still see the moon during the day. This leads to a variety of questions such as why is the moon out when the sun is, I thought the moon only came out at night time and so on. Lessons on the moon can be modified based on the year group. The man on the moon is a good stimulus for a lesson eliciting the children’s prior knowledge on what they know and discussion can occur around what the children want to learn. There is also a wide range of opportunities for integration across different subjects including acrostic poems in literacy, moon drawings in art, history of the moon landing.
A lesson I would love to teach in a more senior class is the phases of the moon using Oreo’s. This is a great hit with the children. It allows children to see the lunar cycle and its eight different phases. The white part of the Oreo represents the illuminated section of the moon and the Oreo biscuit represents the shadow. This is very simple and effective. The children would definitely love eating the Oreo’s once the lesson is completed! The lesson is active and engaging. I would assess the children’s learning at the end of the lesson by getting them to draw the eight different phases of the lunar cycle. -
-
-
-
-
-
-
Hello Alyson,
Welcome to the forum. Beginning with the man on the moon is an excellent idea to stimulate the children’s imagination. There are lots of legends about the moon world wide which can be an opportunity to learn about different places and cultures too.
Oreos are an excellent way to engage children about the moon phases. There is also the potential to use the outside biscuit to talk about eclipses and introduce the relative positions of earth, moon and sun to them! -
-
-
-
-
-
-
-
-
-
-
Alyson, l love this lesson . The simplicity but effectiveness of teaching the idea of light and shadow through oreos is so clever . I think this would be a great topic to do in October combining both Space week and Halloween too, as there is a mystique to the moon that kids would enjoy learning about.
-
-
-
-
-
Hi Irene, that’s a lovely lesson that you have described. I like the questions you asked and how they guide the children’s learning. Bringing them outside and getting them questioning and investigating for themselves, as well as making their own shadows, makes the lesson very collaborative and fun for all.
-
-
-
-
Alyson, this is a great lesson. I love that you start with the children’s prior knowledge and ask what they would like to learn. We love KWL charts in my classroom! The cross-curricular ideas are excellent for linking all knowledge together. Different stories about the man in the moon is a great link to other cultures and a great prompt to get children interested. The lesson on phases of the moon using oreo biscuits reminds me of the old advert for Jaffa cakes and has made me smile – full moon, half moon, total eclipse. Thank you!
-
-
Hi Alyson,
I agree completely with you. The moon and associated lessons are a great starting point. Children do seem to take great interest in the moon, especially in the winter months when they are trying to spot a sleigh passing by it. You’ve hinted at some very interesting questions involving the relationship between the sun and the moon and how one can exist in a visual sense at the one time. I think children of this age group would enjoy the conversation and would carry it with them back home too with the adults in their lives too. There is no limit to the amount of integration possible under this theme. I think any lessons involving Oreos would go down a treat. Thank you for the great ideas and for sharing them in this post. Finally, your reference to assessments is very child centered and may be represented in many different ways.
-
-
-
-
-
Hi Alyson,
This is a great lesson idea. As you mentioned, the moon is an interesting and intriguing topic for children of all ages. It can easily be integrated into many other subjects areas – English, Maths, Art, Music to name a few. It is a topic that would also be useful for multi grade teaching or for the older children to teach the infant classes. The idea of being able to eat the Oreo at the end of the lesson would be very appealing!
-
-
-
I agree Alyson that the moon is a good starting point as children are fascinated with it. My7 year old son was watching TV today and later said to me did you know when you land on the moon you have to put a flag on it and say it’s for mankind :). I showed him some of the video of the background knowledge about the moon and we went onto discuss astronauts etc I printed the astronaut template from lesson 20 where you have to design an astronaut suit. He really enjoyed it!
-
-
This is such a lovely idea and lesson plan. I am sure the children will really enjoy learning about the phases of the Moon while also eating Oreo biscuits. The Moon is always a fascinating topic, especially for children.
I personally enjoyed learning about the multicultural Moon resource. It was very interesting to discover that the shapes and figures people see on the Moon’s surface often reflect their own culture and surroundings. This reminded me that, in some parts of India, people traditionally see an old woman spinning a wheel on the Moon. The Moon’s dark markings were thought to resemble an elderly woman sitting at her spinning wheel. Spinning yarn was once a familiar part of everyday household life in some parts of India, so people connected the shapes they saw with an image they knew well. This shows how people from different cultures can look at the same Moon but imagine different stories and figures.
-
I really like this activity. It has simple, open-ended questions that really encourage children to think and share their own ideas about shadows. I also like the hands-on approach, especially moving from outdoor exploration to using a torch indoors, as it helps the children clearly see how shadows are formed. It’s very engaging and well suited to Junior Infants, and it supports curiosity, observation and early scientific understanding in a fun and meaningful way.
-
I really enjoyed reading this activity. I like how it begins with simple questions to encourage the children to think before investigating. The combination of outdoor observation and using a torch in the classroom is a great way to make the concept of shadows practical and engaging for Junior Infants.
-
Hi Irene,
I love the hands-on aspects of this activity, especially the flashlights! Infants would love this. There would be lots of opportunity for integration. Here’s a link that might be useful for books with shadow themes: https://kidminds.org/15-books-about-shadows-to-inspire-young-scientists/
-
-
-
Senior Infants Science Lesson: The Sun and Shadows
Learning Outcome:
Children will explore how shadows are formed and investigate how the size, shape and direction of a shadow change when the position of the light source changes.Materials
Bear’s Shadow book
Torches (one between two or three children)
A selection of toys of different heights, shapes and sizes
Large sheets of white paper
Pencils or crayons (to trace shadows)Inquiry Question
What makes a shadow long or short?Introduction (10 minutes)
I would gather the children and read Bear’s Shadow.
Pause throughout the story to discuss Bear’s shadow and ask:What is Bear wondering about?
When do you see your own shadow?
What do you think makes a shadow?
Introduce the inquiry question:
“What makes a shadow long or short?”
Encourage the children to share their ideas and predictions.
Investigation (15–20 minutes)
Place different toys on a large sheet of paper.
Give each group a torch.
Ask children to shine the torch at the toy from different positions.
Encourage them to observe:What happens when the torch is close to the toy?
What happens when the torch is moved further away?
What happens when the torch is held higher or lower?
Children trace some of the shadows onto the paper and compare their sizes and shapes.
If possible, take the class outside to investigate their own shadows in the sunshine. Ask them to notice:How long is your shadow?
Which direction does it point?
Can you make it longer or shorter by moving?
Discussion (10 minutes)
Bring the class together and discuss their findings.Questions:
What made the shadow bigger?
What made the shadow smaller?
Did the shadow always stay the same shape?
Did the direction of the shadow change?
What do all shadows need to be made?
Record children’s ideas on the board.Guide children towards the understanding that:
A shadow is made when an object blocks light.
Moving the light source changes the size, shape and direction of the shadow.
Without light, there is no shadow.
Conclusion (5 minutes)
Review the investigation by revisiting the inquiry question:“What makes a shadow long or short?”
Allow children to explain what they discovered using their own words.
Conclude that:
Shadows are made when light is blocked.
Shadows can become longer, shorter or change direction depending on where the light source is.I think this would be a lovely lesson with any senior infant class.
-
Hello Doireann,
Thank you for sharing this lesson. I think this would be a lovely activity for a Senior Infants class. Using the teddy bear is a great way to grab the childrens attention.
Splitting the children into small groups lets them make predictions, test their ideas, and talk about what is happening in play. Tracing the shadows is an excellent way to record their observations and can act as a reference for the children during the discussion part of the lesson.
-
-
The Sun and Shadows activity is a practical and engaging way to introduce pupils in Second and Third Class to the concepts of light, shadows, and the movement of the Sun. I would use this activity as an inquiry-based science lesson where pupils are encouraged to make predictions, observe carefully, and discuss their findings.
Before going outside, I would ask the children questions such as, “Where do you think your shadow will be?” and “Will your shadow stay the same all day?” Pupils would record their predictions before working in pairs to trace each other’s shadows with chalk at different times during the school day. They would measure the length of their shadows using metre sticks or measuring tapes and record their results in a simple table.
Back in the classroom, we would compare the measurements and discuss why the shadows changed in both length and direction. This would help pupils understand that shadows change because the Sun appears to move across the sky as the Earth rotates. The lesson would encourage children to use scientific language such as light source, shadow, predict, observe, and measure while developing their observation and recording skills.
To extend the activity across the curriculum, pupils could use Mathematics to compare measurements and create simple bar charts showing the changes in shadow length. In Visual Arts, they could create silhouette drawings or shadow-inspired artwork. Digital technology could also be incorporated by allowing pupils to take photographs of each shadow tracing using tablets and creating a slideshow to show how the shadows changed throughout the day.
I think this activity is particularly suitable for Second and Third Class because it allows pupils to learn through active participation and real-life investigation. It encourages curiosity, teamwork, and problem-solving while helping children understand scientific concepts through direct experience rather than simply reading about them. -
Hi Dolores,
Great to see measurement built right in with the metre sticks, it’s a nice way to move from qualitative observation to something more quantitative for that age group.
On the “why shadows move” question, it’s actually the combination of the Earth’s rotation and the Sun’s fixed position that causes it, worth being precise with the children that the Sun isn’t really moving, we are! -
Activity Set: Sun & Shadows
Stimulus: PE game: Shadow Tag
After playing “Shadow Tag” I would ask the students to share their observations on the positions of their shadows as they moved around the yard and ask them to support their observations. I love the idea of integrating the topic of Sun & Shadows with HIstory and Maths using the Sundials STEAM activity suggested by the DPSM/ESERO. I found a lovely simplified sundial idea on http://www.science-sparks.com which I think would be a lovely introduction to sundials for infants who have not yet been introduced to reading time. The activity involves safely placing a reasonably sized toy from the classroom outside(they suggested a toy giraffe 🙂 )
Each hour of the day a supervised group of children draw a chalk outline around the giraffe’s shadow. At home time, the whole class are brought out to observe the multiple shadow outlines and asked to explain what has happened. I would also incorporate some form of rhyme/song such as The Shadow Song https://youtu.be/8QYz2jJjz38?si=QE6C7Rk64JgnKHnL.
I found the Too Young to Learn article interesting but not surprising to any teacher who has spent time in an infant class. The article confirms what most of us are acutely aware of which is how crucial the formative years of education are and also how great the capacity is for young children to understand and develop new concepts and vocabulary, so I would ensure to introduce the students to the vocabulary suggested by Scoilnet in the teaching of Light/Shadows eg. Opaque/translucent/transparent/prism/energy/spectrum/lens/refraction -
-
-
This is a lovely idea, Doireann. I feel it would work really well in my Senior Infants classroom too. Children at this age are very curious about light and shadows, so your lesson would really engage them. I could use it by letting the class experiment with torches and toys, tracing the shadows and comparing how they change when the light moves. I would also add a short shadow walk around the room, encouraging children to spot shadows made by classroom objects and share what they notice.
-
This is a lovely idea and would work really well in a Senior Infants classroom. Children at this age are very curious about light and shadows, so your lesson would really engage them. I could use it by letting the class experiment with torches and toys, tracing the shadows and comparing how they change when the light moves. I’d also add a short “shadow walk” around the room, encouraging children to spot shadows made by classroom objects and share what they notice.
-
-
-
-
The sun and shadows
Infant classes
This lesson uses Can’t You Sleep, Little Bear? by Martin Waddell to introduce the topic of the Sun and shadows. The story helps children explore feelings about darkness while providing a natural link to learning about light and how shadows are formed.
The lesson begins by showing the cover of the book and asking the children to predict what the story might be about. During the reading, I would pause to discuss Little Bear’s feelings and ask how Big Bear helps him feel safe. This encourages oral language, comprehension and discussion about light and darkness.
After the story, I would explain that the Sun is our main source of natural light and that shadows are made when an object blocks light. Using a torch and a teddy bear, I would demonstrate how a shadow is formed and ask the children to predict what will happen when the light or object is moved.
If the weather is suitable, the children would go outside to observe their own shadows. They would notice how their shadows move and change shape as they move. This hands-on investigation helps them understand the relationship between the Sun, light and shadows.
To finish, the children would draw themselves with their shadow, making sure to include the Sun. We would end with a class discussion about what they learned, reinforcing that the Sun gives us light and shadows are created when light is blocked. Throughout the lesson, I would assess learning through questioning, observation and the children’s participation in discussions and activities.
-
-
-
<p style=”text-align: left;”>As well as Martin waddell books about night and baby bear i really enjoy Jill Murphy book on what next where he imagines going to the moon in the rocket. Also guess how much I love you and using this book to discuss the moon, I love you to the moon and of course the reply and back again. It is a good way to introduce the moon and its phases. As part of homework and home school partnership when they draw the phases of the moon as set homework each week for those 4/5 weeks. Using playdough to make the different phases and knowing it said the different sizes of the earth, moon and sun to be able to somehow model the size difference whether with balloon, parachute or playdough so they can visualise the difference. Being creative and then writing a story of what they saw and writing an acrostic poem called Moon . The children in autumn winter time will enjoy observation if the moon at home near bedtime. We could use shaving foam and some items in ot for the craters. The children will be so excited about the recent moon expedition too. I am intrigued about the lessons in universe in a box and surprised to never hear of some of these resources when I previously taught space and used my own resources.</p>
-
Hello Shirley, what a great collection of books and ideas.
Guess How Much I Love You is a nice hook since “to the moon and back” only really clicks once children know how far away the moon is (Around 384,400 km!).
An interesting fact is that its actually moving away from us very slowly too, about 3.8cm a year, as it drifts further out over millions of years. -
Hello Shirley, what a great collection of books and ideas.
Guess How Much I Love You is a nice hook since “to the moon and back” only really clicks once children know how far away the moon is (Around 384,400 km!).
An interesting fact is that its actually moving away from us very slowly too, about 3.8cm a year, as it drifts further out over millions of years. -
I love all the book ideas! Guess How Much I Love You is such a lovely way to introduce the Moon, and I think children would really enjoy observing it at home and sharing what they notice back in school. The playdough and shaving foam activities are great ideas too. Like you, I hadn’t come across the Universe in a Box resources before, so I’m looking forward to exploring them a bit more
-
I would use the activity set on The Sun and Shadows. I love the lesson plan shared during Module two. I really like how it integrates STEM, literacy and art.
I would begin the lesson by reading Moon Bear’s Shadow to generate interest. While reading this story we would explore shadows and the position of the sun. We would spend some time discussing the pictures and what happens throughout the story. As an art activity we would great a scene with a lake,tree and I would give the children a small toy bear and a torch representing the sun. I would give the children time to use the torch to explore shadows using their creation. In time I would introduce some challenge cards for the children to complete. We would then have some circle time where we would reflect on what we have learned about the sun and shadows during our lesson today. A nice follow up activity would be they could create their own ‘super hero symbol’ like batman and we would create our own using what we have learned about shadows. -
Hello Aisling,
Creating a scene to cast shadows onto is a great way to teach this concept. At the beginning of the session you could ask the children what they think will happen when the torch is moved closer and further away from the bear, how would the may a big or small shadow? And get them to use their scene to explore these questions. Can you make bears shadow bigger than the tree?
I love the superhero symbol idea too! -
I really like Aisling’s idea. I like how the story gets the children excited before they start looking at shadows themselves, it’s a great way to get younger children interested in the lesson at the beginning. Using the toy bear and torch is a great activity, and it lets the children explore and ask questions. I also like how the lesson connects science with art and literacy, and the superhero shadow activity at the end sounds like a fun way to wrap up the lesson, it’s also an activity they can be proud of their work. It’s the kind of activity the children would really enjoy and remember.
-
Hi Aisling I love the idea of using the torch to represent the sun – how much fun the children would have with this! I had thought about exploring shadows with a partner outside however using a teddy or their favourite toy and a torch is another great way of engaging the children or for using with the children who work better on their own than in pairs or groups.
-
Hello Sharon,
Welcome to the forum. I like the idea of linking sleep to the sun and shadows. The night time and dark can be scary for children and understanding why night time happens and where shadows come from can be empowering for them.
A fun extension activity can be to get children to predict how their shadow might look in different poses with different directions of light on them. What kind of shapes can they make their shadow into? -
-
I really liked this lesson because it combines storytelling with hands-on learning in a way that is engaging and meaningful for infant pupils.
Using ‘Can’t You Sleep, Little Bear?’ provides a gentle introduction to the topic while also supporting literacy and emotional development.
I think the outdoor shadow investigation is particularly effective as it allows children to explore scientific concepts through play and observation.
The use of prediction, questioning and discussion encourages active participation and inquiry.
-
-
Hi Sharon,
I think that this is such a lovely way of integrating a story with teaching about shadows. I can see this working really well with the infant classes. Gettin the children to predict what happens when the light or object is moved is a great opportunity for enquiry based learning and learning through doing.
-
-
-
Hello Irene,
Welcome to the forum.
This is a nice inquiry-based lesson that encourages observation, questioning and investigation. I like how you begin with the children’s own experiences of shadows to develop their understanding.
The opportunities to make predictions and test how shadows change in size and shape is a great way to begin learning about the suns movement. As an extension, the children could choose a spot outside (weather and clouds permitting) and trace their shadows at different times during the day to compare the results, leading to further discussion about the Sun’s position in the sky. If weather is poor (unfortunately likely) this could be done with models and flash light you mentioned in your post, moving the flashlight around and inviting the children to trace its shadow.
-
-
Activity set: The Planets
I would use the Planets game as my introduction to my lesson. This will get the children active and there is also cross curricular opportunities with PE. I would keep reminding them they cannot land on the sun. As they are landing at the different planet I would get them to say the planet name or say a planet rhyme to practice and remember the names.
After this we would sing the planets song and play Spin your own Planet. To extend this lesson I would get the children to observe pictures of the planets and make them with playdough or draw them.
Depending on my class level and ability I would then use a see- think- wonder template. They would observe pictures of the solar system and record their “wonder questions” which we could then return to during our next lesson. Children often have great knowledge and interest in planets so I would ask them for any interesting facts they have to share with the class.
-
-
Hi Hannah,
I like the idea of your planets game in PE. It is a lovely way of integrating science into the lesson. Conducting the lesson on a sunny day outside could be the perfect opportunity to explore shadows also.
This PE lesson not only encourages the children to practice their fundamental movement skills but it also brings in literacy and music with the “planets” song.
Using play-dough to construct the various planets is a lovely idea for infant classes and something I had not thought of doing myself.
-
Activity Set: The Sun and Shadows
Activity: Bear’s Shadow
I would use the Bear’s Shadow activity as part of a playful, inquiry-based science lesson in my Junior Infant classroom.
Lesson: Read Moonbear’s Shadow during circle time, encourage children to predict what might happen to Bear’s shadow and to notice how it changes throughout the story. This would promote language development while introducing the scientific concept of light and shadows.
After the story, organise the children into small groups to explore the activity using the bear figure, tree, flashlight and challenge cards. Working collaboratively encourages communication, turn-taking and problem-solving as the children investigate how moving the light changes the shadow’s size, shape and position. Use open-ended questions such as, “What do you notice?” and “How could you make the shadow longer?” to support children’s thinking rather than simply giving answers.
This activity aligns very well with the Aistear themes of Exploring and Thinking and Well-being, as it allows children to learn through active, hands-on exploration in a fun and meaningful way. It also supports the Primary Science Curriculum by developing children’s observation, prediction and investigation skills. I like that the challenge cards provide opportunities for differentiation, allowing children to progress at their own pace and extending those able for a challenge.
To complete the lesson, I would take the class outside on a sunny day to observe and compare their own shadows at different times. The children could trace their shadows with chalk and discuss how they have changed, helping them connect the classroom activity to real-life experiences. I really like this activity as it promotes curiosity, scientific inquiry and development of oral language in the Junior Infant classroom. -
Hi Emer,
Thanks for sharing your activity with us,
One fun fact for the flashlight investigation, if any child asks why the shadow gets longer or shorter, it’s all down to the angle of the light source, the lower the flashlight (or the Sun) is to the horizon, the longer the shadow stretches, which is exactly why our own shadows are so long first thing in the morning and late in the evening, but short around midday. -
<p class=”isSelectedEnd”>I would choose the activity set “The Moon” as I think it is particularly engaging for Senior Infants and encourages children to become curious about the world around them. Young children are naturally fascinated by the Moon, making it an ideal topic for inquiry-based learning.</p>
<p class=”isSelectedEnd”>I would begin by asking the children what they already know about the Moon and encouraging them to ask their own questions, such as “Why does the Moon change shape?” or “Can we see the Moon during the day?” We would record their ideas before observing the Moon over several weeks. Children could draw what they see in a simple Moon diary and compare their observations over time. This would help them recognise patterns while developing their observation and prediction skills.</p>
<p class=”isSelectedEnd”>To extend the learning, we would read stories about the Moon, create Moon artwork using different materials and use biscuits or playdough to model the different Moon phases. Digital resources, photographs and short videos would further support children’s understanding in an engaging way.</p>
This activity integrates well across the curriculum by developing scientific inquiry, oral language, art and early mathematical skills through sequencing and recognising patterns. It also supports our school’s Digital Learning Plan by encouraging the purposeful use of technology to observe, record and discuss learning. Most importantly, it promotes curiosity and allows children to investigate scientific ideas through hands-on exploration, making learning memorable and enjoyable. -
Hi Rachael,
Thanks for sharing the lesson plan on all things moon. Another great resource here: <span class=”TextRun Underlined SCXW179163432 BCX0″ lang=”EN-US” xml:lang=”EN-US” data-contrast=”none”><span class=”NormalTextRun SCXW179163432 BCX0″ data-ccp-charstyle=”Hyperlink”>LROC</span></span>Where you can see high quality images of the moon and even rotate if you select the 3d option.
-
I would choose the Activity Set: The Moon, particularly the “What Does the Moon Look Like?” activity, for my first and second class. I think this activity is ideal for young children because it encourages them to observe the Moon for themselves and record what they notice through drawings and discussion. Rather than simply learning facts, the children become active investigators, developing curiosity about the world around them. The activity encourages pupils to observe the Moon at different times and notice that its appearance changes throughout the month.
To introduce the lesson, I would read a picture book about the Moon and create a class word bank using vocabulary such as crescent, full moon, night, sky and craters. The children would then observe the Moon at home with their families over a number of evenings and draw what they see in a simple Moon journal. Back in the classroom, we would compare our observations, discuss similarities and differences, and talk about why the Moon appears to change shape. This would help develop their observation, questioning and communication skills while reinforcing scientific vocabulary.
This activity also offers excellent opportunities for cross-curricular learning. In English, pupils could write or dictate sentences describing the Moon, while in Visual Arts they could create Moon paintings or textured Moon models. We could also explore stories such as The Man on the Moon and discuss how different cultures have their own stories and traditions about the Moon, linking with SPHE and Geography.
I believe this inquiry-based approach would make learning enjoyable and meaningful for first and second class pupils. It allows children to ask questions, share ideas and learn through firsthand experience, while fostering a sense of wonder about space and encouraging them to become confident, curious learners. -
Hi Aoife,
Bringing the learning home through the use of a ‘Moon Journal’ is a lovely idea for this age group. It allows for engagement and further discussion at home and also is exciting to report back on in school the next day. Having children aware of the moon cycle and in particular the full moon and they could investigate are there also any changes in emotions/behaviour which may also help explore why some of us become ‘lunatics’ as we often see in school around a full moon. 😉
-
The activities on the planets from this module gave me many practical ideas that I would like to use with primary school children. I particularly enjoyed how the activities encouraged children to explore the Solar System through hands-on learning, discussion and movement, playing games and making a complex topic much more accessible.
One activity I would like to use is the planets song. The family of the sun is a lovely approach and easy for the children to learn from it. I think this would be an excellent way to introduce the names and order of the planets in a fun and memorable way. The video is also child friendly and an engaging visual. From my teaching experience children love to sing and dance. Music is highly engaging and supports different learning styles. I would encourage the children to sing along while using actions or simple movements to represent each planet. This would help reinforce their understanding while keeping them actively involved in the lesson.To extend the learning, I would integrate art by asking the children to create their own planets using paint, collage or recycled materials. This would provide another opportunity for children to express their understanding in different ways while developing their creativity. I could also incorporate digital technology by allowing the children to explore interactive images or videos of the planets before completing their own work.
I found the ESERO planets activities to be engaging and I look forward to using the planet dance and spin a planet activities next year. They promote active learning and curiosity while supporting a range of learning needs through the use of music, movement, visual resources and hands-on experiences. I believe these activities would inspire my class to become interested in space and help them develop a strong foundation in scientific understanding.
-
Hi Orla,
Wonderful lesson you have outlined here. If you want to show the children some of the images taken by NASAs telescopes, here is a great resource: https://science.nasa.gov/mission/webb/multimedia/images/#search
Just filter for whichever planet they want to see. Its amazing what we can see now! -
I think the Sun and Shadows activity is a great choice for Junior Infants because it is practical, engaging and encourages children to learn through play. I like that you begin by asking questions to find out what the children already know before introducing the concept of shadows.
The flashlight activity is a lovely idea as it allows the children to experiment and see how shadows change when they move objects. I also like the idea of taking the class outside to observe real shadows, as it makes the learning meaningful and enjoyable. Overall, I think this is a fun activity that would really encourage curiosity and exploration.
-
This sounds like a lovely lesson Irene. While you are outside looking at shadows you could also ask the kids to take turns to draw their shadows (with chalk) on the ground with a partner –
one person stands still while the other draws around their shadows. They could add their eyes, nose, smile. My class always love doing this.
-
Activity Set: The Moon
Class: Junior or Senior Infants
First I would read the story – On the Moon, to the class. I would ask the children about the book, what is the moon and what they thought the moon would look like if they could fly it. These questions could help me gather information of any previous learning they would have. I would guide their thoughts by saying I wonder if the moon is smooth/ flat/ bumpy or what colour is it. The children would chat in pairs to discuss their thoughts with a friend before the class shared their thoughts.
Next I would ask the children to draw their ideas of the moon on a piece of paper, which they would title – the moon. After this, I would show an image of the moon on the screen and then pass printed images of close ups of the moon in different sizes to the classroom. The children could compare their drawings to the images they were examining. I would ask them to describe the printed images of the moon. I would introduce the words rough, crater, space rocks, meteorites, crash etc to help with this, as well as to describe how the moon is a large rock that floats in space around our world. I would explain that it has no light but reflects the light of the sun, which helps to give us light at night-time. This could be demonstrated with the help of some of the children. One would hold a torch to represent the sun, another would hold a sphere I covered in foil to represent the moon, while another held a small globe of the earth, which will be tilted slowly up and down to show how day and night occurs.
The children would listen to the rhyme – Man in the Moon. Next they will create their own moons with a small foam sphere. A box of resources will be left for the children to decide how they will create their own moon with a choice of card, paper all in shades of white and grey as well as foil, take and glue. After the children are given time to make their moons, they can present them to the class. Children will use 2 stars and a wish to comment on each person’s moon. The children will continue to recite and learn the rhyme in English – The man in the Moon. Aistear will have a space themed creative play station and children will have opportunities during the week to use the new vocabulary learnt. An extension of this lesson will see the children work on the man in the moon activity as they discuss what they further see on the surface of the moon and if it reminds them of a person or silhouette. They will then create their own man in the moon pictures in art. In English, they may search for rhyming words in the poem- The Man in the Moon. All work will be displayed on the display boards for all to see and recognise their achievements of new learning on this topic, as well as been seen by other teachers and the principal. In drama, children might act out in mime what it would be like to walk on the moon. As their is no sound in space, this can make the children more aware of this fact. This could be done outside as well as indoors, in the classroom.
-
After engaging with the content in module 2, I have decided to explore the Sun Activity Set in this post. I think the Sun Activity set would be an engaging and fun resource to use with my Junior Infant class. Through this activity the children would explore various sources of heat but discover or discuss how the sun is a primary source of heat and light for humans. I would prompt further discussion with the children by talking about how the sun impacts or influences our everyday activities and lives. Using photographic images we would discuss the different activities that take place during the day and activities we can do at night when the sun is not there, encouraging students to share their own experiences too. T modal how we have day and night, I would first show the children what a rotation looks like using a globe, I would the ask the class to stand and rotate on their feet in circles. I would then turn off the overhead light and using the globe and a bright lamp show the children how the earth has day and night as it rotates.
-
I like the man in the moon activity. This activity encouraged children to explore their ideas about the Moon through discussion and hands-on learning. At the beginning, they were shown different shapes, such as a circle, a crescent, and a sphere, and asked which one looked most like the real Moon. This helped children think about the Moon’s true shape and recognise that it is actually a sphere, even though it can appear as different shapes from Earth. I really like the link to maths here. During the art activity, children created their own Moon using a variety of materials and then explained their design choices, allowing them to express their creativity while discussing scientific ideas. This shows inquiry-based learning in the classroom. The rhyme and picture activity encouraged children to talk about the “Man in the Moon” and other shapes they could see. Through discussion, they learned that these figures are imaginary and are created by the Moon’s lighter and darker areas rather than real faces or objects. This combined creative expression with scientific understanding.
In 2<sup>nd</sup> class I would begin a lesson on the moon by asking the children what they already know about the Moon and why they think it changes shape. Using a paper circle, a crescent shape, and a sphere, I would encourage them to discuss which object best represents the real Moon. This would lead to an explanation that the Moon is always a sphere, but from Earth we only see the illuminated part, making it appear to change shape. The children would then create their own Moon models using craft materials and explain their design choices to the class.
-
I would use The Planets Activity Set as a cross-curricular STEM unit in my 1st Class, as it encourages active, inquiry-based learning. I would begin by eliciting the children’s prior knowledge using a KWL chart, allowing them to ask questions and guide their own learning. To support oral language and literacy, I would use engaging stories and poems such as There’s No Place Like Space, Whatever Next! and The Moon, providing opportunities for prediction, discussion, role play and responding to text while developing vocabulary and comprehension.
Children would work collaboratively to investigate a planet using books, images and digital resources before creating simple models from recyclable materials, linking with my role as Green Schools Coordinator and promoting sustainability. Mathematical learning would be integrated through comparing planet sizes, ordering planets and using mathematical language, while engineering and technology skills would be developed through designing spacecraft and using Bee-Bots or ScratchJr to explore the Solar System.
Throughout the unit, I would use questioning, observation and pupil reflection to assess learning, while promoting curiosity, creativity, collaboration, critical thinking and problem-solving through meaningful, hands-on experiences that are appropriate for 1<sup>st</sup> class children. I also feel it would be great fun.
-
Hi Bernie,
Great lesson plan overall. I love the integration of recyclable materials. I think you could also use this lesson as a chance to talk to the children about what a unique planet ours is to be able to support life. We exist in the so called goldilocks zone https://www.pbslearningmedia.org/resource/ready-get-go-goldilocks-or-not/goldilock-or-not-ready-jet-go/ -
Activity set: the planets
I would begin the lesson by introducing the names of the eight planets and explaining that they all travel in orbit around the Sun. Once the children are familiar with the planet names, we would play the Planets game. As they move around the space, I would remind them that they must not hop onto the Sun because it is far too hot. This provides a fun, active way for the children to become familiar with the order and names of the planets.
Following the game, I would gather the children together and ask them to recall as many planet names as they can remember. We would also discuss why the Sun is positioned in the middle of our solar system and encourage the children to share any ideas they may have.
To reinforce the learning, we would take part in the Planet Dance, which supports the children’s understanding through movement while also developing their spatial awareness and oral language skills. As an extension activity, we would sing the Planet Song before completing the tiny planets book pdf allowing the children to further consolidate their knowledge of the solar system in an enjoyable and engaging way. -
-
Activity Set: The Moon
As mentioned in this module the moon is a great introduction for children into astronomy. The moon can be seen with the naked eye and can be seen in the day time as well as at night.
I would use a multi-disciplinary approach based on the theme of the moon. In history we would learn about the first people to set foot on the moon and the lunar calendar. In maths we would connect the shape of the moon to the area of 3 d shape, we would also explore distance and learn about day and night, months of the year, seasons etc. In art we would make clay models of the moon and mix sand and paint to make a bumpy texture to mimic the surface of the moon. In science we would learn about space exploration, space rockets and astronauts etc. In SESE we would learn about the space race and NASA.
-
I would use the Planets activity with my First Class pupils to introduce the Solar System in a fun and interactive way. I would begin the lesson by asking the children what they already know about the planets and encouraging them to share their ideas. This would help me identify their previous knowledge and spark their curiosity.
Next, the children would work in small groups to explore pictures and simple models of the planets. They would observe the differences in size, colour, and position and discuss what makes each planet unique. Instead of simply giving them the information, I would encourage them to ask questions, make predictions, and share their observations with the class. We would then create a simple model of the Solar System using balls of different sizes and arrange the planets in the correct order from the Sun.
To reinforce their learning, the pupils could complete a sorting activity by matching the planets with their names and key features. As a follow-up, they could draw their favourite planet and explain why they chose it. I would also take photographs of the model and the group activities to upload to our digital learning platform so families could see what the children had learned.
As a Special Education teacher, I would adapt the activity by using visual supports, simple instructions, and hands-on materials to ensure that every child could participate successfully. I believe this inquiry-based activity encourages children to observe, ask questions, work collaboratively, and develop a genuine interest in science while making learning enjoyable and accessible for all.
-
Activity Set: The sun and the shadows
I have chosen this set as every day in my junior classroom we look at the weather and our weather chart. We talk about if it is sunny or cloudy or rainy. Looking at the sun with junior infants encompasses many different curricular links.
The Activity I would like to do with the children is on p. 14 of the Sun Booklet by Dr. Maeve Liston at MIC. It is called the day and night sky. The children could look at pictures in class and spot the differences, what do they notice, can they see shadows and how are shadows created? As a part of their homework I would get the children to go outside in the night sky with an adult and observe what they can see and not see. What gives us light during the night time and during the day time? This also links to the topic of time in Maths. I would ask the children to describe (literacy-oral language) what they saw use using colour, shape (linking to maths), texture and then draw what they see in the day and the night sky. What gives us heat during the day time? Why do we need this? I would show the children parts of the world that do not get as much day light as us and why this is.
I would further extend this topic to an art lesson where the children could use a variety of materials to make a collage of the day and night sky.
-
-
I would do the activity where the children have to observe and draw the moon for first class students. Each morning before entering the classroom, we would observe the moon. At the same time each day, pupils would look carefully at the Moon, if visible, and record what they notice. They would draw the shape drawing and add simple labels such as full, half or crescent. I would encourage children to ask questions, make predictions, and compare their observations over several weeks. Back in the classroom, pupils would discuss patterns they notice, such as how the moon changes shape or is not always visible. This activity develops important scientific skills, including observing, recording, predicting, and communicating findings. It also integrates with Visual Arts through sketching, English through descriptive vocabulary, and Mathematics by identifying patterns and sequencing changes. By learning through real-life observations, children develop curiosity about space while understanding that science involves careful observation and evidence over time.
-
Reflection on the Activity Set: The Moon
I would choose the Activity Set: The Moon because it is a practical and engaging way to help students understand the different phases of the Moon and why they occur. In my classroom, I would begin by asking students what they already know about the Moon and whether they have noticed that its shape seems to change throughout the month. This would encourage curiosity and activate their prior knowledge.
Next, I would carry out a hands-on activity using a lamp to represent the Sun, a ball to represent the Moon, and the students themselves as the Earth. By moving the ball around while observing how the light falls on it, students could clearly see how the Moon’s phases are created. This visual and interactive approach makes an abstract concept much easier to understand.
To reinforce learning, students would keep a Moon observation journal for two weeks, recording the Moon’s appearance each night. They could also compare their observations with digital simulations or astronomy apps. I believe this combination of practical activities and technology would increase student engagement, develop scientific observation skills, and make learning about the Moon both meaningful and memorable.
-
-
-
Junior Infants Lesson: The Moon
Learning Objectives
By the end of the lesson, the children will:Know that the Moon is in the sky.
Describe what the Moon looks like.
Share their own ideas about the Moon.Ask:
Have you seen the Moon?
When do we usually see it?
What shape is it today?Explain:
The Moon is a big round rock in space.
It does not make its own light. It shines because the Sun lights it up.
Discuss what the moon looks like?
Talk about the Moon using simple language.The Moon is grey and rocky.
It has lots of holes called craters.
Sometimes it looks round.
Sometimes it looks like a crescent or half-moon.
The Moon changes shape because we see different parts of it.
Show different pictures of the Moon’s shapes.The Man on the Moon
Explain:Long ago, people looked at the moon and thought they could see the shape of a face.
Some people called this “The Man on the Moon.”
It is not really a man.
The dark and light parts of the Moon make shapes that people imagine.
Ask:Can you see a face?
What else can you imagine when you look at the Moon?
Explain that everyone may see something different.What do you think you can see on the Moon?
Has anyone in your family told you a story about the Moon?Art Activity
The children create their own Moon picture.They can:
Colour a big Moon.
Add craters.
Draw what they imagine they can see on the Moon.
Share their picture with the class.Ask the children:
What colour is the Moon?
What are the holes on the Moon called?
Is the Man on the Moon real?Finish the lesson with questioning about what the children learned about the moon
-
-
-
-
-
-
-
-
Love this lesson Sarah and i love the idea of linking it with Visual art too! Also love the idea of asking them what they see in the moon…. this will allow for very creative answers , if i was to use this next year id use it as a think,pair and share activity! Im already excited to hear their answers!!
-
-
-
-
The lesson is a great way to show that inquiry-based learning and imagination are important and can work together to motivate and inspire. The astronomer and science communicator, Carl Sagan, wrote in his book “Cosmos” (published in 1980): “Imagination will often carry us to worlds that never were. But without it we go nowhere.”
Encouraging our young pupils to “imagine” is actually crucial. Within the inquiry-based framework there is, and should always be, room for imagination.
-
-
-
-
-
Activity Set: The Sun and Shadows
Class: Junior and Senior Infants
Strand: Energy and Forces – Light
Duration: 40–45 minutesLearning Objectives:
*Recognise that the Sun is a source of light.
*Explore how shadows are formed.
*Investigate how moving a light source changes a shadow.
*Observe their own shadows outdoors.
*Use vocabulary such as light, shadow, sun, torch, bigger, smaller, near, far
Materials needed: torches, plastic bears (one per pair), white paper or card, chalk (for outdoor activity)
Introduction (5–10 mins): Ask the children
1. What gives us light during the day?
2. What gives us light when it is dark?
3. Have you ever noticed your shadow?
4. When do you think we get a shadow?I will then explain that we are going to become scientists and investigate how shadows are made.
Investigation 1: Bear and Torch Shadows (15–20 minutes)
Question: How can we change a shadow?
Equipment: Each pair receives:
* One torch
* One plastic bear
* One sheet of white paperI will then ask the children to predict: What do you think will happen when we shine the torch at the bear? Where do you think the shadow will appear?
I will then allow children to explore before giving prompts.
Encourage them to:
* Shine the torch at the bear.
* Move the torch closer.
* Move the torch further away.
* Shine the torch from different directions.The types of questions I would ask are:
* Where is the shadow?
* What happened when the torch moved closer?
* What happened when the torch moved further away?
* Can you make the biggest shadow?
* Can you make the smallest shadow?A discussion would then be had:
* Light cannot pass through the bear.
* The bear blocks the light.
* This creates a shadow.
* Moving the light changes the size and direction of the shadow.Investigation 2: Outdoor Shadow Hunt (15 minutes)
I would take the class outside on a sunny day and ask them to: Find their shadow,walk beside it, jump on it, stretch to make different shapes, wave their arms and watch what happens.
I would then choose one child and use chalk to draw around their shadow. I would then allow them to explore for a few mins before returning to the drawing. I would then ask them:
* Has the shadow stayed in the same place?
* Has it changed?
* Why do you think that happened?* Can you lose your shadow?
* What happens when you move?
* Why do we only have shadows when there is light?Conclusion (5 minutes)
Gather the children together and discuss what they learned.
Ask:
* What makes a shadow?
* Can we have a shadow without light?
* How did we make the bear’s shadow bigger?
* What did you notice about your own shadow outside?-
A lovely, engaging activity that is sure to stimulate the interest of the children. There are so many opportunities to explore shadows regardless of the weather and there is no doubt that it will stimulate great discussions and investigations. I love how active the children are in their learning in this lesson.
-
-
-
On a winter’s night the full Moon, in particular, casts shadows. These are most evident in darker areas, but I have seen lunar shadows from my back garden in Cork City, so it’s not only applicable to rural or dark sky locations. In winter it’s dark by 5pm, so well before bedtime. You can ask whether shadows cast under Moonlight at night seem to behave the same way as those cast under Sunlight during the day.
One unrelated point, but the Man in the Moon is easier to see when the Moon is near the horizon and almost full. There are lots of calculators to tell what phase of the Moon is when. One I like is https://stardate.org/moon-phase-calculator
-
-
-
Activity Set: The Moon
Class Level: Junior InfantsTo introduce this Set, I would use a supportive, playful, and highly visual approach to ensure all pupils can engage. I would start by exploring what the Moon looks like, helping pupils understand that the Moon is a sphere and that it does not always look the same. Using simple visuals, I would introduce basic phases such as the new Moon and full Moon.
To develop imagination, I would introduce “The Man on the Moon,” explaining that these figures are based on fantasy. Pupils could place transparent outlines of people or animals from different cultures onto a Moon image, or draw what they see themselves. Storytelling from different cultures about the Moon would further support inclusion and language development.
Additional activities could include using playdough to create Moon shapes, sequencing simple Moon phase cards, or a sensory activity with sand and craters. Pupils could also move to music, representing different Moon phases through body shapes, helping develop rhythm, listening, and teamwork.
Overall, I would scaffold learning carefully, promoting curiosity, creativity, collaboration, and confidence in all learners.
-
I think this is a very engaging and inclusive activity set for Junior Infants. I like how it combines science, storytelling, art, music, and sensory play to cater for different learning styles and abilities. The use of visual supports and hands-on activities makes the concept of the Moon accessible to young children, while exploring stories from different cultures encourages inclusion and broadens pupils’ understanding of how people view the Moon in different ways. I particularly like the sensory crater activity and the movement to music, as these would be especially engaging for children in my Special Class for Autism. I would also incorporate AAC, PECS, and visual choice boards to ensure that all pupils, including those who are pre-verbal, can actively participate and communicate their ideas throughout the lesson.
-
I really like the fact that this lesson is very playful and uses alot of visual resources. The use of playdough, sequencing pictures, sand and hands on activities make the lesson very engaging for children and caters for lots of learning styles. Exploring stories from other cultures is another great idea also.
-
-
Hello Wendy,
Welcome to the forum, this is a lovely set of inclusive and varied activities for younger children to grapple with the idea of the moon and changing phases. I like that the variety of activities engage different senses. How would you fit this into the ESERO framework? What questions would you ask to trigger their curiosity about the moon?
-
-
In my Junior Autism Class, I would use The Planets activity set to introduce the planets through music, visuals, movement, and sensory exploration. We would begin by listening to The Planet Song, encouraging pupils to join in with actions, repeated words, or gestures to help them become familiar with the names of the planets. I would then introduce large picture cards, toy planets, or a simple visual of the Solar System, encouraging pupils to point, match, or identify planets using speech, PECS, AAC, or gestures. Pupils could also explore a space-themed sensory tray, sort planets by size or colour, or place the planets in order with support. Throughout the lesson, I would use visual timetables, clear routines, simple language, and repetition to ensure every pupil can participate successfully. This activity supports communication, attention, early scientific thinking, and social interaction while fostering curiosity and excitement about space through engaging, hands-on, and accessible learning experiences suited to the individual needs of my pupils.
-
One aspect I particularly liked Emily was your use of music, especially The Planet Song, to introduce the planets. This is such a great way to support communication and engagement, particularly for pupils with additional needs, as it allows them to participate through actions, repetition, and rhythm. It also makes the learning fun and memorable. Your use of visuals, sensory play, and structured supports really reflects best practice in creating an accessible and supportive learning environment.
-
-
Hello Emily,
Welcome to the forum, and thank you for sharing your reflection. This is a very thoughtful and inclusive approach that provides multiple ways for pupils to engage. I like how you have considered different communication needs and ensured that all pupils can participate meaningfully.
In terms of the ESERO inquiry framework, your activity does a great job of engaging pupils and providing opportunities for exploration. To strengthen the inquiry aspect further, you could introduce a simple question for pupils to investigate, such as “Which planet is the biggest?” or “How big is the moon?” You could also encourage pupils to make predictions before sorting or matching activities and then discuss what they discovered. This would help bring the process of questioning, exploring, and reflecting while maintaining the accessibility of the lesson.
-
-
-
The Sun and Shadows (1st–3rd Class)
The Sun and Shadows
Pupils will investigate how the Sun creates shadows and explore how shadows change depending on the position of a light source.
Start the lesson by asking questions like,
· What makes a shadow?
· why do they change?
· Why is my shadow sometimes behind me/in front of me/beside me?
Pupils share their ideas and predict when and where shadows might appear. When they come up with the idea that the sun or light causes shadows explore more questions about the sun.
The class goes outside (or uses a torch indoors) to observe their own shadows. They notice the size, shape, and direction of their shadows and discuss what happens when they move or when the light source changes position.
Back in the classroom, pupils work in small groups with a torch and a selection of toys. They shine the light on each object, observing how different positions create different-sized shadows. Ask the children questions like:
· What do you notice?
· What happens when the torch moves closer or further away?
To conclude, pupils place their chosen toy on a large sheet of paper and use the torch to create a clear shadow. They carefully draw around the shadow before decorating it with colour and adding details to create a piece of shadow art. The lesson finishes with a class discussion where pupils explain what they discovered about light and shadows, demonstrating their understanding through both scientific observation and creative expression.
An extension to this could be the children drawing around each others shadows with chalk outside.
-
-
-
-
Hello Sinéad,
Welcome to the forum. This is a lovely inquiry-based lesson. I like how you begin with open-ended questions and encourage pupils to share their own ideas before investigating. The outdoor observations and torch activities give children the opportunity to test their predictions. The shadow art activity is a nice way to combine science with creativity. The chalk shadow extension is also a fantastic idea and could lead to further discussions about how shadows change throughout the day and why.
-
-
Activity Set: The Planets
I would use the planets activity set to introduce pupils to the Solar System in a fun and engaging way. I would begin with the planet song to help children learn the names and order of the planets. The song would encourage participation and make the learning more memorable.Afterwards, I would use the planets activity to explore interesting facts about each planet, such as their size, colour, and distance from the Sun. Pupils could work in pairs to discuss what they have learned and complete a simple matching or sorting activity.
To finish the lesson, we would review the order of the planets together and discuss which planet the pupils found most interesting and why. I think these activities would help make science enjoyable while supporting different learning styles through music, discussion, and visual learning. They would also encourage curiosity about space and help pupils build a strong understanding of the Solar System.
-
Hello Kate,
Welcome to the forum,
Welcome to the forum. This sounds like a fun way to introduce the Solar System. I like how you use music, discussion, and visual supports to cater for different learning styles and help pupils remember the names and order of the planets.
This lesson does a good job of engaging pupils and encouraging curiosity. To strengthen the inquiry aspect, you could introduce a question for pupils to investigate and encourage them to make predictions before learning the facts. Afterwards, you could discuss what they got right, did anything surprise them?
-
-
Activity: The Planets
A stimulus will be used to begin the lesson to stimulate the children’s interest. There will be a teddy bear sitting on top of a planet with a thought bubble which reads ‘I don’t know where I am!’.
Engage in a conversation about where they are now, what town, county and country they live in. Ask them if they have visited another country. Pose questions ‘What planet are all these planets on’
Explain that we will learn about planets today and share prior knowledge of planets
Listen and learn the song about the planets with a slight adaptation to acknowledge that Pluto is a dwarf planet. The song and its familiar tune will be very helpful for the infant classes.
Brainstorm what we could use to represent the planets. Engage in active planet game where the children explore the order of the planets using hula hoops. They could practise various fundamental movement skills while listening carefully to the planet chosen and jumping into this planet. This could also be done in stations where one group complete the jumping into planet activity while another group throw a beanbag into the correct planet. Discuss what nothing or no one can land in the sun. It is too hot!
Practise positioning and prepositioning by locating themselves besides, to the left of a planet etc.
Discuss how the sun never moves, but rather the planets move around it. Practise dancing/ orbiting the sun to the music of the ‘Planets song’.
Share learning and work as a whole class to organise the planets into their order using images of the planets.This would transfer really well into an Art lesson on the planets such as a simple activity of using chalk and black paper where the children demonstrate their understanding of the planet order and represent this in art form.
-
This is a great lesson as the stimulus is very engaging for young children. the activities are also very active and hands-on whiuch would keep all learners very engaged in the lesson. the children also get the chance to explore a new topis and find out new info and facts. There are activities to suit different learning types.
-
Hello Stephanie,
Welcome to the forum. Using the teddy bear as an engagement stimulus is a wonderful way to get the children to think about where they are on the planet. The use of the hula hoops and bean bags is a great way to add activity and i like the inclusion of explaining the sun is too hot to land on!
To strengthen the inquiry aspect further, you could introduce a question for the children to investigate during the lesson and encourage them to make predictions before learning about the planets. This would give them more opportunities to discover ideas for themselves and make their thinking visible throughout the lesson.
-
-
-
This module had lots of reources that I can see myself use next year. I really liked the MIC -Space PDF recource. The activity I would focus on from this module is ‘The Sun and Shadow’. Again I would aim the lesson for a junior/senior infant level. The book ‘Bear’s Shadow’ by Frank Asch would be my starting point. I would read the story to the children and ask them open ended questions to get their minds thinking – What did bear think his shadow was? How did bear try to get away from his shadow? How do you think bear felt when he found out his shadow was following him?
I would then take the children outside and ask them to look for their own shadows. Ask their partner to draw around their shadow with chalk. Ask the children to move and to notice that their shadow moves with them too. In the classroom get the children to draw themselves and their shadow. Discuss with the children; what happened when they moved? Could they leave their shadow behind like bear tried to? When are shadows big/small?
This activty will help develop oral langauge. It will help build the children’s understanding on light and shadows and encourage observation and prediction.
-
-
Hello Colin,
Thanks for sharing your activity, using Bear’s Shadow to introduce children to shadow through story is a great way to start the lesson.
Before you go outside you could ask your class what they think will happen to their shadow when they move, or whether they think they could ever leave it behind like bear tried to, so they’ve something to test once they’re out with the chalk.
The follow-up drawing and discussion ties it together nicely, giving the children a chance to apply what they’ve noticed about how and when their shadows changed.
-
-
<p style=”text-align: left;”>Activity set: Planets</p>
Class: Senior InfantsIf I was to introduce the planets to senior infants I would try to make the lesson as hand-on as possible.
I would begin by showing the children pictures of a real planet and ask them what they already know. This would help to identify prior knowledge.
Questions I would ask
-why do you think some planets are bigger than others?
-what do you notice about the different planets?
-why do you think there is only life on Earth?
For my activity children could order planets from closed to furthest from the sun. I would support this by learning Jack Heartmans planets rap song on YouTube.
-
Hello Sinead,
Thanks for sharing your activity, starting with real planet pictures to draw out prior knowledge and surprise them with how familiar other planets might look. Your questions are lovely and open. Why is there life only on earth is a great jumping off point to talk about what makes our planet so special.
Before ordering the planets, it would be great to have the children guess the order first, maybe in pairs, and jot down their reasoning, so the ordering activity becomes a way of checking their prediction rather than just a sorting task.
The planets rap song is a brilliant way to reinforce the order in a fun, memorable way.
-
-
ESERO Inquiry Lesson: Exploring the Planets for 2nd class.
To introduce the lesson, I would show the children pictures of the eight planets and ask them what they already know about space. Together, we would discuss questions such as, “Which planet is the hottest?” and “Why do some planets look different?”
The children would work in small groups to investigate the planets using fact cards and picture cards from the ESERO activity. Each group would sort the planets by different criteria, such as size, colour, distance from the Sun or whether they are rocky or gas planets. Before sharing their findings, the children would make predictions about which planet is the hottest and which is the largest.
They would then compare their predictions with the information they discovered. we would research using the Chromebooks or library boosk also.
Finally, each group would present one interesting fact about their chosen planet to the class.
This inquiry-based lesson develops observation, questioning, sorting, communicating and teamwork skills while fostering curiosity and excitement about our Solar System.
-
-
Hello Niamh,
Thanks for sharing your activity. The planet pictures are a nice hook and a good way to start predictions, sorting and investigation. Asking about temperature is a good way to get the children linking the sun and heat. They might make the link that planets do get cooler the further away they are from the sun. However, Venus, not Mercury, is actually the hottest planet, because its incredibly dense atmosphere traps heat. That could make a fun surprise fact to share with the children!
-
Hi Niamh,
I love your idea of encorporating digital learning into your activity and the oral presentation of research findings with the class would be a great opportunity for self and peer assessment. Maybe you could give the students an option to add a short Kahoot quiz to the end of their presentation for a fun element and to motivate active listening from their classmates.
-
-
For my classroom practice, I chose the Activity Set: The Moon and would adapt it for a Senior Infants class. I would use this activity to introduce children to the idea that the Moon changes shape in the sky.
I would begin with a whole-class discussion where the children share what they already know about the Moon and what they have noticed at night. I would use simple images and questions to support their thinking and encourage curiosity.
The children would then take part in a simple observation activity, where they would look at pictures of the Moon over several days. They would be encouraged to describe what they see using age-appropriate language such as “big,” “small,” “round,” or “curved.” They would also draw their own versions of the Moon in sequence.
As an extension, we would create a class Moon display or a simple visual timeline of the Moon’s changes. This activity supports inquiry-based learning by encouraging children to observe, talk about their ideas, make simple predictions and communicate their understanding in a hands-on and engaging way.
-
Hi Fionnuala,
Thanks for sharing your activity. Using pictures of the Moon over several days is a great way to build observation skills at Senior Infants level, and the discussion at the start is a nice way to draw out what the children already notice at night.
One thing to build on here is the investigating step, It would be great for them to come up with a question for them to explore, like “what do you think the Moon will look like tomorrow night?” before they see the next picture, so they’re making a prediction and then checking it.
The class Moon display is a great way to wrap up and consolidate learning, maybe you could finish by asking the children their favourite moon phase, or what else they are curious about in the sky.
-
I enjoyed reading your activity, Fionnuala. I like how it encourages children to observe, describe and discuss the Moon’s changing appearance in a simple, age-appropriate way. It reminded me of an activity I did with an older class that could also be adapted for Senior Infants. I covered half of a football with a black sack and placed it on a cone. The children sat in a big circle around it and each drew what they could see of the white part of the ‘moon’ using black paper and chalk. Some saw a full moon, others crescents of different sizes, and some couldn’t see the white part at all. It was a great visual way of showing how the Moon can appear different depending on our viewpoint and bonus we had a display of the phases of the moon made quite easily!
-
-
I would use the “What Does the Moon Look Like?” activity with my class as it encourages children to investigate and observe the world around them. I would begin by asking the children what they already know about the moon and record their knowledge/ideas using a mind map. I would suggest that they take a look at the moon at home in the evening (and periodically throughout the month) and draw what they notice. Back in the classroom, we would compare our drawings and discuss why the moon might appear different on different days. This would encourage the children to ask questions, make observations and share their ideas with one another. I like that this activity develops scientific skills in a way that is suitable for young children while also linking with oral language and art. It would help children to understand that science is about looking closely, asking questions and exploring their own ideas. I think it would be an enjoyable and engaging way to introduce astronomy to infants.
-
I like the idea of linking the learning in school and at home by investigating changes in the moon and bringing our findings back to class the next day.
This would lead to lots of discussion and curiosity regarding the moon and hopefully encourage lots of conversations amongst themselves, with their teacher and family members at home.
-
Hello Marcia,
Thanks for sharing your activity. The mind map is a good way to see what the children already think about the moon, and getting them observing and drawing it at home over the month is a great introduction to long term investigations.
Before starting you can ask them if they think the moon will look the same every night? so their drawings become a way of testing their assumption. You could ask them to draw what shapes they think the moon could be before starting. Comparing drawings back in class is a good way to tie things up and encourage discussion and allow the children to come up with more questions!
-
-
Dr.Maeve Liston’s activty set on the sun and shadows outlines many lessons on both topics including cross curricular links, I found it very interesting and comprehensive.
The activity ; Shadows in the school yard.
I liked the simplicity of this lesson, the limited amount of resources needed, but the effectiveness in terms of both learning outcomes and enjoyment for the children.
Questioning:
I would begin by asking the questions,what do you see today/where does the light come from/ what do you think your shadows will look like.
Activity:
Stand in line with their backs to the sun, describe what they see. Discuss shadows, how they are formed,where is the light coming from.
I think to keep this fun and engaging for the class I would allow them in pairs to trace one another’s shadow, highlighting that shadows are black, (later for visual arts we can get creative with coloured chalk perhaps!)
To further extend their learning, marking their footprints in their original shadows and then standing in the same spot at different intervals throughout the school day, will highlight how the sun’s position changes the length and direction of your shadows!
-
Hi Amy, I agree that this is a great lesson because it uses simple resources while providing meaningful learning opportunities. The shadow tracing activity is very engaging and gives children a hands-on way to explore how shadows are formed. I also like the idea of revisiting the shadows throughout the day, as it helps children observe changes over time and develop a deeper understanding of the Sun’s position and its effect on shadows.
-
Hello Amy,
Thanks for sharing your activity. This is a lovely one, the opening questions get the children wondering straight away, and tracing shadows in pairs is such a simple, engaging way to get them investigating light and shadow hands-on. You can also as them to predict how the shadows will change by the end of the day before they go out to check at different times! To add some variation, each group could choose a different pose to hold throughout the day. By tracing the shadows of these different poses at several points, the children can explore how the shapes, lengths, and positions of the shadows change over time, while also comparing the interesting patterns created by different body shapes.
-
-
The activity I would pick from this module is from the Universe in a Box and it is to do with creating a lunar landscape. I think this would work very well with 2nd Class and would be ideal for the summer term, as an outside lesson. Safety would be front and centre, as there would be stones flying at speed so another adult would definitely be needed and clear instructions beforehand!
The children could work in groups of 4 if possible. Everyone would have a chance to throw their stones, discussing in advance the direction, force, angle, etc. Then the resulting craters could be examined for depth, size, width, etc. The throw-off created by the stones would be compared with pictures of real lunar landscapes and keywords and concepts like throw-off, velocity, crater, direction, projectile, could be explored.
The different groups could then present their landscapes to the class, detailing the types of throws they did to create the various craters. I like the follow-on ideas in this activity for creating a more solid structure with paper mâché, paint, etc. This would be a longer-term project and could be presented to classmates as well as the rest of the school at assembly, for example.
-
That sounds like a great lesson. Very hands-on, active and multi-sensory. And a lovely integration with art/design and make with the papier maché creation as a follow up. I love how much top-tier vocabulary is introduced.
There was another activity described in the module that creates amodal of the moon’s surface with felt and a template. Maybe for those more risk-averse to the stone-throwing!
-
Hi Valerie,
Thanks for sharing your activity. It’s a fun one, and you certainly need to think about safety when it comes to children and stones!
Before beginning, you could have a discussion with the children about why they think the Moon is covered in craters. This would encourage them to share their ideas and make predictions. For example, they could predict how the size or depth of their craters might change depending on the size and shape of the object they throw, as well as its angle and speed.
I like the comparison to real landscapes afterwards and the opportunity for the children to apply their new knowledge by thinking about how those craters may have formed. The papier mâché extension and assembly presentation are also great ways to develop the activity into a longer project, giving children the chance to share and teach others!
-
-
Sun, moon and shadows
^wait for a sunny day
Senior Infants.
Once the weather is onside i would show the children a video of hands making various shapes with the shadows. I would ask the children how the shadows are being made . We would then proceed to go outside and see how our bodies have shawdows…with our 6th class buddies we would mark a spot to stand and trace around our shadows. After 2/3 hours we will go out again and stand in same spot. We will see what happened our shadows! We will discuss how or why our shadows moved and what might happen if we came out a few hours later again!
Discussing this with their buddies will further enhance their understanding and quest to figure out why or how our shadow moves depending on their position of the light source!
As a follow on activity, the children will pick a toy animal, their partner will hold a torch and they will trace around the animal!
-
Hello Gemma,
Thanks for sharing your activity with us. The shadow puppet video is a great way to spark the children’s imagination from the outset. I like that you pair them with 6th class buddies, giving the older pupils an opportunity to help their younger partners explore and explain what is happening. The torch and toy animal follow-on activity is a lovely way to apply their learning about light and shadows in a new context.
-
-
I would use a planets activity to introduce children to the Solar System in a fun and engaging way. I would begin by showing a colourful picture of the planets and asking the children what they notice and if they know the names of any planets. We would then learn a simple planet song together to help them remember the names and order of the planets.
As a class, we would explore some basic facts about each planet, focusing on features that would interest five-year-olds, such as Saturn’s rings, Mars being known as the red planet, and Jupiter being the largest planet. I would use the child friendly book ‘Hello World! Solar System’ by Jill Mc Donald. The children could then work with a partner to talk about which planet they find most interesting and why. Class discussion after.
To reinforce learning, each child would create their favourite planet using paint, crayons, or collage materials. Once finished, they could share their artwork with the class and tell one fact they learned about their planet. This activity would combine science, discussion, music, and art while encouraging curiosity and creativity as children learn about space.-
Hi Louise,
love the mix of song, story and art here, a really nice multi-sensory way to introduce the planets to 5 yo’s
On Saturn’s rings, since that one always grabs children’s attention, it might be a fun fact to add that Saturn isn’t the only planet with rings, Jupiter, Uranus and Neptune all have them too, they’re just much fainter and harder to see
-
-
^wait for a sunny day
Senior Infants.
Once the weather is onside i would show the children a video of hands making various shapes with the shadows. I would ask the children how the shadows are being made . We would then proceed to go outside and see how our bodies have shawdows…with our 6th class buddies we would mark a spot to stand and trace around our shadows. After 2/3 hours we will go out again and stand in same spot. We will see what happened our shadows! We will discuss how or why our shadows moved and what might happen if we came out a few hours later again!
Discussing this with their buddies will further enhance their understanding and quest to figure out why or how our shadow moves depending on their position of the light source!
As a follow on activity, the children will pick a toy animal, their partner will hold a torch and they will trace around the animal!
-
-
This was an interesting module and I enjoyed it!
I would use the planets and the planet song to start a lesson about space. Firstly, I would ask the children what they already know about the planets and talk about their ideas together. I would use a mind map where I would write the words on the board but the children could draw simple pictures instead of writing words. Then we would listen to the planet song a few times. After a while the children would join in with the words and actions.
After this, I would show pictures of the eight planets. The children would work in small groups to put the planets in the correct order from the Sun. We would sing the song a number of times again to help them remember.
To make the lesson active, the children would act as the planets and move around one child who is the Sun. We would use flashcards to match planet names and pictures. We would also play a memory game to help the children learn the order of the planets.
Finally, we would talk about one thing they learned about space. This lesson could also be used as an inspiration for an art lesson. For a digital record I would use a tablet to record the children singing the planet song.
-
-
A lovely interactive lesson that gets the kids up, thinking and moving. You could do a follow up lesson doing the same but with just the earth orbiting the sun and at the same time the moon orbiting the earth. This could be paired with an art lesson of making a very simple mechanical paper model to show the same.
-
I love how you have incorporated not only the catchy Planets Song with its familiar tune Elaine, but also how active the lesson is by encouraging the children to act as the planets and line up in order from the sun and then to ‘orbit’ the sun. I feel this would be really meaningful and memorable to the children.
-
Hello Elaine,
I really like the mind map with drawings instead of words as it is such a nice inclusive touch for this age group, and having them physically act out orbiting the Sun really brings the ordering to life!
On the ordering activity, one thing children often find surprising is that the planets don’t just get bigger or smaller in a neat pattern as you move out from the Sun, the four closest (Mercury, Venus, Earth, Mars) are small and rocky, then there’s a big jump in size to the gas giants further out, Jupiter and Saturn, before it shrinks again with Uranus and Neptune.
-
-
-
Activity Set: The Sun and Shadows
There are many lovely and engaging activities shared throughout this course and in the forum, but one that stood out to me is the “What do you do in a day?” sequencing activity. I particularly like this activity because it integrates very naturally across multiple subject areas—for example, understanding time in Maths, sequencing events in Literacy, and developing oral language skills. Sequencing daily activities is a challenging concept for young children, and this activity provides a hands-on, relatable way to explore it.
Using a puppet to model the events of a typical day is a fantastic strategy. It captures the children’s interest and makes the learning more concrete and meaningful. I also love that the activity highlights how everyone’s day might look a little different. The idea of sending a class toy home and having the child recount their experience with it the next day is especially enjoyable. It promotes language development, confidence, and a sense of connection between home and school. I think the junior classes would find this activity both enjoyable and memorable.
-
-
Sun and Shadows Activity.
I did some of the shadows activities with my Senior Infant class this year. Photo attached. This activity was completed after indoor investigations with torches and globes. I must say, I wish I had known about the activity where the two teddies are velcroed to the globe as this was such as brilliant and clear way of modelling day and night for the children. I would also really like to try the individual scenes with the teddy, pond and tree to illustrate how shadows are formed when the sun is behind an object that blocks out the sun. I think children will really grasp the concept very well if they are given time to play and experiment individually with torches.
The one drawback with the outdoor activity pictured below was that it was very weather dependent. We got lucky and were actually able to complete it on the day we planned! I really like the sun dial activity as a follow up to this and may well try it in the future.
-
-
This looks like a great lesson and I love the idea of using teddies and the globe to model the idea of day and night for children. I like the idea of recording the children’s findings using photographs as the children can really see and compare their shadows. Good tip about checking the weather forecast before outdoor shadow activity!
-
-
-
Hello Nicola,
Sounds like an excellent progression for the lesson moving from torches and globes indoors to the real outdoor tracing, and lovely that the weather cooperated on the day!
The teddy-and-globe day/night model is a great one to have up your sleeve for next year, and if you do try it, a nice extra layer is that the teddies would also experience different lengths of day depending on where they’re velcroed, since the Earth’s tilt means the poles get extreme long days or nights depending on the season. -
-
-
There were some excellent topics and themes covered in this module…I ended up learning a lot myself! I loved the Sun’s Energy video on UV rays as I think in Ireland we are still not fully engaged in understanding the UV index and the importance of wearing suncream and other forms of sun protection, although this attitude is changing thankfully. Using the video as a guide, along with Maeve Liston’s activity in the Sun Booklet, this is the activity I would choose.
I would start by finding out what the children already know about the sun. I would hope to develop language around star, light, heat, life, etc. We would then move on to talking about protecting ourselves in the sun and I would introduce the term ‘ultra violet light’. Similar to the video, I would use a torch and everytime I switch it on we would repeat the phrase. The children would have the opportunity to put on sun hats, sunglasses and suncream.
Next I would show them the beads and we would make our bracelets using the beads and pipe cleaners before heading outside to see what happens to them when we are out in the sun…will any of our predictions come true? A follow up activity would be to discuss what caused the beads to change colour and how sunburn is a similar reaction from UV light on our own skin.
-
Hi Riona,
Thanks for sharing your activity, and what an important topic to bring into the classroom! It can be easy to overlook the importance of sun safety in a country where we don’t often experience hot weather (although we’ve certainly had a good stretch of it these last few weeks!).
The bead bracelets are a a nice hands-on hook, and bring in a bit of art and self-expression alongside the science, which really helps children focus in. You could build on this by having them predict, through drawing or discussion, what they think will happen to the beads before heading out, so they’ve something clear to compare against once they see the results.
The follow-up linking the beads to sunburn and UV light on our skin is a great way to help the children apply what they’ve learned to real life. -
-
-
Activity Set: The Sun and Shadows
Class: Senior Infants
Learning Outcomes:
• discuss differences between day and night, light and shade
• Recognise that the Sun is a source of light
• explore how shadows are formed
• Investigate how moving a light source changes a shadow.Vocabulary: day, night, sunrise , sunset light, dark, shadow, shrinking, growing, rotating
Whole class discussion and Mind Map
The children will collaborate to create a whole class mind map: Think Pair Share – What do we know about shadows? I will ask follow up questions to encourage deeper thinking and sharing of ideas (When can you see your shadow? Where can you see shadows? Are all shadows the same? Where does light come from during the day? Where can we get light during the night-time?)
I will then explain that we are going to become scientists and investigate how shadows are made.
Investigation: Can you make the Bear’s shadow change?
In pairs the children will work as scientists to investigate how the bears shadow can move and change shape. They will use a maths bear, a torch and a sheet of paper. The children will be given the opportunity to play with the equipment before they begin the investigation. During the investigation I will ask the children questions to encourage thinking. What do you think will happen when we shine the torch at the bear? Where do you think the shadow will appear? Can you make the shadow bigger or smaller? What will happen if you shine the torch in different directions? What happens when the torch moved closer? What happens when the torch moved further away?
The children will share their findings with the class and we will add information discovered to our mind map. Light cannot pass through the bear and it blocks the light creating a shadow. Moving the light changes the size and direction of the shadow.
Conclusion: Animal Shadows – The children are given a variety of toy animals and will bring them outside. They will place them in a sunny area where they create a shadow. The children will place a sheet of paper on the shadow and sketch their animal shadow. They can move the animal to create different shadows. The children can then add details to their animals-
I thought this was a great lesson because the Think-Pair-Share mind map gets every child talking and thinking before the hands-on investigation even begins, building strong vocabulary and curiosity from the start. I also loved how the torch-and-bear investigation lets children discover the science of shadows for themselves through guided questioning, and then extends beautifully outdoors with real sunlight and animal shadows.
-
-
-
Activity Set: The Sun and Shadows
Class: Junior and Senior Infants
Strand: Energy and Forces – Light
Duration: 40–45 minutesLearning Objectives:
-Recognise that the Sun is a source of light.
-Explore how shadows are formed.
-Investigate how moving a light source changes a shadow.
-Observe shadows outdoors.
-Use vocabulary such as light, shadow, sun, torch, bigger, smaller, near, far
Materials needed: torches, plastic animals (one per pair), white paper or card, pencil (for outdoor activity)
Introduction (5–10 mins): Ask the children
What gives us light during the day? What gives us light when it is dark? Have you ever noticed your shadow? What do you think makes a shadow? Do shadows always look the same?
Investigation: investigate how plastic toy animals make shadows outside.
Question: How can we change a shadow?
Equipment: Each pair receives:
* One torch
* One plastic animal
* One sheet of white paperTake the children outside to a sunny spot. I will then allow children to explore before giving prompts.
* Where is the shadow?
* What happened when we moved the animal?
* Can you make the biggest shadow?
* Can you make the smallest shadow?A discussion would then be had:
* Light cannot pass through the animal. This creates a shadow.
* Moving the light changes the size and direction of the shadow.Return to playground later on in the day and/or a different spot and ask:
* Has the shadow stayed in the same place?
* Has it changed?
* Why do you think that happened?* Can you lose your shadow?
* What happens when you move?
* Why do we only have shadows when there is light?Conclusion (5 minutes)
Gather the children together and discuss what they learned.
Ask:
* What makes a shadow?
* Can we have a shadow without light?
* How did we make the animals shadow bigger/smaller?
* Did you notice any other shadows outside?-
Hi Emma,
Such a well-structured lesson, love that you’ve built in the return visit to the same spot later in the day, that’s a lovely way to get the children noticing change over time without it feeling like a separate lesson.
On the biggest/smallest shadows, it’s not just distance that matters, angle does too, a torch held overhead gives a short, squashed shadow, while a low angle stretches it right out, the same reason our own shadows are long morning and evening but short at midday.
-
-
Activity Set: The Planets
Song: Start by singing along to “We Are the Planets” by Outer Space on YouTube, encouraging children to move and dance as each planet is introduced.
Introduction: Sit in a circle. Ask: “What planet do we live on?” Talk briefly about the eight planets in our solar system, starting from the Sun: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune.
Planet game: Spread hoops around the room, with a yellow hoop as the Sun in the centre. Children are “space rockets” moving between hoops. Call out familiar names; when they hear a planet’s name, they land in a hoop. Remind them the Sun’s hoop is too hot to stand in!
Conclusion: Gather back in the circle and ask each child to name their favourite planet from the song, encouraging them to share why they picked it.-
Hi Áine,
Love the hoops game, getting them physically moving between “planets” while remembering the Sun is too hot to land in is such a clever way to remember both the names and a bit of size/heat awareness at the same time.
On the favourite planet question at the end, a fun fact worth having ready is that Saturn is so light for its size it would actually float in water, if you could find a bath big enough (https://science.nasa.gov/saturn/facts/), since it’s made mostly of hydrogen/helium gas rather than rock!
-
-
Activity Set: The Planets
To begin the lesson I will show simple stimulus like pictures or a short video of the solar system. I will also ask “If you could visit any planet, where would you go and why?”
We will watch a short video on the different plants and I will do the following activities.
In literacy, children will write a short fact file or even a little story about travelling to a planet. In art, they will design and paint their own planet.
A lesson I’d love to do with an older class would be creating a “solar system in a box” where groups build and label the planets. It’s really hands-on and gives them a chance to work together, problem-solve, and show what they know in a creative way. I will also get them to present this and teach their younger paired class.-
Hi Michelle. I completely agree with you that hands-on work really gets them to think and explore a topic. I love your idea of the “solar system in a box”. I haven’t tried it yet but I was looking at similar approaches and found one resource that suggests making trays using black salt, playdough and tinfoil…etc, (https://www.coffeecupsandcrayons.com/4-space-themed-sensory-bins-with-1-foil-tray/).
-
Hi Michelle,
I really like the hands on idea of creating a solar system in a box with older children, the possibilities of materials would be endless. I also love the idea of the children then presenting their solar system to the younger classes as it enthuses and engages younger children and gives the older children a sense of purpose when completing their work.
-
-
Hi Michelle,
The “if you could visit any planet” question is such a great way to get imaginations going before the science even starts, and I love that you’ve built in the older/younger paired teaching, explaining a concept to someone else is a great way to see how well you understand something.
For the solar system in a box, you could include the sizes of planets too, if Earth is the size of a marble, Jupiter would need to be about the size of a basketball, and the Sun would be roughly as tall as a house. You could ask them to represent these jumps in size however they can.
-
-
I would choose the Activity Set: The Planets as it provides an engaging and hands-on way to introduce young children to our Solar System. In my classroom, I would begin the lesson with a discussion about what pupils already know about planets and encourage them to share their ideas. I would use colourful visuals and a short age-appropriate video to introduce the eight planets and their unique features.
The main activity would involve pupils working collaboratively to create their own model of the Solar System using craft materials such as paper plates, paint, coloured card, and recycled materials. This practical approach would encourage creativity while reinforcing scientific concepts. Throughout the lesson, I would use questioning to assess understanding, encourage pupils to compare the planets by size, colour, and position, and introduce key vocabulary such as planet, orbit, and Solar System.
To support different learning needs, I would model each step of the activity, provide visual prompts, and allow opportunities for peer collaboration. Cross-curricular links could be made with Mathematics by ordering the planets and comparing sizes, with Visual Arts through model making, and with Oral Language through discussion and presentation of completed work.
I believe this activity would promote curiosity and active learning while helping pupils develop a greater appreciation of space science. The combination of discussion, practical exploration, and collaborative learning would ensure that pupils remain engaged and build confidence in sharing their ideas. Overall, this activity would create a positive and inclusive learning environment where children learn through exploration, creativity, and play.
-
Hi Aiofe,
I like how each step is clearly modelled, and the visual prompts alongside the craft activity work very well. Using paper plates to create the larger planets is a particularly effective and accessible approach
On comparing planets by size, one fact that often surprises children during model making is just how much of a jump in size there is between the rocky planets and the gas giants, all four rocky planets (Mercury, Venus, Earth, Mars) could fit inside Jupiter with room to spare, so it might be worth encouraging groups to really exaggerate that size difference in their models
-
-
Children of all ages enjoy learning about the sun and are fascinated by shadows, especially learning about how they form
In circle time, I would explain that ‘Today we’re going to be shadow detectives! Has anyone ever seen their shadow?” I would give everyone a chance to answer and illicit answers to such questions as
Where have you seen your shadow?
Can you see your shadow inside?
What do you think makes a shadow?
Can you catch your shadow?
What happens to your shadow when you jump?Once we discuss it I would explain in child friendly language that “A shadow happens when something blocks the light. The sun is a big light in the sky. When our bodies get in the way of the sunlight, a shadow appears on the ground.”
One song I always introduce is “Where Oh Where Is Shadow?” from Bear in the Big Blue House to further explain shadows to EAL children especially who might not understand what I mean.
We would then go on a ‘Shadow Hunt’ outside.Activities:
Wave to your shadow.
Jump with your shadow.
Stand on one foot.
Stretch up really tall.
Curl into a tiny ball.
Try to step on a friend’s shadow.
Walk, run, skip and watch what your shadow does
I would also give the children a chance to trace their partners shadows with chalk!Further activities for the week could be shadow puppet shows, making shadows with building blocks and making shadow creatures with our hands.
This is a really hands on topic and would really enocourage curiousity around the sun and space.
-
Hello Jade,
I love that they are “shadow detectives”. and using the Bear in the Big Blue House song for EAL support is a great way to help children with a language barrier.
I like your shadow activities, one way you could extend it out is challenging to them on how to make different shapes as they will have to predict how to hold themselves before checking their shadows to see if it worked.
-
-
Activity set: The Sun and Shadows
I like to start any investigation with a picture book or short cartoon. For shadows I would use Can’t You Sleep Little Bear, The Darkest Dark or Moonbear’s Shadow, or any other picture book with shadows or during lunch I might put on Peep and the Big Wide World Shadow Play. I would then ask the children to tell me what they already know about shadows. Have they ever noticed their own shadow? When do they see it? Is it always there? All the children’s answers would be put on the whiteboard.
Classroom activity would involve the children working in pairs. Each pair would be given paper, a pencil, a torch and a small toy animal. They can then explore the shadows the animals make when the torch is shone on them, near them etc. After a few minutes of investigating the shadows, one child will try trace around the shadow while their partner holds the torch, then they swap over. This activity might be tricky but the children will have a lot of fun trying it.
If the weather allows, we would then go outside into the yard with chalk and attempt to trace around our own shadows. Can the children make funny shapes with their bodies to make funny shadows? What happens if 2 children stand next to each other or behind each other, does the shadow stay the same or change?
On a different day we might go out at different times during the day and record the shadows we make then.Photographs can be taken during these investigations as a way of recording the children’s learning and hung around the classroom to remind the children of the investigation. I have done similar activities with my classes over the years and they always love playing with torches making their shadows around the room. They also love looking at their very long shadows in the yard.
-
Hello Elaine,
Great choice of books to open with, and I love that you’ve built in the “does the shadow stay the same or change” question for two children standing together, that’s a great seed for children starting to notice how shadows can overlap or merge depending on position. Good for spatial skills development.
-
-
I love the play-doh moon phases idea for a younger class. The tactile learning experience is so engaging and beneficial for this age. Similarly, including dance and movement is another really inclusive way to hit all learners in the classroom with the targeted content and experience.
-
Elaine there are some lovely ideas here for exploring the sun and the moon. I love the idea of introducing the lesson using picture books. I also think the children would really enjoy going out to the yard and exploring their shadows. Anything that keeps them active and engaged usually goes down well especially in the junior classes.
-
-
Activity Set- the sun and shadows
2nd Class lesson based on a selection of activities from Module 2
Learning Objective: To develop an understanding of how sunlight creates shadows and how they change as the Sun appears to move across the sky.I’d begin this lesson with free exploration of shadows. The children could explore shadows outdoors, discussing what causes them and (high-level) if/how they change throughout the day. Then to investigate this, in pairs, the students draw around each other’s shadows with chalk and return at different times during the day to compare how the size, shape and position have changed.
To further develop this, the idea of using the sun to tell the time could be explored and investigated. Children would create a simple sundial by placing a stick in the ground at an angle and marking the position of its shadow each hour during the school day. So for example, at 10:00 they mark with chalk on ground, 11:00 and so on. The next day, the children could test their sundial to estimate the time before checking it against a clock and discussing how accurate it was.
Questioning would be central to these activities. I would encourage the children to make predictions, observe carefully, record their findings and share their ideas.
-
-
I would add a simple art activity around Shadows and the Frank Asch book for Junior Infants
Once we have read Moonbear’s Shadow together we would discuss the story. Using prompt questions such as, What is a shadow? ,Why did Bear think his shadow was following him? When do you see your own shadow?
Then we would complete a simple art activity
Each child cuts out or glues a picture of a bear onto a sheet of light-coloured paper.
Using black paper, help children cut or tear a long shadow shape to place beside their bear. Encourage them to make the shadow larger, longer, or stretched out.
Add a moon (or sun) to one corner of the page.
Children can decorate the background with stars, grass, trees, or chalk lines to show where the shadow falls.
Once we have the art activity complete we would have a discussion about where the moon (or sun) is located on their page?
Why is the shadow on that side of the bear?
Can your shadow be different sizes?This hands on activity will add to learning opportunities about shadows.
-
Eileen I love this lesson idea for Junior Infants to learn about Shadows. It is definitely an idea I will take into the classroom in September. I love that you have included a book at the beginning which always sparks an interest. So much learning in this lesson where children would have to place the sun in the correct place to create the shadow and depending on where they place the sun would be what shadow it creates.
I think I would link this lesson to taking children outside and allow them to trace their shadows at different point in the day to see if it’s longer/shorter etc.
-
Hi Eileen,
such a nice way to bring art and science together for Junior Infants, and asking where they’ve placed the Sun or Moon relative to the shadow at the end is a lovely bit of built-in reasoning, gets them connecting position of light to position of shadow without it feeling like a test. Additionally you can talk about the difference between the shadows caused by the moon (fainter) and sun (stronger) and and how that’s because moonlight is really just sunlight reflected off the Moon, so it’s much weaker to begin with.
-
-
I would use the sun and shadow activity. It is such a simple yet very engaging activity which can allow for alot of questioning, learning and discovery
Begin with discussing shadows and what children know.
On a sunny day, the class can go outside and observe their own shadows.(or torches indoors) Children can work in pairs to trace each other’s shadows with chalk and compare their sizes and shapes.
Children can also investigate how different objects create shadows by using toys, blocks or natural materials. Look at some youtube videos of shadow puppets. (Extra activity for children to do)
Indoors, torches can be used to create shadows in a darkened room, allowing children to explore.These inquiry-based experiences promote observation, prediction, communication and problem-solving skills while supporting the Primary Science Curriculum. The activities also integrate well with Maths through measuring shadows and with Visual Arts through creating shadow drawings and silhouette pictures. -
-
Activity Set: The Moon
• First I would ask the students to draw me a night time picture and then ask them to explain the different features in their drawings
o See if there are differences amongst the group
• Then I would look at multiple picture books with different pictures and shape moons
• We then would compare these to a photograph of the actual moon
• For the “Man on the moon” activity I would print off photos of the actual moon onto some cardboard and cut it out. The students would then go to make their own impression of adding textures and craters/hills on the surface of the cardboard.
o This could be tied in with the different myths and legends of the moon
o It could also start the discussion of different craters on the moons surface and experiment making the landscape of the moon.• Afterwards ask the children how come the moon sometimes doesn’t appear like a circle
o Shadows could be explored into how they may appear (e.g. sunlight)
o I found the video on Paxi and the moon phases very simple and easily demonstrated.
o Then a model would be shown to the students using a globe, moon and sun light rotation.
o A similar game of day time and night time (similar to that for the sun) would be useful for this.• Eclipses could be looked at and demonstrated.
I have tried the oreo activity previously in older classes to explain moon phases however, one activity that I would like to try is using a cup, a light, and a paper moon to demonstrate with the light and shadow the different moon phases. (https://www.instagram.com/reel/DPULjMEDwRF/)
-
Hi Caitriona,
Nice mix of indoor and outdoor exploration, and adding shadow puppet videos as an extra is a nice way to link the science to something creative and fun the children can take further at home.
Thanks for sharing the video of how to use a cup, light and paper to show different moon phases, its very effective!
-
-
Activity Set: The Moon
One of the classes that I support did a lovely lesson last year on the moon phases……whilst making use of leftover Oreo treats from our school lunches provider! 😊
Following an introductory discussion on the moon and after explaining that the moon does not actually change shape but instead we just see different amounts of the sun’s reflected light hitting its surface, we gave the children, in pairs, 8 Oreo biscuits, a wooden fork and a paper plate.
Using a display on the whiteboard as guidance, we instructed the kids to pull the Oreos apart and using the part with cream still attached, and with the wooden fork to carve the 8 main phases of the moon. They arranged these in order and displayed them on the paper plates.
They had great fun making these and even more fun eating them afterwards! (We photographed and displayed their creations outside the classroom!)
-
Hi Denise,
The oreos are an excellent and tasty way to teach the moon phases. If you are ever looking for more visual guides check out:
https://spaceplace.nasa.gov/moon-phases/en/
-
-
Activity Set – The Planets
I would use ‘The Planets’ activity set in the classroom. I would initially start the lesson by creating a KWL chart and getting to know what knowledge the children have already about space. I would follow this by introducing a book called ‘I am the Solar System’ by the authors Rebecca and James Mc Donald. It is a colourful child friendly book that portrays the Solar system in a fun way as the planets are made into characters. By the end of the story I would hope that the children would identify that planets are part of the solar system and have picked up new vocabulary and name some planets by name. I would also be hopeful that through a post story question session that the children could identify simple features of the planets for example hot, cold, rings and dust. I would then incorporate the ‘My Tiny Little Book of Planets in Our Solar System’ colouring activity. Following this a visual riddle game of ‘Guess the Planet’ could be played to establish children’s understanding of various planets features. At the end of the lesson I would play the planets song incorporating different movements for each planet for example making circles with arms for Saturn’s rings and stretching arms out wide for Jupiter. As a follow up lesson I would use the book ‘A Place for Pluto’ explaining that Pluto is now a dwarf planet, again I would use the same planet song. I would encourage the children to name more planet names and for the main lesson activity I would incorporate an art activity where the children choose a planet and recreate it using paper plates, paint, glue and textured paper to create a 3D effect. I believe that these activities would make learning about planets a fun and memorable for junior infants.
-
-
I really like the activity ‘The Spherical Earth’ explored in this module. This activity is fun and very engaging for a class group. The Universe in a Box activity booklet is a brilliant resource and I would refer to this when completing this activity. I would introduce the lesson by exploring a penguin and a polar bear located on different areas of a globe and ask the question ‘why don’t they fall off the Earth?’ The Earth mosaic activity is a lovely way to integrate art into this lesson. I would organise the children into pairs to draw their pictures. I would then invite the students to stand or sit in a circle in the classroom. As a whole class group, we would assemble the art pieces together. I would invite students to discuss what they can see depending on where they are standing in the circle. This activity would allow for a lovely display in the classroom.
-
-
For this assignment, I chose the Activity Set: The Moon, What Does the Moon Look Like? activity. I think it is an excellent way to introduce young children to astronomy as it encourages them to observe the Moon and develop curiosity through their own discoveries rather than simply being given information.
In my classroom, I would begin by introducing key vocabulary such as crescent, full moon and crater. The children would then observe the Moon at home over several nights and record what they see in a Moon journal. Back in class, we would compare our observations and discuss how the Moon appears to change shape. This would help develop observation skills, communication and scientific thinking. To extend the activity, I would link it with art by creating Moon pictures using different materials and with literacy by reading stories about the Moon from different cultures. I would also create a digital slideshow of the children’s drawings to show how their observations changed over time. I think this activity is a fun and meaningful way to promote inquiry-based learning while supporting science, literacy and art in an engaging way.-
Hello Noreen,
The moon journal is a great way to get kids engaged and sharing their entries turn it into a shared activity.
Lovely idea linking in Moon stories from different cultures too, if it’s useful, many cultures see different shapes in the Moon’s markings. Where we have the man in the moon, others see rabbits or toads in the craters. This could be a nice discussion point for the children to look and decide what shape they see themselves and make their own stories. If you are interested: https://nightsky.jpl.nasa.gov/media/documents/resources/MoonStoriesASP2019.pdf
-
-
Introducing an activity for 5 year old in the classroom can be fun and engaging so to spark curiosity in the children and foster their imagination. The following is how I would approach this lesson.
introduction: begin by discussing the moon with the children. I will show them pictures, videos, or books about the Moon and explain that it is a celestial body in space, the Earth’s only natural satellite.
Moon Walk: Set up a creative Moon Walk station where the children can experience walking on the Moons surface. I will create a simulated lunar landscape using cushions, foam maths. I will show them how to take small, slow steps mimiking an astronaut.
Lunar Art: Art supplies such as paper, paints, crayons and glitter will be used. T he children will create their own lunar landscapes. The class will chat about colours and shapes a need what they notice in pictures of the moon.
Dress-up: I will set up a pretend play area with astronaut costumes and props. The children will dress up and engage in imaginative play while pretending to be on the moon.
Moon Rock Exploration: the children will receive a rock each. They will touch and examine the rocks. The teacher will encourage the children to talk about the colour, feel and shape of the rock.
Moon books and songs: read age appropriate moon books and sing songs. The group will create a simple rhyme together about the moon.-
-
Hi Karen,
These are all great ways to learn about the moon through play. I especially like the moon walk and emulating the astronaut walk! The reason astronauts move that way is the Moon’s gravity is only about a sixth of Earth’s, so children could try comparing a normal jump at their tables with a “moon jump” during the walk to feel that difference themselves.
-
-
Activity Set: The Planets
I would use the Planet Activity Set as an introduction to the Solar System with my class as it provides plenty of opportunities for active and collaborative learning. To begin I would play a song about the planets to capture the pupils interest and help them remember the names and sequence of the planets. Once the pupils are familiar with the names of the planets I would divide the class into small groups and assign each group a different planet to investigate. They could explore simple facts such as the planet’s appearance, its size, how far it is from the Sun, and any unique features. Each group could then share what they have discovered with the rest of the class. As a follow-up activity, pupils could complete a hands-on task such as arranging the planets in the correct order or creating a colourful poster of the Solar System. To conclude the lesson, we would discuss which planet they found the most interesting and what surprised them most about their learning.
-
-
Hello Colin,
Splitting the class into groups to research their own planet is a great way to let them dig into what interests them most. A couple of good questions to ask when they come back together are which planet is hottest, and which is heaviest? It might surprise them that Venus is actually hotter than Mercury, despite being further from the Sun, thanks to its thick atmosphere, and that some of the biggest planets are actually made of much lighter material than the small rocky ones. A great way to challenge their assumptions!
-
-
Activity set : The Planets
The planet song, The planets
Junior Infants
Learning objectives:
· recognise the names of the planets
· Know that there are 8 planets
· Name some of the planets
Activity:
Check for previous knowledge by asking children what they know about the planets.
Introduce the children to the planets by learning and singing the planet song.
Have pictures of the different planets and a picture of the sun. Give different children the pictures of the planet and of the sun and place the planets in the correct order. Tell children a fact about each planet as they are being put in place. Allow other children in the class to move around the planets and play a game where they move to their favourite planet and say the fact about that planet. Children work in groups at their tables with pictures of the planets and the sun in the middle. Children to work together to order the planets.
Link to Art- Allow each group to make a model/picture of a planet. Display the pictures/model in the classroom in the correct order.
-
-
One aspect of your lesson that really stood out to me was the way you used music, particularly **The Planet Song**, to introduce the planets. I think this is a fantastic approach for a 1st Class classroom, as young children learn so well through songs, movement, and repetition. Music captures their attention and helps make new vocabulary more meaningful and memorable. It also provides opportunities for all pupils to participate, regardless of their ability level. I particularly liked how the song could be paired with actions and visual supports, allowing children to sing, move, and point to the planets as they learn. This would be especially beneficial for pupils with additional educational needs,( this would defo work for the group I am getting next year as there is a lot of needs) as it offers multiple ways to engage with the lesson and supports communication and language development. The use of visuals alongside music also helps reinforce understanding and keeps children actively involved throughout the activity. Overall, I think the combination of music, visual resources, and hands-on learning creates an inclusive and engaging environment where all pupils can participate confidently while developing their knowledge of space in an enjoyable and age-appropriate way. this is something I will take away from this course to use next year
-
I would use the Moon Activity Set in my classroom because it provides children with opportunities to learn through investigation, observation and discussion rather than simply being told information. I would begin by showing pupils pictures of the Moon in its different phases and asking open-ended questions such as, “What do you notice?”, “Do you think the Moon changes shape?” and “Why do you think it looks different on different nights?” This would encourage the children to share their own ideas and predictions before beginning the investigation.
The main activity would involve pupils working in small groups with a torch, a small white ball representing the Moon, and one child representing the Earth. As they move the Moon around the “Earth”, they would observe how the light changes the part of the Moon they can see. Through questioning and discussion, the children would discover that the Moon does not change shape; instead, we see different amounts of its sunlit side. This hands-on approach encourages children to observe carefully, test their ideas and explain their thinking, which are all key scientific inquiry skills.
Throughout the lesson, I would circulate around the classroom, listening to pupils’ discussions and asking probing questions to extend their thinking. I would assess learning through observation, questioning and by asking pupils to draw the Moon phases in order and explain one new fact they have learned. This would also help me identify any misconceptions that need further support. I believe this activity would make learning memorable because it is practical, collaborative and child-centred. It reflects the inquiry-based approach promoted in the Primary Science Curriculum by encouraging pupils to become active participants in constructing their own understanding through investigation and communication.
-
-
-
Hi Ciara, I really enjoyed reading your reflection. I like how the activity encourages children to explore, predict and discover the different Moon phases for themselves rather than simply being told the answers. Using the torch and ball is a simple but effective way to make the concept easier to understand. Your use of questioning and observation also supports children’s curiosity and helps develop their scientific thinking. It sounds like an engaging, hands-on lesson that pupils would really enjoy.
-
-
The sun and shadows:
How can you design and make a sundial? (What will happen to a shadow from a shadow stick throughout the day?) Children can apply their understanding of shadows throughout the day to design and make a stick sundial. Children will have to find a suitable location (in sunlight for most of the day). Markings can be made each hour to show the time. Draw a graph to show how length of the stick’s shadow changes over time. How well does it keep time? Can the sundial be used all year long? What direction does the shadow point at mid-day? Can you use the sundial if you move it? Take the Next Step Applying Learning Making Connections Thoughtful Actions Junior Classes: Read the book ‘What Makes a Shadow?’ (Let’s-Read-and-Find-Out Science 1) by Clyde Robert Bulla (Author), June Otani (Illustrator) As a whole group ask them for ideas for a story entitled ‘Me and my Shadow’. Ensure to incorporate the following words: Sun, Day, Night, Cloudy, Sunny, Summer and Winter. The children can draw pictures showing the different stages of the story including the Sun in their pictures.
-
Hi Lora,
Really solid application of the shadow learning here, the sundial project is such a satisfying way to bring together everything the children have observed about shadow length and direction, and pairing it with theMe and My Shadow story for younger classes is a great way to introduce the same ideas through narrative.
Can the sundial be used all year long is a nice way to do a longer term project on this. Rhe Sun’s path across the sky shifts with the seasons because of the Earth’s tilt, so a sundial calibrated in summer will read slightly differently in winter, that’s a great one to let older children investigate for themselves if you revisit the sundial across the school year.
-
-
I teach in a junior autism class so I immediaately loved the lesson about the planets. My ppupils learn in a variety of ways so it is essential that I use a multisensory approch to my teaching.
Lesson: The planets
Learning objectives:
Name the planets using a variety of methods
Identify and match pictorial resources
Activity:
Use a prompt question to engage the pupils e.g. Where do you live? What town is it in? What country is it in? What planet are we on? Do you know any other planets? Is the sun a planet?
Show the song ‘The Planet Song’ to make the pupils familiar with the names of the planets.
Display photos of each planet. Guess the names of the planets. Match corresponding pictures to the original pictures.
Place hoola hoops on the ground with a picture and label of each planet beside them. Give directional instructions – stand on Venus, stand beside Mars, kneel behind Earth etc.
Extension activity – marble art. Illustrate each planet using a marble art printing technique.
These hands on, multi sensory approaches will eanbale all learners to engage in active learning about the planets. Planets can also be names on an AAC device to enable non verbal pupils to engage in the lesson.
-
-
The activity that I will be discussing is the planets. There are a lot of activities that can spark interest among the infant classes. I would begin by introducing the children to the planet song. This song is very catchy and would be beneficial in teaching the children the names of the planets. There is a lot of opportunities for integration across a range of curricular areas including art, literacy, maths and pe. For art the children could work together to create their own planets- this would lead to discussions including the size, the temperature and its appearance. This topic would also provide an opportunity for the children to create their own planets using playdoh.
For the integration with maths, I would prepare pictures of the planets and the children would then work together to order them by size. This would lead to further talk and discussion.
For PE, using hula hoops to represent each planet, I would create games where they have to move to the planets in a different way e.g. hop, jump, skip.
-
Hello Margaret, Great breadth of integration here, moving through art, maths and PE with the same core content really helps the planet names and facts stick from multiple angles for infants. I love the idea of creating their own planets, you could ask them what a planet between two existing planets might look like and why.
-
-
I have chosen the activity set based on The Planets. I teach in an all boys school and I think that the boys would love this activity. They really enjoy when learning involves movement! I would pre teach the names of the planets using the song in the classroom. I like how the song goes into a discription of each planet as very often the focus is purely on the name or the order. Following on from this I would conduct the lesson in the PE hall, ensuring that the children have lots of space to move around. I like how straightforard and easily resourced this lesson is. I thought that lessons on the moon and shadows in this module were also excellent. In the past, I have had issues with torches running out of battery when needing them or the room being too bright to see the shadows. A little more planning and forethought is needed for these lessons!
-
-
Activity set: The sun and shadows
Learning objectives: Pupils will recognise that the sun is a source of light, observe how shadows are formed, and investigate how shadows change.
I would begin by asking the pupils to look outside and describe the weather I would ask them the following questions:
Where is the sun?
What happens when you stand in the sunlight?
What is your shadow and when can you see it?
I would explain that shadows are made when an object blocks the light. Then I would bring the pupils outside for a shadow hunt asking the pupils to find shadows made by trees, buildings, playground equipment etc. I would prompt discussions about shadows by asking questions such as
What objects made this shadow?
Which object created the greatest shadow?
Working in pairs the children could try to predict which one of them would cast the longest /shortest shadow. Pupils could trace each other’s shadows with chalk. They could discuss how they could make their shadows longer or shorter.
Back in class the pupils could share their findings and discuss how shadows change because of the sun’s position. They could record some of their learnings by drawing themselves, their shadow, and the sun. I would complete the lesson with a fun activity creating shadow puppets where pupils use their hands in front of a torch to create shadow animals and try to guess each other shadow.-
Hi Glenys, I love your lesson on the sun and shadows. We looked at shadows and light a few weeks ago and the children really enjoyed finding shadows in the classroom and yard. You have lovey additional ideas which I will use next year and we will engage more discussion about the suns position and shadow length. Puppets are a lovely addition too to the lesson.
-
-
-
Hi Glenys,
The shadow hunt around trees, buildings and playground equipment is such a great way to get pupils noticing shadows are everywhere, not just attached to people.
On making shadows longer or shorter with their bodies, a fun challenge to add is asking pairs to try to make their shadows exactly the same length despite being different heights, they’ll quickly discover that crouching, stretching or angling themselves relative to the Sun changes things just as much as actual height does, which nicely reinforces that shadow length depends on more than just how tall someone is.
-
-
Activity Set PLanets
I think this activity would work really well with my 2nd Class because space is a topic that always gets the children interested. I would begin the lesson by showing the children the Solar System Song by StoryBots, which is a fun way to introduce the names of the planets. We would sing along together and talk about any planets they already know. I would then show the second video, which gives a simple explanation of the planets and our solar system, before moving into the main inquiry activity.After watching the videos, I would divide the class into small groups and give each group a planet to investigate. They could use books and teacher-selected websites to find a few simple facts about their planet. Each group would then create a poster or short digital presentation and share it with the class. I think the children would really enjoy working together and learning from each other. During the lesson, I would encourage them to ask questions and discuss what they discover rather than just giving them all the answers. To support online safety, I would only allow pupils to use websites that I have chosen in advance and remind them not to share any personal information online. I think this lesson would be fun, active and would help build the children’s confidence while developing their curiosity about space.
-
-
Hello Edel,
nice balance of independence and structure here, letting groups research their own planet while keeping them on pre-selected websites is a sensible way to build digital literacy safely alongside the science.
Temperature and weight have come up a few times in other lessons, so another interesting fact worth adding to the mix is that Neptune has the strongest winds in the Solar System, reaching over 2,000 km/h. Could be a fun one to pose to the class, how does that compare to the fastest thing they can think of? -
Hi Edel,
I like the idea of different groups studying a planet each and teaching their classmates. You could also use a jigsaw method for doing this which I think the students would love too. I feel they get really into it when they have a narrow focus i.e. taking a planet each in depth rather than just a brief overview of all.
-
-
Activity – The Planets
I would engage the children in a discussion firstly about where we live- our locality, country and then the great world. We would have a discussion about what lies beyond the earth itself and establish what the children already know about space.
Having established that there is a universe out there and having named those planets that we know I would introduce the Planet song which aside from being a fun song is very informative and would spark the children’s curiosity further, Having listened to this I would then explain that we are going to explore and learn more about our planets. We would discuss what we have learned about each plane- it’s colour, size, distance from earth etc. The children working in small groups could illustrate the planets and their planets would be displayed in formation.
We would discuss how the planets move around the sun and using a selection of hoops, balls etc. could practice orbiting the sun. This would give the children a greater feel for how planets move.
Having discussed what we have learned we would conclude our lesson with ‘The planets song’. The children’s art on display will re-affirm their lesson and understanding
-
-
Hello Sinead,
lovely way to zoom out from the familiar (locality, country) to the universe before zooming back in on the planets.
Planets don’t all take the same amount of time to go around the Sun, Mercury zips round in just 88 days, while Neptune takes about 165 years, so if groups are given different planets to orbit at different speeds that’s a nice physical way to show how orbit time differ.
-
-
I would chose the Activity set: Planets and it could be used in a thematic approach for week/fortnight for the majority of subjects in the middle classes. Children have a natural curiosity about space and the fact that there are other planets in the solar system so I think they would be engaged from the get go.
I would preteach / revise the names of the planets as part of the introduction. I would introduce the concept of the solar system through posters / images and let children discuss the appearance of the planets, their proximity to the sun etc., At this stage I would introduce the “The Planet Song” which I think is really good as it gives a little bit of information about each planet in a simple, fun but catchy way. It is a good opportunity to have a curricular link with music. I think then a group activity of labelling and drawing / colouring the solar system might way to conclude the lesson by allowing the children to use the facts from the Planet Song to help them.
The Planet Dance would be a lovey PE lesson in the Junior end of the school and regards art children could create a hanging mobile of the solar systems. The cross-curricular links would be endless on the topic of Planets!-
I really love your ideas Ellen and the way you have integrated the theme across subject areas. I like your idea of introducing the planets through discussion and visuals before using The Planet Song to reinforce learning in a fun and memorable way. Your ideas would keep pupils actively involved while making learning about space enjoyable and meaningful.
-
Hello Ellen,
A whole thematic week on planets would tie in really nicely with Space Week. For older students, you could adapt the colouring activity to investigate why the planets are the colour they are, https://science.nasa.gov/asset/hubble/the-colorful-lives-of-the-outer-planets/
-
-
Activity set: The sun and shadows.
Junior/ Senior InfantsIntroduction: Read the book ‘What Makes a Shadow’
Questioning: What do you need to make a shadow?
Activities:
Go outside on a sunny day. Children work in pairs to draw around their shadows with chalk.
Children go on a shadow hunt and find shadows made by other objects.Classroom discussion:
1. What does your shadow look like?
2. How do you think shadows are formed?Classroom activity
Set up group activities with children using lamps and various objects to make shadows.
Draw pictures of the shadows and colour in black.
Questioning: Does the shadow change it’s position if you shine the torch from a different angle.Conclusion: children should explain their understanding of shadows.
-
-
I would choose the ‘What Does the Moon Look Like?’ activity from the Moon activity set. I like that it encourages children to observe, ask questions and share their own ideas before being given explanations. This helps to develop curiosity and allows children to become active participants in their own learning.
I would begin by showing the class photographs of the Moon and asking questions such as, “What do you notice?” and “Does the Moon always look the same?” Children would be encouraged to make predictions and communicate their ideas through discussion, visuals or drawings. Over the following weeks, we would observe the Moon whenever possible, both at school and at home with the support of families. Children could bring in drawings or photographs of the Moon, and we would compare these observations in class to identify patterns.
To help develop understanding, I would use a torch and a foam ball to demonstrate how sunlight reflects off the Moon. I think this hands-on approach would make the concept much more meaningful for my pupils. The activity is visual, practical and easy to adapt, allowing all children to engage at their own level while developing observation, communication and scientific inquiry skills.
-
Hi Emily,
Its a great activity to compare drawings of the moon between the children. You can also ask them what shapes they see on the surface of the moon and how they think those shapes got there: https://spaceplace.nasa.gov/craters/en/
-
-
The Planets
I really like this activity set as I think it is fun and engaging which is what we need in the junior classes.
I would use the Planet song as a stimulus to stir the children’s interest in what we are going to learn about. I would also discuss what the children already know about the planets as it gives any children who have an interest in space a chance to show off their knowledge while also giving others the chance to get to know the basics before exploring the topic.
I think the children would love the Planet Game as it is active and uses whole body learning which is great for all of the children in the class. This would be a great game to incorporate into PE time as well so could be used throughout the year as a reinforcement of the planet names.
Again, the Planet Dance could also be used in PE and is a lovely way to learn the planet names. This can also then be used throughout the rest of the year as a warm up or even as a playground game for the children to learn the planet names.-
I found this activity a great one as well. We are all fascinated by space and this would really capture the children’s interest. Starting from what they already know is very important and it gives them a sense of ownership with the topic. The Planet Game gets them moving which is essential in our sedentary lifestyles and creates a great link with PE.
-
Hello Caoimhe,
Love the idea of using the planet dance as a year long warm up. You could take it further by scaling the distances loosely to reflect reality, the inner planets are all fairly close together, but there’s then a much bigger gap out to Jupiter, Saturn, Uranus and Neptune, so some hoops might only need a small hop apart while others need a proper sprint!
-
-
Activity Set: The Sun and Shadows – Solar Beads
I’m hoping to try the Solar Beads activity in my classroom. It looks like a really simple but engaging way to introduce the idea that sunlight is a form of energy and that UV light can actually cause changes we can see.I like the idea of starting the lesson indoors with the blinds closed so the children can first observe the beads in their “neutral” state. This will lead to good discussion and prediction about what might happen. Then I’d get the children to make their own bracelets using pipe cleaners, which would also be good for fine motor skills.
The part I think the children will really enjoy is bringing them outside and watching the beads change colour in the sunlight. I can imagine this leading to lots of questions and excitement, which would be great for oral language development.
I would also use it as an opportunity to talk about sun safety in a simple, age-appropriate way. Especially since small children can be reluctant to wear suncream!
Overall, I think it would be a really effective hands-on science lesson for younger pupils.
-
-
-
Hello Chantelle,
Starting indoors with the beads in their neutral state before revealing the change outdoors is a lovely bit of lesson design, that build-up really sets the prediction and reveal up as a genuine moment of discovery rather than something explained upfront.
Great to tie it in with sun safety. This is an opportunity to explain the beads change colour because of UV light specifically, not heat or visible brightness. This is a good thing to explain to children since it helps explain why sunscreen is still needed on cool or cloudy days (of which we normally have many).
-
-
I would choose the activity set based on The Planets. This lesson will be aimed at Junior Infants. I will begin the lesson by posing a question to gain an understanding of the children’s prior knowledge of the topic. We will then have a quick brainstorm and create a mind map of the topic. Next up will be the story There’s No Place Like Space! by Tish Rabe. This introduces the planets in a fun way and gives the children more information to enhance their understanding of the topic. In groups the children will be given a chance to engage in an art activity where they use their newly acquired knowledge to create their own solar systems using a variety of resources. To finish the lesson I will have a short interactive quiz for the children to test their knowledge. As a conclusion I will play the planets song to consolidate their learning.
-
I really like how you’ve structured this lesson to build on the children’s prior knowledge before introducing new concepts. Starting with a brainstorm and mind map is a great way to encourage curiosity and get everyone involved from the beginning. The story is an excellent choice for Junior Infants, as it makes learning about the planets engaging and age-appropriate. I also like that you’ve included a hands-on art activity, as it allows children to express their understanding creatively while reinforcing what they have learned. Finishing with an interactive quiz and the planets song is a fun way to assess learning and help children remember the names and order of the planets. This sounds like a well-balanced lesson that combines inquiry, creativity, and active learning.
-
-
-
In module 2 the planets activity offers a great way to engage young pupils with the topic of space. It promotes inquiry-based learning, encouraging them to explore, to question, and to uncover facts about the planets in our Solar System. Children are naturally curious, inquisitive and creative, and the activity helps them to develop an early understanding of the world beyond earth.
Children are fascinated by the planets and space. The topic provides a great framework for talk and discussion building important language and communication skills, and encourages the children to question and investigate. Providing the children with visual resources, stories, videos, and hands-on activities, will help to develop their knowledge of the different planets.
This activity can be adapted for pupils with all levels of ability and learning needs. As a teacher I can ensure that all pupils can access the content and are actively involved in the learning by providing visual supports, sensory experiences, movement activities, and tasks requiring collaboration. Interactive videos, virtual tours, and digital storytelling can also support engagement with the topic.
The activity provides very good curricular links with oral language activities, literacy, visual arts, music, mathematics. It is just one of many great lessons in this module that can be used to help the children develop a love of science, an interest in STEM and a greater appreciation of our environment and the importance of caring for it.
-
-
Hello Paula,
I agree that the planets are a great topic with plenty of potential for adaption with visual supports, sensory experiences and movement making it accessible to everyone. Great point about caring for our planet, you can describe earth as being in the goldilocks zone. The perfect distance from the Sun for liquid water to exist, not too hot, not too cold, which helps children grasp just how special and rare our planet is and why it’s so important to look after it.
-
-
I would use the Sun and Shadows activity set with my class because it provides an authentic, hands-on opportunity for students to investigate how the Sun affects the world around them. Rather than simply explaining how shadows are formed, I would encourage students to make predictions about what they think will happen to their shadows at different times of the day. We would then go outside in the morning, at midday, and in the afternoon to observe, measure, and record the length and direction of our shadows.
Students could work in pairs to trace each other’s shadows using chalk and compare how they change over time. Back in the classroom, they would discuss their observations, identify patterns, and develop explanations based on the evidence they collected. This inquiry-based approach encourages students to ask questions, test their ideas, and refine their understanding through investigation.
To extend the activity, students could create a simple graph showing how shadow length changes throughout the day and compare their findings with those of other groups. We could also discuss how people have historically used shadows to tell the time, linking science with history and mathematics.
I believe this activity would be highly engaging because it involves movement, collaboration, and real-world observation. It allows students to take ownership of their learning while developing important scientific skills such as predicting, observing, measuring, recording, and communicating findings. As the teacher, my role would be to guide students with open-ended questions rather than provide immediate answers, helping them build a deeper understanding of how the Sun’s position influences the shadows we see each day.
-
-
Hello Michaela,
Great enquiry structure in your lesson, graphing the shadows over the course of the day is a great way to bring maths in visually alongside the science. If it’s useful, NASA has a simple printable sundial template and activity guide here: https://science.nasa.gov/learn/heat/resource/create-a-sundial-activity/ NASA Science
-
-
The activity set that I would choose from this module is The Planets. As I am carrying my previous class to Senior Infants, I am already aware that some of them have a keen interest in the planets and I feel that is a topic that we can really delve into some more in Senior Infants.
Trigger: The Planet Song. My class love to sing and dance and I think this song would hook them as it is so catchy. It is also a simple song to learn and contains simple information about the planets.
I would begin this lesson by questioning the children’s previous knowledge on planets – what planet do we live on? Do you know the names of any planets? Is there any information you can tell me about different planets? etc. After listening/learning The Planet Song, the children should be able to name some planets and tell me something simple about them.
After a brief discussion about the different planets, we would watch a video about why Earth is the best planet for survival i.e, it is not too close/far away from the sun and the importance of this on human survival. We would end this lesson by playing The planet game – the yellow hoop is the sun, the surrounding hoops are the planets, listen to prompts and jump into the correct planet.
A follow up lesson could be an art lesson where children choose a planet and make it using a paper plate and marble paint. We could then order the planets closest to the sun to furthest, again, showing why Earth is in the best location for human survival.
-
-
Hello Markey,
Pairing the Planet Song with the Planet Game gives them both the names and the physical, whole-body reinforcement that really helps this age group.
For the video on why Earth is best suited to life, there’s a nice age-appropriate clip from the PBS show Ready Jet Go that introduces the “Goldilocks” idea in a simple way:
https://www.pbslearningmedia.org/resource/ready-get-go-goldilocks-or-not/goldilock-or-not-ready-jet-go/
-
-
I would use the book, The Sun Thief as my introduction to the lesson. Throughout the reading of the story, I would get the class to predict what may happen if the sun disappeared. I would ask questions during the reading too like Why do we need the sun? How would we feel if there wasn’t any sunlight? Etc. This would create a discussion on the topic of the sun and shadows.
Once we had it read, we could then carry out a hands-on experiment using a torch to represent the sun and shining it onto different objects to see how light creates shadows. I would draw their attention to the fact that as the torch (sun) moves , the shadow changes, emphasising that the sun is its own source of light. We could go outside and trace our own shadows with chalk. You could do a discussion on how the sun moves etc by getting them to stand in the same spot two hours later and retracing your shadow to see if it would be the same or not. I got some ideas from Maeve Liston’s PDF on the sun – e.g. if the weather was poor, you could make shadow puppets to use inside.
You could also do an art lesson by drawing the sun shining on people, plants and animals. It is important that children understand the importance of the sun in our everyday life.
-
Hello Kevin,
I like your question about what would happen without the sun.
If it’s useful for the art lesson on the sun’s importance, NASA Space Place has a simple, visual page on why the Sun matters for life on Earth that would suit this age group nicely: https://spaceplace.nasa.gov/menu/sun/
-
-
For this module the activity set I would choose is The Moon and the lesson The Man in the Moon. As I will have Junior Infants I will need to keep the lesson quite short and as hands on as possible. I find music is a great way to start a lesson so to begin I would play the Eric Herman song ‘The tale of the sun and the moon’. We would then have a discussion about the sun and the moon and when we would see each and also what we do at these different times. We would discuss how the moon appears to change shape in the sky at different times and the children would be asked what different ways they have seen the moon look. I will then tell the children that we are going to find out what the moon looks like and why it looks like we can sometimes see shapes
Children will then be given a variety of materials such as coloured and white paper circles and crescent shapes aswell as polystyrene spheres and then scissors, glue etc and told they are going o make their own moons and can use any of the materials provided. As a class we will then discuss the children’s individual moons and they will be asked why they chose the colour and shape they did. The finished moons will also be displayed so that the children can compare all the individual projects. I would then finish off the lesson back on the carpet with the Moon Rhyme and a final discussin on what they have learned about the moon.
-
I really like how you’ve made the lesson so suitable for Junior Infants. Starting with a song is a great way to capture their attention, and the hands on moon making activity gives every child a chance to explore their own ideas. Displaying and discussing the finished moons is also a lovely way to encourage language and observation skills.
-
Hello Laura,
One small addition worth considering, since children will likely make a real mix of shapes and colours (crescents, full circles, different shades), it could be a nice moment to gently introduce that the “man in the moon” pattern people often see is actually the moon’s own craters and dark plains. They might see something totally different in the moons shapes!
-
-
Module 2 Assignment
I chose to use the ESERO Activity Set ‘The Sun and Shadows’ as I feel it is an excellent way to introduce young children to scientific inquiry through meaningful, hands-on learning. I would use this lesson with a combined Senior Infants and First Class setting, adapting the questioning and recording activities to suit the different age groups. At the beginning of the lesson, I would encourage pupils to share their own ideas about shadows and make predictions about when shadows are long, short or disappear. They would then investigate using torches, everyday objects and outdoor observations to test their ideas.The ESERO approach places children at the centre of learning by encouraging them to ask questions, predict, observe, investigate and discuss their findings. Throughout the lesson, pupils would work collaboratively, record observations through drawings, simple tables or labelled diagrams, and use scientific vocabulary such as light source, opaque, transparent, shadow and observe.
I particularly like how the ESERO resources integrate naturally with other curriculum areas. Children can measure shadow lengths in Mathematics, develop oral language through discussion, and strengthen teamwork and communication skills through collaborative investigations. This activity promotes curiosity, critical thinking and problem-solving while making science enjoyable and accessible for all learners. I believe it would be a valuable addition to my classroom and would help foster a lifelong interest in STEM.
-
Hello Dolores,
really nice thinking around the combined class setting, adapting questioning and recording by age rather than running two separate lessons keeps the shared discovery moments intact while still differentiating appropriately.
Good vocabulary choice too, introducing “opaque” and “transparent” alongside shadow and light source at this stage. If you want to extend this lesson a little bit into exploration of light you could add a few coloured translucent materials (like tissue paper or a plastic cup) over the torch to produce different colours in the shadows
-
-
I would use the Sun and Shadows activity with my 2nd class as a practical, inquiry-based lesson. We would begin by discussing what a shadow is and asking the children what they think makes a shadow change. Before going outside, they would make predictions about where their shadow will be and whether it will change during the day.
Outside, the children would work in pairs to trace each other’s shadows with chalk in the school yard. We would repeat this later in the day and compare the outlines. The children would observe that the shadow changes in size and direction as the Sun moves across the sky. Back in the classroom, we would discuss our observations and record the results through drawings and simple sentences.
This activity links well with the Irish Primary Science Curriculum as it encourages children to ask questions, make predictions, observe carefully and communicate their findings. It is a fun, hands-on activity that suits a mixed ability 2nd class and helps children develop scientific skills through exploration and discussion.
-
-
Hello Nicole,
nice clean structure with a prediction before going out, then comparison outdoors gives 2nd class a way to see the concept for themselves.
One small correction, it’s technically the Earth rotating that makes the Sun appear to move across the sky, the Sun itself stays still, so it might be worth framing it to the children as “the Sun appears to move” rather than “the Sun moves,” to avoid embedding a small misconception early on.
-
-
Assignment based on the moon.
I would begin the lesson by asking the children what they already know about the Moon and if they ever looked at it in the night sky. This would give everyone a chance to share their ideas and get interested in the topic. We would then read through the information together and talk about what the moon looks like, The Man in the Moon, and how different cultures have different stories about the moon.
After this, the children would loom at pictures of the Moon and discuss what they can see with a partner before sharing their ideas with the rest of the class. To finish the lesson, they would draw their own picture of the Moon and write down one new fact they learned. I think this activity would keep the children engaged while also helping to develop their oral language, listening, science and art skills. It would also encourage them to respect and learn about different cultures.
-
-
I would use the “Day and Night” activity from My Sky Tonight as I think it’s a great, hands-on way to help the children I work with in SET understand what actually happens between day and night. I would start off by talking about their own daily routines, like coming into school in the morning, having lunch during the day and getting ready for bed at night, identify what activities they do during the day and what activities they do during the night.
By using visuals and real objects, like picture cards for day and night, and combining this with a sorting activity where the children decide what belongs to each, the children are learning by doing not just listening. I would also use a balloon globe, a torch and small figures/teddies taped onto the balloon as demonstrated in the video. This is a lovely way of engaging the children and also a very effective & visual way of explaining what actually happens. One child could hold the torch as the Sun while another slowly rotates the balloon to show the Earth spinning. I would place small figures/teddies on different parts of the balloon and get the children to watch what happens to their “teddy” as it turns. When their teddy is facing the torch, it is day, and when it turns away it becomes night. I think seeing it happen in front of them like this would make it much easier to understand.
I would also include a song like “Mr Sun, Sun, Mr Golden Sun” with actions to keep it fun and I would link it with stories like Time for Bed and The Sun and the Moon.-
I like how you’ve connected the concept of day and night to the children’s own daily routines Fiona, as this makes the learning meaningful and relevant to their experiences. Using the balloon globe and torch is such a practical and visual way to demonstrate how the Earth’s rotation. I think the children will really enjoy this lesson. Best of luck Fiona
-
-
-
I would use the Moon Activity Set to help pupils investigate why the Moon appears to change shape. Instead of beginning with an explanation, I would ask pupils to share what they already know and what they wonder about the Moon. We would observe photographs of the Moon at different phases and encourage pupils to predict why it looks different throughout the month. We would then read story books with the moon for example Papa, Please get the Moon for me by Eric Carle.
Pupils would then keep a simple Moon diary by observing the Moon at home or by using photographs if weather conditions make observation difficult. In class, we would compare our observations, identify patterns, and discuss possible explanations before introducing the concept of the Moon’s phases. This inquiry-based approach encourages pupils to ask questions, gather evidence, and build their own understanding. This activity could be easily integrated into art, storytelling, and other curricular areas
-
Hi Siobhán, I love your idea of a moon journal to keep a record of the moon over time. It will give them a great opportunity to make comparisons and understand how the moon is constantly changing. These findings can be easily across the curriculum and provide a wonderful opportunity for cross curricular integration.
-
Hi Siobhan, you mentioned using photographs of the Moon if children are unable to see it in the sky and it got me thinking about how great it would be for the children to get relatives or friends to share their pictures of the moon from different part of the world. So many children have families living abroad and a quick snap sent to a parent and shared on class platforms would be great to look at with the class and see how the moon looks from different parts of planet Earth.
-
Hello Siobhan, If you’re bringing photographs into your lessons, one nice question to ask is what the children notice in common across photos taken from different parts of the world, since the Moon always shows us the same face, no matter where on Earth you’re looking from. You could even show them a photo of “the far side of the Moon” for comparison, the side we never see from Earth, which we only know about thanks to photographs taken by spacecraft that have flown around it.
-
-
I would use The Moon Activity Set in the classroom, by introducing the Moon to the children, all children will be familiar however I will expand their understanding to include; the spherical shape and how the shape is continuously changing. We will observe the moon in school and I will encourage them observe the on at home, when it is dark. I will focus on the Telescope, especially as we are located close to Birr in Co. Offaly where the Leviation of Parsonstown massive 72 inch reflecting telescope built in 1845 is located. We will learn about the development of the telescope, with our main focus being this one, we will use telescopes in school. If possible, we will visit this telescope. I will integrate art and do The Man in the Moon, Journey to the Moon art lesson, I hope this will really engage the children’s interest and allow for a lot of talk and discussion.
As we are always looking at the months of the year etc we will explore the important function the moon plays in dividing time into months as each lunar cycle takes about 1 month.
Finally we will look at the significance of the moon for different cultures looking at tales like Jade Rabbit and Maori Woman Rona, however I will focus on the story An Ghealach’, the Irish story about a powerful and magical moon.-
-
-
Hi Mairead,
What a fantastic local connection to bring into this lesson, having the Leviathan of Parsonstown right on your doorstep is an awesome connection.
A great fact worth mentioning, when it was built in 1845, the Leviathan was the largest telescope in the world, and it actually held that title for over 70 years, right up until 1917. It’s also the telescope that first revealed the spiral shape of galaxies, including what we now call the Whirlpool Galaxy!
-
-
I would choose the activity the sun and the shadows as I think it is an interesting and practical lesson.
We would engage in the book mood bear and his shadow as a class. Explore and question how shadows get bigger and smaller and what causes this. We would then use the challenge cards and pose more challenge to the children. Outside we would in the morning use the position of the sun to draw a childs shadow and come back later in the day and redraw to show how the childs shadow has moved due to the position of the sun. -
-
Activity to teach about the Spherical Earth in Senior Infants. I would integrate this lesson in with 3d shapes in maths. First of all I would ask the children to make their own Earth using playdoh. We would then have a conversation about Earth being the same shape as the 3d shapes we are learning about a sphere. We would look at a globe and notice that is like a ball, we would find Ireland on the globe and compare it to our flat map of Ireland. I would use our breakfast club and give each child a small orange to hold, touch and discuss. We would find other spherical items in the class. I would drop the orange on the ground to explain to the children that even though the earth is round, gravity keeps us on the ground.
-
Hi Sarah,
Using the breakfast club oranges is a nie tactile way to bring maths and space.
Dropping the orange shows gravity pulling it downward toward the Earth, but careful that children don’t come away thinking “down” is a fixed direction in space. Gravity is pulling towards the centre of the earth, which is why no one falls off
-
-
The Sun and Shadows
2nd Class
Learning Outcome:
Pupils will investigate how shadows are formed and explore how the size, shape and direction of a shadow change when the position of the light source changes.Materials: Bear’s Shadow by Frank Asch, torches (one per pair), a selection of toys, large sheets of paper and pencils.
Inquiry Question:
What makes a shadow long or short?Introduction:
Read Bear’s Shadow and discuss Bear’s observations. Ask pupils when they notice their own shadows and what they think causes them. Introduce the inquiry question and encourage pupils to predict what will happen during the investigation.Investigation:
Working in pairs, pupils use torches to shine light on different toys from various angles and distances. They observe how moving the light changes the shadow’s size, shape and direction before tracing several shadows onto paper. If possible, pupils investigate their own shadows outdoors and compare how they change as they move.Discussion and Conclusion:
Discuss what pupils discovered and reinforce that shadows are formed when light is blocked. Explain that changing the position of the light source changes the shadow, and that without light there can be no shadow. Pupils record one new fact they learned about shadows. -
-
Activity Set: The Planets
Age group: 2nd class
Objectives: – Know/recognise the names of the eight planets
– Know that the planets revolve around the sun.
For second class,I would start by asking the children about any prior knowledge about the planets. I think children this age can have a fascination with space and the planets and already know a lot about them.
We would watch the storybots video ‘The Planets’ which I have watched before with this age group and they have really enjoyed it. We would pause and look at the information shared from each planet, their names and discuss these interesting facts. I would also pause to see the part of the song where the plants are orbiting around the sun and we will discuss how these are all at different distances, sides of the sun and travelling different speeds as I think sometimes children (and I!) can imagine the planets as in a straight line from the sun.
I loved the ‘Journeying through the solar system’ lesson plan shared in the module and I would bring the class to the hall to take part in this lesson with hula-hoops, orbiting around the sun in the middle. I think this is a great way to get them to visualise the planets and their orbits around the sun.
-
Hello Siobhan,
Great that you caught the misconception about the planets sitting in a straight line.
That orbiting model actually gives you a perfect way to explain why we can only launch missions to Mars roughly every two years. Earth and Mars orbit the Sun at different speeds and distances, and about once every 26 months they line up in a way that makes the trip most energy-efficient. Since Earth moves faster and than Mars, the two planets are only in a good position relative to each other periodically. With your hula-hoops, if two children orbit at different speeds, you could ask the class to spot the moment they’re closest together and they can high five to represent the craft launch, then watch how long it takes for that same alignment to happen again. Here’s a short video about it if you are interested in adapting: https://www.jpl.nasa.gov/edu/resources/video/mars-in-a-minute-how-do-you-get-to-mars/
-
-
Lesson Plan – Junior Infants: “A Trip to the Moon”
Theme: The Moon
Objective:
Children will learn simple facts about the moon, explore its appearance and texture, and use imagination to think about travelling there.
Introduction to lesson:
Show a large, clear picture of the moon. Ask open questions: “What shapes do you see? Does it look bumpy or smooth? When do we see the moon?” Encourage children to share their ideas.
Main Activity (20 mins):
Story Time : Read a short, age-appropriate moon story, pausing to point out interesting details.
Role Play : Pretend we’re astronauts. Put on “space helmets” (hands on head), walk slowly like we’re in low gravity, and count down from 5 to blast off.
Sensory Play : Pass around “moon rocks” (crumpled foil balls). Let children describe how they feel—hard, shiny, bumpy.
Creative Thinking: Ask, “What would you bring to the moon?” and let children share their answers.
Follow-UpDraw or paint the moon using white, grey, and a little yellow. Encourage adding craters and stars.
Wrap-Up and Close of Lesson:
Sing a short, fun space rhyme and recap: “The moon is round, far away, and we can see it at night.”
Materials:
Moon picture, foil balls, paper, crayons/paint, storybook.
I can also design a printable “Moon Passport” for the children to stamp after their “space trip” to make the lesson even more memorable.
-
-
Hi Gerladine, I love this lesson. The integration is fantastic and I can imagine all junior level classes loving it. They would be fully engaged at all times which is always a pleasure! Another sensory activity you could add is having a tray of four and some marbles, drop the marbles from a height into flattened flour tray, to create ‘creators’…then gently feel the difference in fell on the surface.
-
-
I really enjoyed reading your lesson plan. I think it is very engaging and well suited to Junior Infants. I especially liked the role-play activity where the children pretend to be astronauts, as it encourages imagination and active learning. The sensory activity with the foil “moon rocks” is also a lovely way to get children talking and describing what they feel.
I also think the idea of a “Moon Passport” is a great way to make the lesson memorable. Overall, it is a fun, creative lesson that would keep young children interested while helping them learn about the Moon.
-
-
-
Activity set- The planets.
I have used The Planet Song with my 2nd class before, and it was a huge hit. We started by simply listening to the song and talking about how catchy it was. I then played it again and encouraged the children to join in with the chorus. Once they were familiar with it, we added actions for each planet – for example, pretending to feel really hot for Mercury, spinning for Earth, or shivering for Neptune. This made the learning more active and memorable.
After a few rounds, we moved on to a hands-on activity where the children worked in small groups to put planet cards in the correct order from the Sun. The song acted as a memory tool, and it was great to see them singing quietly to themselves as they worked it out.
-
-
Hi Emma,
Great idea to act out the temperature of the planets. It could be a nice way to also bring in the different types of planet, Mercury, Venus, Earth and Mars are rocky, Jupiter and Saturn are gas giants, and Neptune and Uranus are ice giants, a mix of ice and gas. The children could try acting out what each of these might look or feel like.
-
-
Activity set: The Sun and Shadows
Prompt:I would start the activity by listening to the song ‘My Furry Little Shadow’ from Sesame street. I would use this as a prompt to get the children to listen and tell me what Groover is talking about.
Wonder: I wonder why Groovers shadow is following him? I Wonder where Groover found his shadow? We discuss what the children know about shadows and if they have seen them before and when they see them.
Exploring: We would go outside and go on a shadow hunt (must be done on a sunny day). The children would record the biggest, smallest, longest and shortest shadows they can find.
Starter question: How do shadows form? I would elicit what the children they know about shadows already and how they are formed.
Predictions: I tell the children we are going to go and record our shadows outside at x o’clock and then redo them later in the day….record what you think will happen?
Investigating: We would go out side with chalk and I would get the children to work in pairs and trace over each others shadows. They will move around the yard discussing why some shadows look different. We will then go out later in day and stand in same position and retrace our shadows…
Sharing / Interpreting the results: We will look at the pairs of shadows of a few different people and discuss why the shadow have changed….the earth moves around sun, shadows formed when item blocks the sun light..
Applying learning: Using knowledge of how shadows are formed and using Bear challenge cards, try to make shadows longer and shorter etc using torch in darkened classroom.
Making connections: Earth spins around sun, hence shadows change. Watch shadow of school over a course of a day on the yard.
Finish this activity with a game of shadow tag which the children love.-
Hi Sarah,
Great itinerary for the day and it ties every part of the inquiry cycle together really naturally.
Just a small correction it’s actually the Earth spinning on its own axis that causes shadows to change through a single day, while the Earth moving around the Sun causes the seasons over a full year.
-
-
I would use the activity set: The Planets in my classroom. I think the activities are very suitable for 2nd class. I would engage the children by firstly showing them the planet song. I would use either the one linked in this course or this one here https://www.youtube.com/watch?v=mQrlgH97v94. This should engage the children in the topic while also teaching them about the different planets. After this, the children would be shown different fruits which will act as a model for the various planets.
For example:
Red grape for Mercury
Celery for Venus
Strawberry for Mars
Kiwi for Earth
Pepperoni for Jupiter
String cheese slice for Uranus
Ham for Neptune
Cheddar cheese for Saturn
Corn for Pluto (if you included as a “dwarf planet”)
Orange slice for the sunThe investigative activity for the planets could be to create a model of the solar system. The children could be given styrofoam balls in different shapes and sizes and asked to paint and design them for the solar system. The children would then be reminded to ensure they are in order. The children could use the worksheet ‘My tiny little books of planets’ to help them with this activity.
-
-
-
I really enjoyed reading your ideas for teaching the planets. Using food to represent the different planets is a creative and memorable way to help children understand their relative sizes and characteristics. Creating a solar system model also provides excellent opportunities for collaborative learning, observation, and discussion while reinforcing the order of the planets through hands-on inquiry.
-
Hi Orla,
This is a fun way to bring the planets to life for 2nd class. After learning some facts about the planets it could be fun to let the children choose which fruit to represent which planet when they are building their solar system. For example, maybe the strawberry for mars because its red. Or a melon for Jupiter because its the biggest.
-
-
Activity Set: The Sun and Shadows – Senior Infants
I would begin by asking open-ended questions such as, “What is a shadow?”, “When do we see shadows?”, and “Do shadows change?” The children would share their ideas and make predictions before investigating.
We would go outside on a sunny day, where children would work in pairs to trace each other’s shadows with chalk. Later in the day, we would return to trace the shadows again and compare the changes. This would help children discover that shadows change in size and direction as the Sun appears to move across the sky.
Back in the classroom, the children would discuss their observations and record their findings through drawings and simple sentences. They would also explore shadows indoors using torches and different objects. This inquiry-based activity develops observation, prediction, communication, and problem-solving skills while encouraging children to actively construct their understanding through hands-on exploration.-
-
Hello David,
You have a nice clear structure, the outdoor chalk tracing paired with the indoor torch exploration gives children two different ways to test the same idea, which really reinforces the learning.
Good use of language too, the Sun appears to move across the sky is the right way to phrase it, since it’s really the Earth spinning on its axis that causes the change.
-
-
Activity set: The planets
Junior infants
Learning objective: The children will learn about the planets in the solar system and begin to recognise their names.
Materials
IWB to play planet song
Pictures of each of the planets laminanted.
Art materials
Inquiry/Introduction
Begin the lesson with an image of the solar system and ask the children what they think the planets are etc? Ask them what they notice and that Earth is the planet we live on. Play the Planet song to get them interested and moving around.
Activity
Introduce the planets one by one and name them with the images. Count the planets together and name each planet.
Children name each planet and teacher selects pupils to come up and hold an image of a planet. The children are placed in order of the planets and they say the name.
Activity
The children can use the various art materials to create a simple solar system.
Conclusion
Play song again and review learning. Children say the planet names. Ask questions about their favourite planet.
-
Hi Emma,
This is a nice simple, well-paced structure for Junior Infants, moving from song to naming to physically ordering the planets with images and asking them to create their own solar system.
One nice fact for the favourite planet conclusion, if anyone picks Saturn for its rings, you can let them know that Jupiter, Uranus and Neptune also have rings but they are very hard to see.
-
-
I chose the Sun and Shadows.
I think this lesson encourages children to explore how shadows are formed with hands on experience using a flashlight (as the light source light the sun) and various objects (opaque, transparent, translucent). This activity would be used in my class as part of a science theme on light and the Sun.
Firstly I would do a mind map in shadows finding out what the class already know. Using questions to elicit their answers like: What is a shadow? How is it made? What do you think happens when light hits different objects?
Students would then work in small groups to experiment with light sources and materials like baking paper, cardboard and cling film. The groups would observe and record the differences in the shadows formed by drawing around them and noticing the shapes that are made. If it was a sunny day I like the idea of taking the class out to the yard and have the children use chalk to draw around each others shadows.
This activity supports inquiry-based learning and helps students understand that light travels in a straight line and that objects block, absorb, or transmit light differently.
It also offers opportunities to integrate literacy (through projects on google slides on their chrome books) and digital learning (e.g., using tablets or cameras to record their shadow experiments by taking pictures/videos/audio recordings and uploading them). Activities like this promote a playful approach to science, curiosity, critical thinking and real-world understanding—skills essential for lifelong learning!
-
-
Activity set: The Sun and Shadows
Class: Junior Infants
Strand: Energy and Forces – LightContent Objectives:
Identify and name different sources of light
Explore how light behaves
Investigate shadowsLearning Objectives:
Recognise that the Sun is a source of light.
Observe that objects can make shadows when light shines on them.
Explore how shadows change based on where light comes from.I would introduce the topic by reading the story ‘what makes a shadow’. Before I begin reading the book I would ask the children to make predictions based on the book and I would act as a scribe to note what the children know about shadows and what they want to learn about shadows.
Next we would go outside and find our shadows. The children would complete different activities with their shadows, for example: wave at it, jump, stretch tall. We would discuss if their shadows move, if they can run away from it and if everyone’s shadow is the same size.
We would return to the classroom and the children would be given the opportunity to make shadows using different objects in the classroom, torches and paper.
To conclude the lesson we would discuss what we learned about shadows and I would fill it in on our chart.
-
-
If I were teaching a lesson on the planets in my Junior and Senior Infant classroom, I would begin with the “Man on the Moon” activity to introduce the topic of astronomy and encourage children’s curiosity about space. This would provide opportunities for discussion and allow the children to share what they already know about the Moon, stars, and planets. I would then introduce a lively planets song, as music is an engaging way for young children to learn new vocabulary and remember facts. To make the lesson active and cross-curricular, I would use hula hoops to represent the planets. As the song plays, children would move to the correct hoop or pretend to orbit the Sun, linking Science with PE through movement and spatial awareness. After the song, we could use clay to make our own planets or paint pictures of our favourite planet and write some key words on our pictures. This lesson would encourage curiosity, active participation, language development, and enjoyment while helping children develop a basic understanding of our solar system.
-
Hi Laura,
This is a lovely blend of movement and creativity here,
For the clay planets, one nice fact worth mentioning is that Saturn is so light for its size it would actually float in water if you could find a bath big enough, since it’s made mostly of gas rather than rock: https://science.nasa.gov/saturn/facts/
-
-
I would choose the Activity Set: The Moon for a junior primary class because it is an engaging way to introduce children to Space through observation and play. I would begin by reading a story about the Moon and encouraging the children to share what they already know. This would help develop their oral language skills and spark curiosity.
The children would be encouraged to observe the Moon at home with their families and record what they see by drawing simple pictures in a Moon diary. In class, I would use a torch and a ball to demonstrate why the Moon appears to change shape. We would also complete art activities by creating Moon phase pictures and use a classroom tablet to photograph our work for a digital display.
This activity develops skills in observing, predicting, recording, and communicating. It also integrates with Visual Arts and English while encouraging children to ask questions, investigate, and develop an early interest in Science through meaningful, hands-on learning.
-
Hi Catherine,
The Moon diary is a great way to get whole families involved in the observation over time and consolidate the learning.
For the torch and ball demonstration, a good simple resource to back this up visually is NASA Space Place’s moon phases page, clear diagrams that match nicely with what the children will notice in their diaries: https://spaceplace.nasa.gov/moon-phases/en/
-
-
Activity Set- The Planets
To introduce the lesson, I would gather the children on the carpet and show them a large picture of Earth from space. I think this would be a lovely visual prompt and would spark lots of discussion. We would talk about where we live, then Ireland, then Earth, before introducing the idea that Earth is one of eight planets that travel around the Sun.
I would introduce two small alien puppets who have travelled to Earth but don’t know anything about our Solar System. The children could help the aliens learn the names of the planets and explain what they discover during the lesson. I find that puppets are a great way to encourage participation, especially with quieter children. I would display pictures of the eight planets in order and say their names together a few times. I would teach the Planets song to reinforce this.
The planet game would be a great way to keep the children engaged. They would love pretending to be rockets travelling through space while listening carefully for the names of the planets. It gives plenty of opportunities to develop listening skills while being physically active.
I also like the planet dance as it reinforces positional language such as behind, beside, left, right, above and below. This links really well with the Junior Infants maths curriculum, and the children are learning these concepts in a fun and active way.
For the spinning activity, I would first use a globe or a ball to demonstrate what an axis is. I would explain that the axis is an imaginary line running through the middle of the Earth from the North Pole to the South Pole. The children could then use their hoops as their planets, rolling them around the “Sun” while also turning themselves slowly to show that planets both spin on their axis and orbit the Sun.
To finish the lesson, we would revise the names of the planets together and talk about what we learned. A display of the planets in the classroom would be beneficial also to reinforce the learning.
-
Hi Ciara,
I love the use of the alien puppets to learn about the planets. After learning some facts about each planet, you could extend this by asking the children what an alien would actually need to survive there, would it need thick fur for the cold on Neptune, or a special suit to survive the heat on Venus?
-
-
-
For this assignment, I chose the “What Makes Shadows?” activity because it is a fun and practical way for children to learn about light and shadows. I would use this activity in my classroom during a science lesson on light and the Sun. To get students thinking, I would ask questions like, “What do you think happens when light shines on different objects?” and “Why do some objects make darker shadows than others?”
Students would work in small groups using flashlights and different materials, such as cardboard, plastic wrap, tin foil, wool, sand and baking paper, to see how each one affects the shadow. They would compare what they notice and record their observations on a mini – whiteboard.
This activity encourages students to investigate, ask questions, and learn through hands-on experiences. It also helps them understand that light travels in a straight line and that different materials block or let light through in different ways. The students and I could take photos or short videos of their experiments, write a short reflection on their Chromebooks, or upload their work to Dojo or Google Classroom.
I think this activity is a great way to build curiosity, teamwork, and confidence while making science enjoyable and meaningful.
-
-
Hi Anna-Rose,
Great range of materials here, tin foil, sand, wool and baking paper alongside the usual cardboard will give a thorough investigation into how materials interact with light.
If it’s useful, the Fizzics Education coloured shadows activity pairs nicely with to extend into light and colour next: https://www.fizzicseducation.com.au/150-science-experiments/light-sound-experiments/make-coloured-shadows/
-
-
Activity: The Sun (2nd Class)
I would begin by asking the children to share what they notice about daytime and nighttime, encouraging them to compare the sky, the amount of light, and the activities people usually do at each time. I would then pose a stimulus question of night and day, “is it daytime in every country at the same time?”, to get them thinking about the sun and its light.
I would use an activity using a globe and a torch to represent the earth and the sun. The torch would remain in one position while I slowly rotate the globe. I would use questioning to elicit observations from the pupils, highlighting that the side facing the light experiences daytime, while the side facing away is in darkness. I would make references to the countries that are in darkness, while Ireland has daylight. This visual demonstration will help children understand that day and night occur because the earth rotates rather than because the sun disappears.
A second activity I would use would be a role-play. Pupils work together to model how day and night occur through movement. One child stands in the centre of the classroom holding a torch to represent the sun, while another child represents the earth. The pupil acting as the earth slowly rotates on the spot, ensuring they do not walk around the ‘sun’. As they turn, the class observes that when the pupil’s face is towards the light it is daytime, and when they turn away from the light it becomes nighttime. This reinforces that the sun remains in the same position while the earth rotates on its axis, causing day and night.
-
Hello Louise,
GOod strong lesson design, moving from the globe and torch model straight into the child led roleplay to demonstrate how light falls on them (Earth)
Nice touch naming actual countries in darkness while Ireland has daylight too, if it’s useful for extending that, timeanddate.com has a live day/night map showing exactly which parts of the world are lit up right now, could be a nice way to make the globe demonstration feel real and current: https://www.timeanddate.com/worldclock/sunearth.html
-
-
Activity set: The Planets
In my senior infant classroom I would use this activity set in the following way. I would use this lesson to make abstract scientific concepts more concrete by incorporating movement, discussion and hands-on activities. The introduction encourages children to connect their own lives to the wider world by thinking about where they live, progressing from their town and country to the planet Earth. The practical activities would be particularly effective in a Senior Infant classroom, as children at this age learn best through active participation. The Planet Game allows pupils to reinforce their knowledge of the eight planets while developing listening skills and following instructions. The Planet Dance also integrates mathematical language by practising positional vocabulary such as left, right, behind etc. which aids integrated learning.
I would differentiate the lesson by providing visual aids, picture cards and repeated modelling for children who need additional support, while encouraging more confident learners to recall the planets independently or place them in the correct order. Overall, this lesson promotes collaboration, communication and physical activity while fostering an early interest in space. It reflects a child-centred approach that is both enjoyable and developmentally appropriate for Senior Infant pupils.
-
-
I would choose the Activity Set: The Moon as I think it is a topic that naturally sparks curiosity among children. Many pupils already have questions about why the Moon changes shape or why it can sometimes be seen during the day. I would start by reading the story ‘Papa, please get the moon for me’ to engage the children and create curiosity about the moon.
I would encourage the children to observe and record the Moon over several weeks in a moon diary. This would encourage pupils to develop their observation skills while recognising patterns in the Moon’s appearance. I would use a torch and a ball to demonstrate how the Moon reflects sunlight and why we see different phases.
To support different learning styles, I would include opportunities for discussion, drawing, and digital learning, such as viewing images or short videos of the Moon.
I would get the children to create moon art by using chalk on black paper to draw the moon, and use cotton buds and paint to add craters. -
-
I chose the Activity Set: The Moon because it provides an engaging, hands-on way for children to understand why the Moon appears to change shape throughout the month. Rather than simply memorising the phases, pupils actively investigate and observe the patterns, helping them develop scientific inquiry skills alongside their understanding of astronomy.
As I currently have Second Class, I would adapt the activities to suit their age and level of understanding. I would begin by asking pupils what they already know about the Moon and encourage them to share their ideas. This would help me identify any misconceptions, such as the belief that Earth’s shadow causes the Moon’s phases. Using simple language and plenty of questioning, I would guide the class through the practical activity using a torch and a ball to represent the Sun and the Moon. This visual demonstration would help pupils understand that the Moon does not change shape but that we see different parts of it as it moves around the Earth.
To make the learning more meaningful, I would ask the children to keep a simple Moon observation diary for two to three weeks, drawing the Moon each evening if possible and discussing any patterns they notice in class. As Second Class pupils learn best through active participation, I would also include opportunities for them to work in pairs to recreate the Moon phases using biscuits or paper cut-outs. We could integrate art by creating Moon phase wheels and literacy by writing a few sentences about what they learned using appropriate scientific vocabulary.
I believe this activity would work very well with my Second Class because it is practical, visual, and encourages children to ask questions and make observations. It supports inquiry-based learning and helps pupils develop important scientific skills such as observing, predicting, recording, and communicating their findings. By actively participating in the investigation, the children are more likely to develop a lasting understanding of the Moon’s phases while enjoying the learning process.
-
Hello Linda,
Really sharp to flag that Earth’s shadow misconception upfront! it’s such a common one even among adults, so addressing it directly before the torch and ball demonstration is a great idea. You might find this NASA page useful for explaining the light reflection of the moon causing the shape we see: https://spaceplace.nasa.gov/moon-phases/en/
-
-
I chose one of the activities from Dr. Maeve Liston’s booklet of activities that explore the Sun.
I will be working with First Class in September so I have tried to pick an appropriate activity for that age range. I also think that the sun being visible throughout the school day and familiar to younger children makes it more engaging and a good starting point to explore further concepts about space, the moon, and the planets.Activity: Measure and Compare Temperature of Different Places at Different Times
Engage:
– watch a weather forecast
– discuss the need to know the temperature
– move outside and explore different areas both external and internal
– introduce the thermometerInvestigate:
– ask the children to find what they think is the warmest area
– then ask them to find the area that feels the coolest
– discuss the difference
– place a thermometer in each area for 5 minutes
– predict the outcome
– record the outcomeNext Step:
– discuss findings and compare the temperature outcomes
– questionReflection:
– repeat but throughout a given day to note temperature differences i.e. early as sun rises, midday, and as the sun sets.
– ask for similar sources of heat and extend-
-
Hi Elaine,
This a great practical for First Class. Predicting the areas that will be warmest and coolest and then letting them investigate is great inquiry based learning. You could place different materials outside (like metal, wood, and fabric) to see which heats up the most in the sun, or turn it around and ask the children how they might cool a hot area down, could they design a simple Shade? How do trees help with heat?
-
-
I chose the Sun and Shadows activity because it encourages children to learn through exploration and investigation rather than simply being told the answers. In my Junior Infants classroom, I would begin by asking the children what they already know about shadows and encourage them to make predictions about when shadows are longest or shortest. We would then go outside at different times of the day to observe and compare our shadows, using chalk to trace them on the yard. The children could discuss what they notice, measure their shadows using cubes or footsteps, and record their observations through drawings and photographs.
This activity supports the Curious Minds ESERO inquiry framework by promoting questioning, predicting, observing, measuring, recording, and communicating findings. It also develops important science skills while integrating oral language, mathematics, and physical activity. I would encourage children to work collaboratively, compare their results, and reflect on why their shadows changed throughout the day. Taking photographs of the traced shadows would provide a valuable digital record to revisit in class and would encourage further discussion and reflection. I think this hands-on, play-based approach would foster curiosity -
-
Thee activity that I would use with my class is the ‘Journey Through the Solar System’ activity. I would begin by completing a KWL chart with the class to assess their prior knowledge. The next step would be introducing them to the planet songs. I think this would be a lovely activity to share with the parents for homework as well. However, my favourite aspect of this lesson is how hands on it is with the hoola hoops. This really brings the learning to life. To extend the lesson, I would have a child call out the words for the planet game. Following on from that, to consolidate their learning, I would have my class perform the planet song either at assesmbly or team up with an older class to play the games. I also like that this lesson has connections with the new maths curriculum, using the oral language and mathematical language of spatial awareness.
-
Hello Marcella,
The planet game is very popular! Other variations could be getting the children to form a human orrey! Here is an explanation: https://www.youtube.com/watch?v=0dsVcBF-AE8
You could simplify it down for younger children to involve fewer planets and focus on some planets having small orbits and going fast, and others having large orbits and going slow
-
-
Activity set: The Planets
The activity I would use most confidently in my classroom is The Planet Song. It is a simple and engaging way to introduce children to the planets while also building vocabulary, sequencing, and oral language skills.
I would begin by singing the song with the class and using visuals of the planets so that the children can match each name to the correct planet. After this, I would ask the children to order the planets and discuss any patterns they notice, such as the difference between the inner and outer planets. This activity would support active learning because children are listening, moving, repeating, and responding in a fun and memorable way. I would also link it to literacy by encouraging pupils to create their own caption or fact card for one planet. The song could be revisited over several lessons to reinforce learning and build confidence. It would be especially effective in junior classes because it makes space learning concrete, interactive, and enjoyable. -
-
Activity Set: The Planets
I could use this activity with my 2nd Class to help the children learn about the planets in a fun and simple way. I’d start by asking them if they have any prior knowledge and to use a mind map to write down what they already know, they could then build on this map as the weeks progress and they’ve gained a better understanding.
I could begin by showing pictures of the planets and asking the children what they notice about them, such as their colours, sizes and shapes.
Next, I could teach the children a song about the planets to help them remember their names and the order they are in. Singing the song together a few times would make it fun and help the children remember the information. Could even encourage some movements to make it more enjoyable and it also creates a great opportunity for some movement breaks.
The children could then work in small groups to put pictures of the planets in the correct order from the Sun. This would encourage them to talk, share ideas and work together.
To finish, I could get them to make a project at home or in school that would be displayed on our corridor.
-
I love your lesson idea on the planets. Using photographs to explore and observe the planets is a lovely way for children to get a sense of what the planets look like. I think that you can avail of some high definition images and virtual planets on online platforms via the BlackRock castle observatory but I’m not 100% sure.
-
-
I would do a lesson on the sun and shadows. I would use a prompt like a story “My shadow” first and have discussions around the story and what shadows are. Another good book is Can’t you sleep little bear but it focuses more on light sources and the moon but it could also be a good conversation starter to discuss the sun as a light sourse and shadows. We would explore ideas and see what the children know. We would then go outside on a shadow hunt. This would lead to a lesson on shadows using torches and different objects in the classroom and what the shadow looks like. Children will be able to explore what happens when the light source moves closer to the object and further away and feedback to the class after what they discovered.
-
I really like how you’ve linked the lesson to children’s literature before beginning the investigation. Using stories is a great way to spark curiosity and encourage discussion. The shadow hunt outdoors is a fantastic hands-on activity, and I like how you follow it up with torch investigations in the classroom. It gives the children opportunities to make predictions, test their ideas and share their discoveries, which are all key elements of inquiry-based learning.
-
-
Senior Infant enquiry-based activity: Where Does Bear’s Shadow Go?
The children will:
- discuss differences between day and night, light and shade
- explore how shadows are formed
- investigate how changing the position of a light source changes the size and position of a shadow
- predict, observe and communicate their findings using appropriate scientific vocabulary.
ENGAGE
The Trigger: I would begin by reading Moonbear’s Shadow by Frank Asch. Throughout the story, I would encourage the children to find Bear’s shadow and the Sun in each picture and discuss what they notice. We would talk about how Bear tries to escape his shadow and why it always follows him.
Wondering: I would ask question like:
- Why does Bear have a shadow?
- What do we need to make a shadow?
- Does your shadow always stay the same?
- What happens to your shadow during the day?
Exploring: Children would explore using a toy bear, a flashlight (representing the Sun) and a small tree. They can freely experiment by shining the light from different directions and observing the shadows before beginning the investigation.
INVESTIGATE
Starter Question: How can we change Bear’s shadow?
Predicting: Children predict what will happen when the flashlight is moved higher, lower or to a different side of Bear.
Conducting the Investigation: Working in small groups, children use a toy bear and a flashlight to investigate how shadows change. They move the flashlight to represent the Sun at different times of the day and use challenge cards to encourage exploration, for example:
- Can you make Bear’s shadow long?
- Can you make it short?
- Can you make the shadow appear in front of Bear?
Children observe how moving the light changes the shadow’s size, shape and position. They record their findings using simple drawings or picture recording sheets.
Sharing: Interpreting Results: Groups compare their observations and discuss what they discovered. Together we conclude that a shadow is formed when an object blocks light and that changing the position of the light changes the shadow. We reinforce the vocabulary like: light, shadow, shade, day, night, long, short, position, high and low.
NEXT STEP
Applying Learning: Children use chalk outdoors to trace a partner’s shadow in the morning and again later in the day. They discuss where the sun is each time they are tracing their partners shadow and compare how the shadow has changed and discuss why this happened.
Making Connections: Children identify shadows they see in everyday life, such as their own shadow on the playground, shadows from trees and buildings, or shadows made by objects indoors using lamps or torches. We discuss why shadows are easier to see on sunny days than at night.
Thoughtful Actions: Children reflect on why light is important in our everyday lives and identify ways to stay safe around strong light sources, such as never looking directly at the Sun and using shade or hats to protect themselves on bright days.
Maths link: Children compare the lengths of Bear’s shadow at different times of the “day” (morning, midday and evening). Using cubes or linking blocks, they measure each shadow and record the results. Together, the class creates a simple pictogram or bar chart to compare which shadow was the longest and which was the shortest. As a class, they could also measure one or two of the children’s shadows from the chalk activity outside each time and compare these
Considerations for Inclusion: Provide children with visual supports, picture vocabulary cards (light, shadow, day, night, shade) and opportunities to work in mixed-ability pairs. Model each stage of the investigation and provide adult support where required. All children can participate by holding the flashlight, moving Bear, recording observations or sharing ideas verbally.
-
I liked the Earth Mosaics activity because it’s a simple way to help children understand a big idea. I’d start by showing the children a globe and asking questions like, “Why don’t people in Australia fall off the Earth?” I think that would get a good discussion going before we even started the activity.
I’d then give each child an Earth mosaic template to decorate. They could draw houses, trees or mountains above the ground and then rocks, roots or the seabed underneath. I’d also let the children decide whether their part of the planet was during the day or at night, or even choose a different season to draw. Once everyone had finished, we’d place all of the pieces together in a circle to create one large collaborative picture of the planet, leaving the centre empty. I think this is the best part of the activity because the children can see that everyone’s picture is facing a different direction, but each one is still the right way up from that part of the planet.
Afterwards, we’d chat about what we noticed and why nobody falls off the planet. It would be a nice way to introduce gravity by explaining that gravity pulls everything towards the centre of the Earth. I think the children would have a much better understanding because they’ve explored the idea for themselves instead of me just telling them the answer.
I also like that the activity links with other areas of the curriculum. It ties in with Art as the children create their own section of the collaborative mosaic and develops oral language through discussion and questioning. It would link well with Geography by looking at different places on the globe, such as Ireland, Australia or Antarctica, and talking about how people are all standing on different parts of the same planet. The children’s drawings could also lead into conversations about day and night or why it can be different seasons in different parts of the world. I think it’s a simple activity, but one the children would remember.
-
Hi Ciara,
Wonderful lesson plan, i love the links between art and science too! You can go on to experiments with dropping objects to demonstrate gravity. Resources from Nasa for children for Gravity: https://spaceplace.nasa.gov/search/gravity/
-
-
I love the use of song in this lesson. I didnt know the planet song but find music and rhymes so important and helpful in the junior classes
-
-
Hi everyone,
I chose the Activity Set: The Sun and Shadows because it is a very practical and engaging way to introduce young children to scientific inquiry. In my Junior Infants classroom, I would begin by asking the children what they already know about shadows and encourage them to make predictions about when shadows are long, short or disappear. This would allow them to share their ideas and develop their curiosity before starting the investigation.
We would explore outdoors on a sunny day, observing our own shadows and those of playground equipment. The children would work in pairs to trace each other’s shadows with chalk at different times during the day. We would return later to compare the outlines and discuss what had changed. I would encourage the children to ask questions, describe what they noticed and suggest reasons for the changes.
As a teacher in a DEIS 1 school, I find that active, hands-on learning gives every child the opportunity to participate, regardless of their literacy or language abilities. This activity also supports oral language development as children explain their observations using their own words. We could extend the learning by reading a story about day and night, drawing pictures of our investigation and creating a simple class display showing how our shadows changed throughout the day.
This inquiry-based activity develops observation, prediction and communication skills while making science enjoyable and meaningful. It encourages children to explore the world around them, ask questions and discover answers through first-hand experiences, which is an approach I aim to use regularly in my classroom.
-
-
Hi Eleanor,
I think hands-on activities are a fantastic approach, especially if they work well with your group. If the weather doesn’t allow for outdoor shadow investigations, torches, paper and a few classroom objects can work just as well indoors. You could challenge the children to make the longest shadow possible and then ask them to share how they achieved it. This gives them a chance to explore and discover for themselves how changing the position of the light or the object affects the shadow. It keeps the activity active, engaging and accessible while introducing some great science concepts.
-
-
The activity set I have chosen is The Sun and Shadows. I have picked this because the sun is the source of all life on Earth. It is also so visible and part of daily life and therefore the children should have a deeper understanding of it. I would use the activity set over the course of a month to explore a different lesson each week. This time will ensure learning is consolidated and retained.
Infants Level
Week 1 / Activity 1 – The Day and Night Sky,
Learning Objectives
By the end of the module, the children will:
• Describe the sky during the day.
• Describe the sky at night.
• What is the difference between day and night?
• Clarify that we cannot see the stars by daytime due to the brightness of the light from the Sun but they are still there.Week 2 / Activity 2 – The Sun in the Sky
Learning Objectives
By the end of the module, the children will:
• Understant why is it darker on a cloudy day
• That the Sun gives us light and heat.
• If we had no sun we would have no life on earthWeek 3 / Activity 3 – Shadows in the School Yard
Learning Objectives
By the end of the module, the children will:
• Understand that shadows are the absence of lightWeek 4 / Activity 4 – Comparing shapes of the Earth, Moon and Sun
Week 4 / Activity 5 – Making Models of the Sun, Moon and Earth using Marla
Learning Objectives
By the end of the module, the children will:
• Understand that all 3 are spherical
• Understand that the sun is bigger than Earth and Earth is bigger than the moon.
• Be able to describe the Sun Moon and Earth by referring to size, shape and coloursSome nice books and videos suggested included:
The Sun Is My Favorite Star by Frank Asch
Sesame Street – My Furry Little Shadow
What Makes a Shadow? by Clyde Robert Bulla -
-
Activity Set: Investigating How Light Affects Shadows
Class: Fourth Class
Strand: Energy and Forces- Light
I would begin the lesson by asking the class what they already know about light and shadows. We would discuss different sources of natural and artificial light and talk about why shadows change throughout the day. I would ask the pupils to predict what factors might affect the size and direction of a shadow.The pupils would work in small groups with a torch, a ruler, a range of objects, and a large sheet of paper. Each group would investigate how changing the distance and angle of the torch affects the shadow. They would measure the length of the shadow, record their results in a table, and identify any patterns they notice. I would encourage them to explain their findings using scientific vocabulary such as light source, opaque, shadow, angle, and distance.
If weather permits, we would continue the investigation outdoors by measuring the length of our shadows at different times during the school day. The pupils would compare their measurements and discuss why the shadows changed as the sun moved across the sky.
To finish, each group would present their results and explain what they discovered. As a class, we would conclude that shadows are formed when an opaque object blocks light and that the position of the light source affects both the size and direction of the shadow.-
I like this idea, especially taking the children outside to measure their own shadows. I think that’s something they would really enjoy and remember. It’s a great way to let them see for themselves how shadows change during the day, and I like how you’ve encouraged plenty of discussion and prediction throughout the lesson.
-
-
Activity Set: The Planets
I chose this as it encourages students to learn through exploration and investigation rather than simply memorising facts. I would begin by asking students what they already know about the planets and what questions they have. Working in small groups, they could research a chosen planet and create a poster to share their findings with the class.
This activity supports inquiry-based learning by allowing students to ask questions, gather information, and use evidence to explain their ideas. It also develops important skills such as teamwork, communication, and critical thinking. I would encourage students to compare the planets and discuss why each one is unique, helping them make connections across the topic.
To extend the activity, students could create a scale model of the solar system or use digital tools to explore the planets in more detail. I believe this approach would make learning about space engaging, meaningful, and memorable while encouraging curiosity about science and the world beyond Earth.
-
I would use the Activity Set: The Moon with my Junior or Senior Infant class because it provides excellent opportunities for children to explore, observe and ask questions. I would begin by showing photographs of the Moon taken on different nights and encourage the children to describe what they notice. They could make predictions about why the Moon appears to change shape before carrying out simple investigations using a torch and balls to represent the Sun, Earth and Moon.
The activity would encourage children to think like scientists by making observations, asking questions and testing their ideas. I would integrate the lesson with oral language by encouraging children to explain their thinking to a partner and to the class. We could also link it with art by creating Moon phase pictures and with literacy by reading a story related to space.
I believe this inquiry-based approach would make the lesson memorable because the children would be actively involved in discovering concepts for themselves rather than simply being told the answers. It would also help develop curiosity, communication skills and confidence while fostering a lifelong interest in science and space.
-
Activity set: The Spherical Earth
I loved the mosaic template and would like to use this with my class. I think it would be a great collaborative activity for the class and would make a great display at the end of the lesson to show what we have learnt. Following the activity presented in the module, I would role-play with animals and people ask how they don’t fall off the earth when they are opposite ends e.g. people from Australia and people from Ireland, polar bears and penguins. After a discussion about this, we would move onto the mosaic template in pairs. I love how this could also be incorporated into learning about the structure of the earth for a slightly older class. You could discuss the crust, mantle and core of the earth while creating the mosaics. When the children have finished their mosaics, I would get them to stand in a circle so we can see our earth mosaic as a whole class to help them understand the spherical earth. -
-
I would choose the activity set The Moon as I think it is particularly engaging for Senior Infants and encourages children to become curious about the world around them. Young children are naturally fascinated by the Moon, making it an ideal topic for inquiry-based learning.
I would begin by asking the children what they already know about the Moon and encouraging them to ask their own questions, such as “Why does the Moon change shape?” or “Can we see the Moon during the day?” We would record their ideas before observing the Moon over several weeks. Children could draw what they see in a simple Moon diary and compare their observations over time. This would help them recognise patterns while developing their observation and prediction skills.
To extend the learning, we would read stories about the Moon, create Moon artwork using different materials and use biscuits or playdough to model the different Moon phases. Digital resources, photographs and short videos would further support children’s understanding in an engaging way.
This activity integrates well across the curriculum by developing scientific inquiry, oral language, art and early mathematical skills through sequencing and recognising patterns. It also supports our school’s Digital Learning Plan by encouraging the purposeful use of technology to observe, record and discuss learning. Most importantly, it promotes curiosity and allows children to investigate scientific ideas through hands-on exploration, making learning memorable and enjoyable. -
-
The activity I chose to reflect on using in the classroom is The Planets and Planet Song activity set. As a Junior Infant teacher, this is something that I have experience in teaching as an engaging and interactive way to introduce children to the Solar System. I would begin the lesson by asking the children what they already know about space and the planets to build on their prior knowledge. We would then listen to and learn the Planet Song together. Music is an excellent way to support young children’s memory, and I believe the song would help them remember the names and order of the planets in a fun and meaningful way. Repetition during transitions and break times is a great way to learn songs.</p>
<p class=”isSelectedEnd”>Following the song, I would use pictures, models and simple facts about each planet to encourage discussion and develop scientific vocabulary. As an extension activity, the children could work in small groups to create colourful planet posters or make their own planets using paper plates, paint or clay. We could also create a classroom display of the Solar System, allowing children to revisit their learning throughout the topic.</p>
This activity supports inquiry-based learning by encouraging children to ask questions, explore new ideas and make connections between what they hear in the song and what they learn during class discussions. It also integrates Science with Music, Art and Oral Language, making the learning experience enjoyable and accessible for all children. I feel this activity would foster curiosity about space while developing communication, creativity and collaboration skills in an age-appropriate way. Overall, I believe the Planet Song is an effective starting point for introducing astronomy and inspiring children’s interest in the wider universe. -
The activity I chose to reflect on using in the classroom is The Planets and Planet Song activity set. As a Junior Infant teacher, this is something that I have experience in teaching as an engaging and interactive way to introduce children to the Solar System. I would begin the lesson by asking the children what they already know about space and the planets to build on their prior knowledge. We would then listen to and learn the Planet Song together. Music is an excellent way to support young children’s memory, and I believe the song would help them remember the names and order of the planets in a fun and meaningful way. Repetition during transitions and break times is a great way to learn songs.
Following the song, I would use pictures, models and simple facts about each planet to encourage discussion and develop scientific vocabulary. As an extension activity, the children could work in small groups to create colourful planet posters or make their own planets using paper plates, paint or clay. We could also create a classroom display of the Solar System, allowing children to revisit their learning throughout the topic.</p>
This activity supports inquiry-based learning by encouraging children to ask questions, explore new ideas and make connections between what they hear in the song and what they learn during class discussions. It also integrates Science with Music, Art and Oral Language, making the learning experience enjoyable and accessible for all children. I feel this activity would foster curiosity about space while developing communication, creativity and collaboration skills in an age-appropriate way. Overall, I believe the Planet Song is an effective starting point for introducing astronomy and inspiring children’s interest in the wider universe. -
The “What Does the Moon Look Like?” activity is my choice because it inspires kids to become inquisitive observers of their surroundings. I would start by asking the students about their prior knowledge of the moon and when they had seen it in the sky. After that, I would advise the kids to spend several evenings at home observing the moon and sketching what they see. When we returned to the classroom, we would compare our drawings, talk about the various forms we saw, and introduce basic terms like crescent, full moon, and shadow. To make sure every child could take part and share their findings, I would use visual aids, pictures, and sentence starters. I appreciate how this exercise connects science, art, and reading while fostering communication and observation abilities. Additionally, it helps kids understand that science is about making observations, posing questions, and gaining knowledge from their surroundings.
-
Module 2
Activity Set: The Planets
Junior Infants – as part of Space Theme/Earth Week
This activity would be a few lessons into ‘Space’ having first looked at the Sun and Moon. Now it is time to investigate Planets.
Show a picture or present globe of Planet Earth.
I wonder what this is?
Can children identify Planet Earth?
What is a Planet? Can they name any other planets? Where are they? What do they look like? Can we see them? Lets look out the window. Do they look like Planet Earth? Why/Why Not?
Lets look/listen to a song about the Planets: 8 Planets of the Solar System Song by KLT https://www.youtube.com/watch?v=mQrlgH97v94
What did you notice about the planets in the video, can you name any etc Which is your favourite? Why? Can we live on other planets? Why/Why not?
Children create our own solar systems. Using Large paper plates, paint them black and cut out and colour planet templates, use star stickers, glitter and design their own solar sytems. Show and Tell at the end allowing children discuss what they created and allows for assessment of new space related vocabulary.
An extension/additional activity (we did this in yard) using chalk draw a large sun (big enough for a child to stand on) and then a ring around it with Mercury as a circle on the ring. Continue with outer rings in different colour chalk with a circle on each ring representing the planets. Nominate children to stand in the planet circles and when prompted get them all to walk around their chalk ring demonstrating how the planets rotate around the sun. Further questions on who had the shortest/longest distance to travel, why?
This integrates well for Junior Infants covering Art, Music, Drama, Maths, Science, Geography and PE.
-
I really like the idea of taking the lesson outside to create the solar system with chalk. I think the children would really enjoy becoming the planets and it would make it much easier for them to understand how the planets move around the Sun. The art activity beforehand is also a lovely way to reinforce their learning, and I like how you’ve linked the lesson across so many areas of the curriculum. It sounds like a really engaging and memorable way to teach the topic.
-
-
Hello Niamh,
Wonderful lesson plan, I particularly like your extension with the orbits. There is a very good resource for this idea here: https://www.youtube.com/watch?v=0dsVcBF-AE8
You can simplify the idea down though for your age group to the planets closer to the sun go fast and have smaller orbits around the sun, and the planets further away have larger orbits and slowly move around the sun.
-
-
Learning about the Sun provides an engaging and meaningful way to develop children’s understanding of light and heat while encouraging curiosity about the world around them. In my classroom, I would begin by exploring the Sun as our main natural source of light and heat and compare it with other sources such as lamps, candles and fires. We would discuss how these sources help us in everyday life and emphasise the importance of staying safe around heat. To support learning, I would use a short BBC Bitesize video to explain why we have day and night and how the Earth rotates. Children would then create a mixed-media art activity by painting a bright Sun and contrasting it with a night sky using black paper, stars and the Moon. This activity would reinforce the differences between day and night while encouraging creativity. Through discussion, digital resources and hands-on learning, children would recognise that light comes from different sources and develop an understanding of different types of heat energy.
-
Hi Orla, I like the idea of comparing different light sources as this makes the lesson more relatable for children, it helps them make connections between a new concept and what they already understand about light and where it comes from. I also like the art idea, I think being creative is a great way for children to display their understanding in a fun and enjoyable way and reinforce what they are learning!
-
-
Activity: Spherical Earth Activity
I would choose the Spherical Earth activity because I think it would really help young children understand that the Earth is round in a fun and practical way. I know that many children think of the Earth as being flat because that’s how they usually see the ground around them. This activity gives them the chance to explore this idea for themselves instead of just being told that the Earth is a sphere. The module suggests using a globe, role play with a penguin and polar bear, and creating an Earth mosaic to help children think differently about “up” and “down.”
I would begin by showing the children a globe and introducing a toy penguin and a toy polar bear. I would ask them why they think the animals don’t fall off the Earth and encourage them to share their own ideas. I think this would create lots of interesting discussion because children often have very imaginative answers.
Next, each child would decorate an Earth mosaic template by drawing a landscape above the line and what might be underneath the ground below the line. Once everyone had finished, we would place all the pieces together on the floor to make one large circular Earth. I think this would be a lovely visual way for the children to see that people and animals can live all around the Earth and that there isn’t really an “up” or “down” in space.
As a SET teacher, I like that this activity is very hands-on and can easily be adapted. Children who find writing difficult can still fully participate through drawing, talking and working with their classmates. I would use plenty of visual supports, a globe and simple questioning to help everyone understand the concept. The role play would also make the lesson more engaging for children who learn best through active participation.
I also like how this activity links with other areas of the curriculum. It develops Oral Language through discussion, Visual Arts through creating the Earth mosaics, SPHE by talking about people living in different parts of the world, and Geography by introducing the idea of our planet. Overall, I think this is a really enjoyable activity that encourages children to ask questions, think differently and develop a better understanding of the world around them in a way that is meaningful and memorable.
-
-
Sabrina, I love all the opportunities for inclusion in this lesson. Sometimes we focus too much on a written activity in a workbook in the conclusion of a lesson but by focusing on group work, oral language, art and music we see that all children have the chance to be included and have a voice. Thank you for the reminder!
-
-
-
Activity: The Moon
Describe how the moon as a theme promotes young children’s understanding of a wide range of astronomy and space concepts.
I would choose The Moon because all the children are curious about astronomy and space concepts.I would start the lesson by reading the story book: A Giant Night Light. Circle lesson quiz, questions, answers, true or false.
Does the moon shine?
Have you ever wondered if the moon is a giant lamp?
Shapes concepts: Why does the moon look different every night?
Shown the pupil different amounts of the side lit by the sun. Shown the moon phases.
Discussion, prompt, quiz
Let the pupils discuss with their partners, and then engage and interact with the lesson with quizzes, slides, and audio.
-
<p style=”font-weight: 400;”><span style=”text-decoration: underline;”>Activity Set: The Moon (First Class)</span></p>
<p style=”font-weight: 400;”>I would begin by showing the children a series of photographs of the Moon (NASA) and inviting them to share what they notice and what they wonder. I would encourage every idea, recording their questions on a ‘Moon Wonderings’ chart reinforcing the idea that scientists begin by asking questions. (Special mention would have to go to the Man in the Moon and I would weave in the song ‘I See the Moon’ at some point.)</p>
<p style=”font-weight: 400;”>I would explain that we’re going to investigate one of their wonderings by exploring how craters are formed (rocks from space crashing onto the moon’s surface). Working in small groups, I would provide trays of flour dusted with cocoa powder and get the children to drop different objects from the same height (fair test). I would encourage them to observe carefully, compare the craters and measure them using cubes or another non-standard unit of measurement.</p>
<p style=”font-weight: 400;”>Throughout the investigation, I would ask open-ended questions such as, “What do you notice?”, “Why do you think that happened?” and “What are you wondering now?”.</p>
<p style=”font-weight: 400;”>I would finish by allowing the children to share their discoveries and revisit our Moon Wonderings chart. I would encourage the children to reflect on what they learned, which questions they answered, and what they would like to investigate next, reminding them that science begins with curiosity and continues through exploration.</p> -
Activity: The Moon
Describe how the moon as a theme promotes young children’s understanding of a wide range of astronomy and space concepts.
I would choose The Moon because all the children are curious about astronomy and space concepts.I would start the lesson by reading the story book: A Giant Night Light and watching the story on YouTube as well, a circle lesson quiz, questions, answers, true or false. Keep the pupils’ interest to learn about the fascinating moon and its phases
Does the moon shine?
Have you ever wondered if the moon is a giant lamp?
Shapes concepts: Why does the moon look different every night?
Shown the pupil’s different amount of the side lit by the sun. Shown the moon phases.
Discussion, prompet, quizz, link this lesson with all the subjects .
Let the Pupil’s discuss with their partners and them engage, interact yhe kesson with quizz, slides,audio. -
If I were using the Planets activity set in my S.I. classroom, I would begin by reading a book like ‘Whatever Next!’ by Jill Murphy about a Bear travelling to the moon. I think this story is a wonderful way to spark children’s curiosity about space as it gets them to imagine what it would be like to travel beyond Earth. Instead of just introducing planets facts, I would use the story as a stimulus for discussion, encouraging the children to share their own ideas and wonderings. I could ask questions such as, “What do you think Baby Bear would see if he travelled deeper into space?”, “Do you think there are other places besides the Moon in space?” and “What do we know about those places?” I want to encourage natural curiosity and guide their investigations not just give information.
To build on this interest I could then introduce the planets song provided; Family of The Sun. This would help the children hear the names of the planets in a fun and memorable way. I could use the song as part of the exploration stage of the lesson, asking questions such as, “Which planet names did you hear?” and “Which planet is closest to the Sun?” The children could sing along, dance and use actions to show the planets orbiting the Sun.
I liked the practical activities in this lesson, especially using hoops to represent the planets and allowing the children to become the planets themselves. I think this would help Senior Infants to develop a much deeper understanding of how the planets move around the Sun. You could take this activity outdoors reinforcing the concept through movement and play. Throughout the lesson I would continue to ask open-ended questions to encourage children to make predictions, discuss their thinking and learn from one another. I could extend the learning through art by creating solar systems and through drama by pretending to be astronauts visiting different planets. Overall, I feel this activity reflects the type of playful, integrated and child-centred learning environment I strive to create in my classroom. It nurtures curiosity, collaboration and communication while making a complex scientific concept accessible and enjoyable for young children.-
Hi Grace,
Using baby bear as an anchor point for the childrens understanding of the conditions of other planets is a great idea. Especially when you begin to talk about proximity to the sun and how that might effect temperature. What could baby bear wear on the colder planets to keep warm? Which is the best planet?
-
-
To teach children in a special class about craters and the phases of the moon, I would use the “The Moon” activity set in a highly visual and hands-on way. I would begin by showing simple pictures and short videos of the moon to introduce the concepts of craters and changing moon shapes. I would add the new vocabulary to the children’s communication devices. I would also like to incorporate a simple song about the moon. Using sensory materials, such as flour and cocoa powder, the children could create their own “moon surface” and drop small objects to form craters, helping them understand how impacts create these features.
For moon phases, I would use physical models like foam balls and a light source to demonstrate how the moon appears to change shape. I would also provide visual supports and symbols, and upload key vocabulary to communication devices to support understanding. Repetition, guided exploration, and sensory experiences would ensure that all children can engage meaningfully and develop curiosity about space.
-
Activity Set: The Planets
I would use the Planets game as an introduction to the lesson. This would get the children active and involved straight away. As they land on each planet, I would ask them to say the planet’s name aloud or repeat a simple planet rhyme to help them practise and remember the order of the planets.
I think using a song, movement and repetition would be helpful for children who learn in different ways. We could also make up actions for each planet, for example pretending to shiver on Neptune or showing how large Jupiter is with our arms.To extend the lesson, I would show the children clear pictures of the planets and ask them to look closely at their colours, patterns and sizes. They could then create their own planets using playdough, paint, chalk or drawing materials. The children could also work together to place the planets in the correct order from the Sun.
Children often already have a great interest in space and may know some unusual facts about the planets. I would give them time to share these facts with the class. I could finish the lesson with a quick blooket quiz, anograms,etc where each child names one planet.
-
-
I agree with you that space as a topic seems to have a natural appeal to young children. I feel like it prompts all sorts of discussions and speculation about what it would be like to be on another planet. I like the way the warm-up to your lesson involves a bit of movement as well as repetition to help consolidate the names of the planet.
I also feel like children could spend so much time just looking at the images of the planets and be fascinated by the patterns and colours. It could be the basis of a whole art lesson in itself.
-
-
Activity Set: The Moon
I would love to explore the Man in the Moon lesson with my Junior Infants. We would start off by looking at a circular piece of paper, a semi-circular piece of paper and a polystyrene sphere. Which one is most like the moon? We’ll have a chat about this and discuss their opinions.
I will then allow the children to make their own moon using the materials provided: circular/semi-circular pieces of paper, spheres, scissors, glue, colours. Once they have made their own, we will chat about how we see the moon. I will emphasise that the moon is a sphere, like a ball.
We will then learn the Man in the Moon rhyme and have a chat about it. I will read the story The Man in the Moon by Steve Ellis. We will look at a picture of the moon on the interactive whiteboard and chat about any shapes or shadows that we can see. I will explain that some places on the moon are lighter or darker and that’s why we can see shapes or ‘people’. I will emphasise that there are no people on the moon and that the rhyme and story are just for fun.
-
I really like this idea for Junior Infants. I think the children would really enjoy creating their own moon and having the opportunity to explore different materials. I especially like starting with the different shapes and asking the children which one they think looks most like the Moon, as it encourages them to share their ideas and make predictions. The Man in the Moon rhyme and story are lovely ways to build on their imagination while also helping them understand that the Moon is a sphere and that the shapes we see are caused by light and shadows. I think my class would really enjoy this hands-on and discussion-based activity.
-
-
Firstly, I really enjoyed the idea of the polar bear and penguin role play. We do Polar Regions as a theme during Integrated Learning through Play. We do a lot about ‘Why polar bears don’t eat penguins?’ when starting off. I like that this year, we can take it a step further and it will be a lovely precursor to the theme of Space Travel Agent.
The main activity that I will look at today is the moon. Often I focus more on the Moon Landing so with the activities in this set, I will be able to develop it further.
The Trigger
Video of moon landing.Wondering & Exploring:
What is happening? Where are they? How did they get there? Why do you think they went there? What does the ground look like?
Show pictures of the moon. What can you see now? What does the ground look like now? Explain the word ‘crater’. Do all of the craters look the same? How do you think these craters were formed? Why are some craters smaller/bigger than others? Discuss what might have hit the moon to create the craters.Starter Question & Predicting:
What happens when moving objects hit the surface of the moon?Conducting the Investigation:
Explain that we are going to use basins of sand, flour and rice to pretend to be the surface of the moon and we are going to drop objects on them to make our own craters. Discuss what objects would be best and why? Initially focus on spherical shaped objects. For further development, examine what happens when they’re not spherical.Divide children into groups of 4/5 and give each group a choice of which ‘surface’ they are going to use. Ensure that at least one of each ‘surfaces’ is used. Using various sizes of spherical objects suggested, the children will drop these balls one at a time into each box and observe what happens to the sand/rice/flour.
Interpreting Data/Results:
Examine and discuss what happened to the ‘surfaces’ after a objects were dropped? What is the same about the craters? What is different about the craters? How was the biggest one made? What about the smallest one? Why were they different? Which ‘surface’ made shapes most like the moon? Why do you think this is? What happens if we use objects that aren’t spherical?Applying Learning, Making Connections & Thoughtful Actions:
Based on what they have discussed, children continue to make their own surface of the moon, similar to the Meet Our Neighbours: Moon activity. Depending on the class, this activity could be done in pairs or small groups to encourage further peer discussion about the surface and how to represent it best/ Show and tell their moon to the classReflection:
Through higher order questioning, teacher observation and the creation of their moons, along with the group work, the teacher will assess the children’s development of the concept. To further encourage more questioning in relation to the moon, the children will watch Paxi & Our Moon -
-
I would be most likely to use the ‘What Does the Moon Look Like?’ activity. What appealed to me most was its simplicity. Children don’t need lots of equipment or prior knowledge…they simply observe, notice changes over time and talk about what they see. I think that sense of curiosity is a great starting point for learning.
In my own setting, I work mainly with small groups, and I could see this activity leading to lots of discussion. Many of the children I teach already have their own experiences and traditions connected with observing the Moon, so it would provide a lovely opportunity for them to share what they know while also learning from one another. I like activities that allow every child to contribute in their own way, regardless of their starting point.
I would adapt the recording of observations to suit the pupils I work with. Some children might draw what they see, while others could use photographs, simple labels or talk through their observations. The emphasis would be on noticing, describing and comparing rather than producing lots of written work.
What I particularly liked about this activity was that it could naturally lead into conversations about science, language, art and different cultural perspectives, helping children realise that the night sky is something we all share. It reminded me that some of the best learning comes from slowing down, observing carefully and giving children the opportunity to ask questions and make connections with their own lives.
-
Meet our neighbours: the Moon
I think this is a great activity, particularly for junior classes. The moon is a really great topic for study – its appearance changes dramatically over the course of the month, it is our closest celestial neighbour and it is also clearly visible even during the day time at many times of the year. The moon can be a fascinating topic for children as well, whose natural curiosity leads them to wonder about it as a place. The topic can be introduced with lots of stories, poetry, songs and mythology based around the moon. The activity in question is great for junior classes as it has a really tactile element to it: recreating the physical geography of the moon by creating a template with different textures of cloth for the high ground and low-lying valleys of the lunar surface. The sensory nature of the activity is really engaging for younger children and it leads them into a really interesting concept – considering the moon as a real physical place with its own geography. A really nice resource to extend their understanding of this topic would be to show video and photographs of the lunar surface.
-
Hi Patrick,
Thanks for sharing your lesson. There is alot to be done with the moon across the curricular! Our technology has come a long way and we have lots of high resolution photos of the surfaces of the moon and other planets now!
Here is a resource that lets you explore the moon on a 3d level with data collected from NASA: <span class=”TextRun Underlined SCXW185928571 BCX0″ lang=”EN-US” xml:lang=”EN-US” data-contrast=”none”><span class=”NormalTextRun SCXW185928571 BCX0″ data-ccp-charstyle=”Hyperlink”>LROC QuickMap</span></span>
-
-
<p style=”text-align: left;”>I would choose to use the activity set “The moon”.
I would start with a prompt question “what can you see in the sky ”
The children could list many things eg birds, clouds, planes, sun . We would narrow the discussion to what is in the sky at night. Moon, stars, planets, planes. Can you see the sun at night? Can you see the moon during the day? What does the moon look like? Show children a paper plate, a paper plate cut in half, a ball. They choose which one the moon resembles. This can lead us to a discussion of how the moon looks different at different times and to how it is actually spherical and reflecting sunlight.
From here i would use the draw the moon over 4 weeks activity.
During those weeks I would read some moon related stories. Happy birthday Moon by Frank Asch, cant you sleep little bear by Martin Waddell and whatever Next by Jill Murphy.
As a follow up to the discussion of moon phases outlined in this module I would read two stories which illustrate those phases and are appropriate for infants Moonbear by Frank Asch and Papa please get the moon for me by Eric Carle.</p>
I would also use the moon phases dance. It seems like a great phone activity and a lovely way to incorporate some movement into my moomoon related lessons.For art I would do a simple painting activity with flour mixed into white paint. The children paint a moon shape and then press circular objects like lids etc in to the thick paint to make e craters.
-
-
Hi Fiona,
Great lesson plan. I particularly like your idea of showing them the plate, half plate and ball. They might all have different ideas of the shape of the moon from their own observations or from media. So this is a great way to introduce the idea of it changing shape.
I also think your flour and paint idea is a great way for them to make craters and emulate the bumpiness of the moon. Thanks for sharing your ideas!
-
-
Junior infant lesson on the Planets.
Key learning objectives:
Know that planets are in Space
Recognise the Earth is a planet in which we live
Name few planets-Mars, Jupiter , Earth
Describe planets using simple words like big, small, hot, cold etcIntroduction:
Have you looked at stars at night?
Show a picture of Earth, where do we live?
Explain that Earth we live in is a planet. There are 8 planets that travel around the sun.
Introduce the 8 planets.
Mercury closet to the sun, Earth is our home, Mars the red planet, Saturn has beautiful rings etc. Pupils will not need to know all the planets but by giving each planet an explanation they might remember that there are 8 in total.
Art Activity:
Each pupil is giving a planet to paint and stick it on to a black background. Pupils can add stars or glitter . These are displayed in classroom under the title ‘ planets’.
Finish the lesson with this song -The Planet Song -8 planets of the solar system.
https://share.google/5fIE9BchC4MjegJJE
https://share.google/5fIE9BchC4MjegJJE -
-
I found this module to be excellent for practical lesson plans, ready to use in the classroom. I loved the Universe in a Box resource and can’t wait to try many of these activities in the classroom.
I particularly enjoyed the Sun and the Shadows activity set.
The video about Day and Night: My Sky Tonight is one I look forward to using.I loved the use of a large light and a very dark room to show the earth moving from day to night. I think it illustrated it well. In the past I’ve done a similar activity but on a smaller scale ( with just a ball and a torch). I think it needs to be as big as the example video in order for it to be effective.
Having the children moving around also really helped them understand the day to night change. They can see which part of them is dark and which part is light as they move around. This is a simple yet practical way to illustrate this to children in a tangible way.
I also enjoyed the addition of some bears to different sides of the globe so we could see which bear was in daylight and which bear was in night.
We have done similar before when talking about parts of the day. If we’re at school and doing our work then that must mean that Bluey and her family are asleep.I’m looking forward to trying out this lesson with a class.
-
-
I found this module, very interesting and have enjoyed going through the many lessons and resources mentioned .
Shadows in the school yard
This is a great lesson to teach children about shadows , how they are formed and how they change over time . Firstly I would discuss shadows and how they are formed and discuss what sources of light we could use. This is a great sunny day activity . I would get the children outside and in pairs draw each others shadow, in the morning and then repeat the task in the afternoon .Having completed the task , I would ask the children , what have they noticed ? has the shadow moved ? is it shorter /longer? in the morning and afternoon ? why
Children could record their finding on a worksheet or copy .
I also think it was an important point to make and highlight to the children that shadows are complete shapes and don’t have facial features, clothes etc -
I would begin my lesson by reading The Black Rabbit by Philippa Leathers. I would have some pre-reading questions to predict why the children think the black rabbit follows the rabbit everywhere? As we go through the story they will realise that the black rabbit is the rabbits own shadow.
After the story we could proceed outside if the day is sunny. Children could work in pairs and they could investigate how their shadows change as they jump, stretch etc. They could also predict what would happen their shadows before changing positions and observe what they notice. You could challenge them and assess them through observation by asking them if they could make their shadow bigger/smaller? and by asking them why their shadow goes with them?
Back in the classroom you could use torches and classroom objects to create shadows. Investigate again how changing the position of the object/torch makes the shadow bigger/smaller, change direction. They could record their observations with simple drawings or simple oral explanations.
-
Thanks for sharing this idea. I haven’t come across this book before. it sounds like it would act as a great stimulus for my lesson on the sun and shadows.
The activity with torches and classroom objects is another great way of extending the lesson and reinforcing the main idea and vocabulary of the lesson also. recording their observations also provides an opportunity for differentiation.
-
-
I really enjoyed module 2 and I feel I learned a lot of new information. One activity I have used with a class is the planets. For a senior infant class I focus on fostering the children’s curiosity and establish what they already know. I have integrated it with PE and use the space in the PE hall to demonstrate the rotation of the earth, the moon orbiting the earth and the earth orbiting the sun. The children can act it out. The PE hall and sports equipment can also be used to look at 3d shape, various spheres and also to compare the size of the planets. The children select different balls from tennis balls to basket balls to represent the different planets and create models to demonstrate the order and position of the planets in relation to the sun. It is a basic but tangible representation for the young children.
-
I would choose the Activity Set: The Sun and Shadows for my Junior Infants class. I think this would be a great activity for them as they are naturally curious and love exploring things they can see and experience themselves. I would start by bringing the children outside and asking them what they notice about their shadows. We could talk about when shadows are big or small and what they think causes this. We could then trace our shadows with chalk and check them again later in the day to see if anything has changed. The children could share their ideas and make predictions before discussing what they discovered. I think this would be a fun, hands-on way for the children to learn about the Sun and shadows while developing their questioning, observation and communication skills. It would be a lovely activity to spark their curiosity and allow them to learn through investigation and play.
-
I would use The Spherical Earth activity with my Junior Infant class because I think it is a fun and practical way to introduce children to the idea that the Earth is round. At this age, many children might wonder why people don’t fall off the Earth or think that there is a top and a bottom. I think this activity is a great way to encourage them to ask questions and explore these ideas for themselves.
I would begin by asking the children what they think the Earth looks like and listening to their ideas. I think this would be a good way to find out what they already know and any misconceptions they might have. I would then use a globe to show that the Earth is spherical and explain, in a simple way, that gravity keeps us on the Earth wherever we are. The role-play activity with figures or puppets would also be ideal for this age.
I especially like the Earth mosaic activity. Working together to put the sixteen pieces together would help the children see the shape of the Earth while also encouraging teamwork and problem-solving. I also like the activity showing that there is no real “top” or “bottom” to the Earth, as I think this is a concept that many young children find interesting.
Overall, I think this activity would work really well with Junior Infants because it is hands-on, encourages discussion and makes a difficult idea easier for young children to understand. It would also help to develop their curiosity about space and the world around them. -
-
I really enjoyed this module and really found all activities fantastic and something I will either use or adapt with my class this year and in the future.
I particularly enjoyed the My Sky Tonight lesson on Day and Night. I think this would be really engaging and enjoyable for the Junior Classes. If I was doing this lesson with Jr or Sr Infants I would probably start with the story Day Monkey, Night Monkey by Julia Donaldson. If I was exploring with it with First or Second I would read The Rabbit, The Dark and The Biscuit Tin as my introduction. The Owl who was Afraid of the Dark would also be a nice follow up story about night time with older classes.
My class really enjoyed looking at the various Super Moons this year. I invited parents to email in photographs if they managed to spot it. It created great excitement in the classroom !
Another lesson I really enjoyed with the lesson on UV light. I loved the idea of the UV beads and as others have mentioned I think this is a really important topic. I really liked the simple idea of the props to reinforce new vocabulary.
-
-
-
Hi Helen,
Fab idea to extend the lesson out to the super moons and invite the families to join in. Another great topic to discuss is the so called blood moon or strawberry moon: https://science.nasa.gov/moon/eclipses/
-
-
I would begin the lesson by gathering the children together to read The Sun Is My Favourite Star by Frank Asch. Invite the children to look carefully at the cover and ask what they think the story might be about. Encourage them to notice the Sun and to share anything they already know about it. While reading, I’d ask questions such as, “What do you think the Sun helps us to do?” or “Have you ever noticed what happens when the Sun shines on you?” to gently introduce the idea that sunlight changes how we see the world.After the story we’d go outside to become “Shadow Detectives.” As I walk into the yard, I’d look around with a puzzled expression and announce that I think someone is following me. Continue looking until you discover your own shadow. Invite the children to see if someone is following them too. They will quickly notice their own shadows and begin interacting with them. I would encourage the children to stand on their shadows, jump over them, wave at them and see if they can make them disappear resisting the temptation to explain why the shadows are there, instead, asking open-ended questions such as, “What do you notice?” “Why do you think your shadow is moving?” and “Can you make your shadow bigger or smaller?” Giving children time to explore freely allows genuine curiosity to develop. Next, I’d invite the children to become Shadow Detectives explaining that their job is to investigate everything they can about shadows. As they move around the yard, encourage them to find shadows made by different objects such as trees, playground equipment, fences or bicycles. Ask them what they notice about the different shapes and sizes and whether every object has a shadow.I would gather the children together for a prediction activity. Show them a selection of familiar objects such as a teddy bear, a water bottle, a leaf or a toy dinosaur. Before holding each object in the sunlight, ask the children if they think it will make a shadow. Encourage them to explain their thinking before testing their predictions together. This helps children understand that scientists make predictions before carrying out investigations.Back in the classroom, we would continue the investigation using torches and small toys or classroom objects, allowing the children to experiment by moving the torch closer to and further away from the objects. Encourage them to observe how the shadows become bigger, smaller or change shape and continue asking questions such as, “What do you notice?” and “What happens when you move the light?” so that the children remain active investigators rather than passive listeners.
-
-
<p class=”isselectedend”>Activity set: The Moon</p>
<p class=”isselectedend”>I would use the “What Does the Moon Look Like?” activity with my first class to develop observation skills while fostering curiosity about space. Rather than simply showing pictures of the Moon, I would encourage the children to become young astronomers by observing the Moon over several days, either at home with their families or during school when it is visible. They would draw what they see and build a class word bank using descriptive vocabulary.</p>
<p class=”isselectedend”>I like that this activity is based on inquiry and allows children to discover that the Moon appears to change shape over time through their own observations. During our class discussions, I would encourage pupils to compare their drawings, ask questions, and explain why they think the Moon looks different on different days. This would promote oral language, prediction and critical thinking</p>
The activity also provides opportunities for cross-curricular integration. Children could create Moon artwork in Visual Arts, write simple observation sentences in English, and sequence their Moon drawings in Maths. Involving families in the observations would strengthen home-school links and make the learning more meaningful. Overall, I believe this activity would inspire a lasting interest in astronomy while helping children develop key scientific skills in an engaging and age-appropriate way. -
Lesson- An introduction to the moon and its phases- Junior/ Senior Infants.
1. I would start the lesson by tapping into students prior knowledge about the sky. Gather the class and ask: “What can you see in the sky at night?”
2.I would then read a Moon-themed storybook to capture the students’ imagination, such as Papa, Please Get the Moon for Me by Eric Carle or The Moon Book by Gail Gibbons.
During or immediately after the story, clarify a common misconception: explain that the Moon never actually changes shape; we only see the parts lit up by the Sun.
3. Students then engage in a hands-on visual of how the Moon’s phases work using biscuits- Oreos
Give each student a paper plate and a small plastic spoon.
Provide them with 4 pre-separated oreos.
Instruct them to gently scrape or move the cream filling to model the different phases of the Moon (New Moon, First Quarter, Full Moon, and Third Quarter).
To visually reinforce the eight phases of the Moon and how the Sun lights them up, show a little video clip from youtube.4. Now to review some “out of this world” facts to excite your class about space travel e.g The Moon is made of rock and has no air or water, Astronauts like Neil Armstrong went to the Moon in a big rocket ship, Because the Moon is smaller than Earth, you could jump 6 times higher on it!
5. Recap/ Evaluation- e.g. A Moon Worksheet where students must match or draw the correct Moon phases, a simple “Fact or Fiction” game where they hold up a thumbs-up for real facts e.g.,”The Moon goes around the Earth”) and thumbs-down for silly fiction.
Cross curricular- Art lesson, paper maché of the moon, Gaeilge- An Gealach, P.E- jumping, bounding like we are on the moon.
-
-
The Sun and Shadows – Classroom Activity for 2nd class.
I would begin the lesson by asking the children, “Have you ever noticed your shadow? Does it stay the same all day?” This would encourage them to share their own experiences and make predictions.
I would explain that the Sun is our main source of light. When the Sun shines on us or on an object, the light travels in straight lines. If something blocks the light, it creates a shadow on the opposite side. I would use a torch and a toy to demonstrate how blocking the light makes a shadow appear.
Next, we would go outside on a sunny day. Working in pairs, one child would stand still while the other traced their shadow with chalk. We would write the time beside the outline. We would return later in the day to trace the shadow again and compare the results.
The children would observe that the shadow has changed in both length and direction. I would explain that this happens because the Earth is turning, making the Sun appear to move across the sky. In the morning and evening, the Sun is lower in the sky, so shadows are longer. Around the middle of the day, when the Sun is higher, shadows become much shorter.
To conclude, we would discuss what we discovered and compare our observations with our predictions. The children could record their findings by drawing the different shadows and writing a few sentences explaining why they changed. This hands-on investigation encourages curiosity, develops observation skills, and helps children understand how the Sun’s position affects the shadows we see throughout the day. -
-
The Moon:
Junior Infants
I would introduce the topic of the moon to my Junior Infant class. I would start by discussing the difference between night and day. I would use a powerpoint presentation to help with this. I would ask the child if they have seen the moon. I would write their observations on the board. We would do a simple role play where one child is the Earth and the other is the moon – I would use a touch to represent the sun. The children would move around the classroom to show how the moon travels around the earth. This activity would engage the children and help them understand that the moon moves, even though it may not always look the same.
We would then read a story all about the moon – stopping to discuss the pictures along the way. Finally the children would complete a simple colouring picture and we would discuss what they learned.
-
Hello Aine,
Great lesson. Make sure the children are alway facing the planet to show how we always see the same side! You can show them photos of the so called far side of the moon https://science.nasa.gov/resource/far-side-of-the-moon/ to compare to what we see here on earth!
-
-
I would use the following activity from Universe in a box as part of a science lesson on the shape of the Earth. I chose this activity because it reminds me of a question I had as a child. I remember wondering how ships did not fall off the edge of the Earth, and I think many children still have similar curiosities. Using this activity gives pupils the opportunity to explore the concept for themselves in a hopefully memorable and engaging way.
I would plan the lesson using the ESERO framework of Engage, Investigate and Take the Next Steps. To engage the class, I would begin by asking the children whether they think the Earth is flat or round and what evidence they have to support their ideas. I would encourage discussion and allow all opinions to be shared without immediately revealing the answer. I would then ask the children to make a simple origami boat, which adds a practical, hands-on element and helps to capture their interest. If it was a younger group I would encourage them to bring in a toy boy from home or use one from the classroom activities.
During the investigation, I would first place the boat and a toy figure on a flat table to represent a flat Earth. As the boat moves away, the children would observe that it simply appears to get smaller. I would then repeat the activity using a globe to represent the spherical Earth. This time, the children would notice that the boat gradually disappears from the bottom up, giving the appearance that it is “sinking” below the horizon. I would encourage the children to describe what they observe in their own words and discuss why this happens. If the children found this hard to see using small items, I would use a large beach ball and a larger toy boat.
To conclude the lesson, I would ask the children to reflect on what they discovered and compare their observations with their original ideas. As a follow-up activity, We would look at and investigate other evidence that shows the Earth is spherical, such as photographs taken from space or videos of ships disappearing over the horizon.
-
<p class=”isSelectedEnd”>This is such an great lesson to carry out with a junior class. Pupils will really enjoy building the origami boat as part of their enquiry and using it as a visual tool to explore and address any misconceptions they may have. Its a great hands-on way for children to develop their understanding of the horizon, the shape of the Earth, and the role of gravity. I love the follow up activity of looking at photos or videos taken from space to see the disappearing ships in real life.</p>
-
-
I chose the activity lighter or heavier from Universe in a box where the children will learn about the influence of gravity on the weight of objects on different
planets. I think it is a topic that will challenge my first class. I love the background story first of the astronaut dropping a hammer and a feather at the same time. This is a nice introduction to the enquiry, allowing for predictions and discussion from the start. I would use a teddy and get the children to predict whether he weighs the same on each planet. We would then look at a simplified chart with the weight of a 1kg teddy using space units (SU) eg earth 10 SU, moon 2 SU etc. The children could order the teddy where he would feel lightest to heaviest. Discussion questions could include where did he feel lightest/heaviest, did he get bigger or smaller, why do you think this happened, eventually guiding them to The teddy’s mass stays the same, but gravity is different on each planet, so its weight changes. This activity could also be effectively linked with Maths, particularly the strand of Measures, through exploring and comparing weight. -
-
I would begin my singing the 3D shapes song to recap on the different 3D shapes covered in infants.
I would then play a guessing game- which 3D shape do you think we are going to talk about today? I might give them a hint- it can roll, it can’t stack, it starts with the letter ‘s’.
I would then gather the children’s previous knowledge on planets, see what planets they can already name. Then I would play the planet song from this module and let the children sing along.
The children would then be probed on the idea that the Earth is round, or spherical, how can we stand on it if it is round? I would use the teddies, as suggested in the module, stuck to the globe with tape. This would prompt the children to question the ‘up’ and ‘down’ fixation with the shape of the Earth.
The class would then complete the Earth mosaic activity, and we would assemble in the middle of the classroom. After walking around the circle, the children would notice that there is no real ‘up and down’ when it comes to the Earth. It is a great activity to teach all about how the Earth is round
-
-
- Activity: The Spherical Earth
I would introduce the lesson with a think, pair, share activity to access prior knowledge. The students could discuss the question: What does the earth look like? Perhaps imagining they are aliens that are orbiting the earth. Asking them to draw what the aliens could see as they get closer, and also when they land. Using the planet earth song from the story bots is a great way to hook the students in as its catchy and very fun. With this front loading I would then use the role-play task.I really liked the role-play activity with the polar bear and the penguin. It is a fun and engaging way to encourage children to put themselves in the place of the animals and challenge their previous ideas about the Earth being a globe and why people and animals do not fall off. It also gives the teacher a great opportunity to assess the children’s prior knowledge by letting them discuss their ideas in pairs before sharing with the class. Using real images of the Earth from space is another excellent way to spark curiosity and help children connect what they are learning to the real world. I also loved the Earth mosaic activity. It allows every child to express their own understanding while seeing how their classmates think and learn. The collaborative nature of the activity makes learning enjoyable and interactive. Exploring the ideas of “up” and “down” using the completed mosaic is a brilliant way to reinforce children’s understanding of the Earth’s shape and gravity in a simple, age-appropriate way. I would also use higher order questions to explore this and deepen their understanding.
-
Science Lesson: The Sun and Shadows
Class Senior Infants
Learning Outcome:
Children will explore know that the sun gives us light. Understand that shadows are made when something blocks the sun’s light. Notice that shadows can be different shapes and sizes and are always black.
Inquiry Question / Introduction
Go outside to the school yard. Discussion about the weather, clouds and sun in the sky. Further discussion about the sun. What is it? When do we see the sun?day/night time? What does the sun give us? Look at the ground what do we see? A shadow.
How is this shadow formed? Pay attention to shapes and sizes.
Main Activity:
Shadow Hunt- find their own shadow. Jump, dance wave etc. Stand beside a friend and compare shadows. Look for other shadows around the yard, trees , benches, equipment etc.
Pair Work: draw a shadow around each other using chalk paying particular attention to the fact that they cannot see the features of their faces on their shadows and therefore must not be drawn on. Question prompts to compare- what does your shadow look like? Are they the same/different? How do you think shadows are formed? Where is the light coming from?Conclude that:
Shadows are made when light is blocked.
Shadows can become longer, shorter or change direction depending on where the light source is. Shadows are only black. -
Science Lesson: The Sun and Shadows
Class Senior Infants
Learning Outcome:
Children will explore know that the sun gives us light. Understand that shadows are made when something blocks the sun’s light. Notice that shadows can be different shapes and sizes and are always black.
Inquiry Question / Introduction
Go outside to the school yard. Discussion about the weather, clouds and sun in the sky. Further discussion about the sun. What is it? When do we see the sun?day/night time? What does the sun give us? Look at the ground what do we see? A shadow.
How is this shadow formed? Pay attention to shapes and sizes.
Main Activity:
Shadow Hunt- find their own shadow. Jump, dance wave etc. Stand beside a friend and compare shadows. Look for other shadows around the yard, trees , benches, equipment etc.
Pair Work: draw a shadow around each other using chalk paying particular attention to the fact that they cannot see the features of their faces on their shadows and therefore must not be drawn on. Question prompts to compare- what does your shadow look like? Are they the same/different? How do you think shadows are formed? Where is the light coming from?Conclude that:
Shadows are made when light is blocked.
Shadows can become longer, shorter or change direction depending on where the light source is. Shadows are only black.-
-
Hi Tracy, I love the idea of the students using chalk to trace their own shadows. They would definitely love getting stuck into this! Also important to note that shadows are made when light is blocked. With plenty of time given to the students to investigate their own shadows , they have a great opportunity to come to that conclusion themselves!
-
-
I learned so much from this module. I’m going to discuss the activity set with the sun and shadows. Here is how I would use it in the classroom:
I would show a picture of the sun and ask the children what it is and what does the sun give us.
I would then bring the class outside in the sun and get them to look down at the ground and ask “what do you see?”
We will discuss the word shadow and explore our shadows.
I will ask if they can make their shadows bigger/ smaller. I will get them to explore shadows and movement.Back in the classroom i will ask them “what made the shadow, Where did the light come from?
The class will draw a picture of themselves outside, the sun in the sky and their shadows on the ground -
-
The children will investigate the inquiry question, “How does the Sun make shadows?”
The activity will begin with a fun song about the Sun and shadows to introduce the topic and encourage discussion. I would use the song ‘Mr Sun’. For my junior Infants class I feel “Mr. Sun” would be the best choice because it naturally leads into discussing sunlight and how it helps us see shadows. After singing, I would ask:
“What happens when the Sun shines on us?”
“Can you see your shadow?”
“What do you think makes a shadow?”The children would then predict when and where they might see shadows before going outdoors to observe their own. Working with a partner, they would explore how their shadows change as they move and will trace each other’s shadows with chalk. The children could then take pictures of their shadows using the Ipad’s. They would compare their observations and discuss what they notice using vocabulary such as Sun, shadow, light, dark, predict, and observe. Through my questioning and shared discussion, the children would discover that shadows are formed when an object blocks light and that shadows change depending on the position of the Sun.
-
-
Activity – The Spherical Earth
I would begin the lesson by creating a mind map about what we know about the planet Earth. Following a whole class discussion, the children’s responses would be recorded.
I would then show the children a globe with a polar bear stuck to the north pole and a penguin stuck to the south pole. Using role play I would set up a discussion/disagreement between the animals about why the other is ‘upside down’ and why they aren’t ‘falling off’ the earth. The children would be invited to engage in the role play too. I would then flip the globe to prompt further discussion.
This would lead to the discovery that the earth’s gravity pulls to the centre of the earth.
The students would then create Earth Mosaics of different landscapes that would be placed on the ground to create the earth. By walking around their creation children would be able to see that there is no up or down just different orientations.-
love the idea of using the polar bear and penguin as part of the lesson. I think the role play would really grab the children’s attention and get them thinking about why we don’t fall off the Earth. It’s a great way to challenge some of the misconceptions they might already have.</p>
I also like your idea of creating the Earth mosaics. I think that would make the concept much more meaningful for the children as they can physically move around and see that there isn’t really an “up” or “down”. It’s a lovely hands-on activity and one I could definitely see working well in an infant classroom. -
Hi Niamh,
Thanks for sharing your activity, i love the discussion between the animals and the flip to show everyone is still stuck on to the planet! This is also a good model to teach about day and night in different parts of the planet. Heres a resource that tells you where is day and night on the planet at any time that you could show the children: <span class=”TextRun Underlined SCXW94884637 BCX0″ lang=”EN-US” xml:lang=”EN-US” data-contrast=”none”><span class=”NormalTextRun SCXW94884637 BCX0″ data-ccp-charstyle=”Hyperlink”>https://www.timeanddate.com/worldclock/sunearth.html</span></span><span class=”EOP SCXW94884637 BCX0″ data-ccp-props=”{}”> </span>
-
-
I would choose the Sun and Shadows activity as I think it would really capture the children’s interest while also encouraging them to investigate and ask questions. It is such a simple activity to set up but there are so many opportunities for discussion and learning.
I would begin by asking the class what they already know about shadows and why they think they change throughout the day. I’d record some of their ideas before heading outside to investigate. Working in pairs, the children could trace each other’s shadows with chalk in the morning and then return later in the day to compare them. Before retracing their shadows, I’d ask them to predict what they think will happen and explain their reasoning.
I like that there isn’t one “right” answer straight away. Instead, the children have a chance to observe, question and make sense of what they see. Afterwards, we could come back to the classroom and discuss why the shadows had changed, linking it to the Earth’s movement and the position of the Sun.
I think this activity would work really well with infant classes because it is active and hands-on. It also lends itself to plenty of oral language as the children explain their thinking and compare their observations with others. I’d probably extend it by asking the children to draw or write one thing they noticed and one question they still have. I find that when children are encouraged to ask their own questions, they’re often much more invested in finding the answers. It’s definitely an activity I could see myself using as part of a wider Space topic.
-
This is a lovely lesson idea that would engage children in a meaningful way. The Sun and Shadows activity is simple to organise, yet it offers great opportunities for inquiry, prediction and discussion. I particularly like how the children are encouraged to share their prior knowledge, make observations and explain their thinking throughout the investigation. Tracing and comparing shadows at different times of the day makes the learning concrete and easy for young children to understand. It also supports oral language development and encourages curiosity. This is a great hands-on activity.
-
-
I really loved the Activity set on the Planets. I would have struggled to find fun ideas on how to teach something as abstract as the planets. The lesson with the hoops is incredibly fun and I would imagine that the children would go home raving about what they had done in school. I think it would make the concept more concrete for young children. I liked the way it started with asking the children ‘what town do we live in, what county, what country, what planet?’. This would straight away get the children thinking. I would follow this lesson and teach the song ‘Family of the Sun’. It’s already to the tune of a lot of my rhymes that I sing throughout the day and I think the children would enjoy it. I think that I would link this lesson with Art and have the children design their planets. This would encourage creativity and reinforce learning.
-
-
I would use The Planets activity alongside the StoryBots – “We Are the Planets” song to introduce children to the eight planets in our solar system. We would begin by listening to the song, which helps children learn and remember the names of the planets in a fun and engaging way. I would explain that the Sun gives us light and that all eight planets revolve around it.
To reinforce this learning, I would organise a PE activity called The Planet Game. A yellow hoop placed in the centre would represent the Sun, while other hoops would represent the planets. The children would pretend to be space rockets, flying around the hall. As I call out different words, such as countries or famous people, they would keep flying. When I call out the name of a planet, they must quickly land in one of the planet hoops. They cannot stand in the Sun hoop because it is not a planet. At the end of the activity, we would recap the names of the eight planets and discuss why the Sun is in the middle with the planets around it, reinforcing that the planets revolve around the Sun and that the Sun gives us light.
A follow up activity could be incorporated through Art. Children could use paper plates to create colourful planets with paint, crayons, or collage materials. They could be displayed in order on a classroom wall.
Another follow up activity could be to use play dough. Children could make the eight planets using different coloured playdough. They can compare which planets are large and which are small.
-
I chose the **Activity Set: The Moon** because I think it is a topic that children naturally find interesting and it provides lots of opportunities for hands-on learning. In my role in a special school, I always try to make lessons as practical and interactive as possible, and I feel this activity would work very well with my pupils.
I would begin by asking the children what they already know about the Moon and encourage them to share any questions they have. This would help me build on their prior knowledge and make the lesson more meaningful. I would then use pictures, storybooks and short videos to introduce the different phases of the Moon before moving on to a practical activity. Using a torch and a foam ball to represent the Sun and the Moon would allow the pupils to see why the Moon appears to change shape. I think having the children physically move the model would make the concept much easier to understand than simply looking at pictures in a book.
To meet the needs of my class, I would adapt the activity by using visual supports, simple instructions and plenty of repetition. Some pupils could record their observations by drawing the Moon’s shape, while others could use picture cards or communication symbols to show what they noticed. I would also encourage pupils to work together in pairs or small groups so they could discuss their ideas and support one another.
What I like most about this activity is that it encourages curiosity rather than simply giving children the answers. It allows them to ask questions, make predictions and discover ideas for themselves. I think this inquiry-based approach helps children become more confident learners and makes science much more enjoyable. It also gives every child the opportunity to participate at their own level, which is especially important in a special education setting. I would definitely use this activity in my classroom because it combines exploration, discussion and hands-on learning in a way that is engaging and accessible for all pupils.
-
For my Second Class, I would use the ‘Spherical Earth’ activity as an inquiry-based lesson to help pupils develop a better understanding of our planet while encouraging curiosity and scientific thinking. I would begin by showing the children a globe and asking questions such as, “What shape is the Earth?”, “Why don’t people on the other side fall off?” and “How do day and night happen?” This would allow the children to share their own ideas and misconceptions before beginning the investigation. Working in small groups, pupils would use a globe, toy figures and a torch to explore how the Earth is spherical and how sunlight reaches different parts of the world. I would encourage them to make predictions, observe what happens and discuss their findings with their classmates. The lesson would also provide opportunities to link with Geography by locating countries, SPHE by discussing how children live in different parts of the world, and Literacy through recording observations and explaining new learning.
I feel this activity would be highly engaging because it is practical, collaborative and allows children to discover concepts for themselves rather than simply being told the answers. It develops important scientific skills such as questioning, predicting, observing, investigating and communicating, while also promoting critical thinking and teamwork. To conclude the lesson, pupils would reflect on what they learned and compare their findings with their original ideas. I believe this inquiry-based approach would help children develop a deeper understanding of the Earth while fostering a positive attitude towards Science and STEM learning.
-
-
Activity: The sun and shadows
This activity encourages young children to explore how light creates shadows through observation, prediction, and hands-on investigation. It helps develop scientific thinking while allowing pupils to ask questions, test ideas, and share their discoveries.
To begin, I would gather the class and ask open-ended questions to spark curiosity, such as, “What is a shadow?”, “When do you notice your shadow?” and “What do you think makes a shadow appear?” The children would have an opportunity to discuss their ideas before we explored further.
Next, we would go outside on a sunny day, or use a bright window if the weather was unsuitable. Pupils would look for different shadows around the school grounds and discuss what they notice. I would encourage them to think about why buildings, trees, playground equipment, and people all create shadows. We could also observe how shadows point in different directions and compare their sizes.
Back in the classroom, the children would investigate shadows using a torch and a selection of everyday objects. Before each demonstration, I would ask them to predict what might happen. They could experiment by placing toys, blocks, or their own hands in front of the light to see how different shapes produce different shadows. They would also move the objects closer to and further away from the light source to observe how the size and shape of the shadow changes.
After the investigation, we would discuss what we had discovered together. I would explain that light travels in straight lines and that a shadow is created whenever an object blocks the light. Using simple drawings and demonstrations, I would show the relationship between the light source, the object, and the shadow. This inquiry-based activity encourages children to observe, ask questions, make predictions, and learn through exploration, helping them develop a deeper understanding of light and shadows in an enjoyable and meaningful way.
-
Hello Sinead,
Thanks for sharing your activity. This is a great lesson plan. One extra thing you can get pupils to think about is also the relationship between light, shadow and temperatures. You can get them to go out with thermometers and measure the temperature in different parts of the school and discuss how we can use shadows to make comfortable spaces on sunny days.
-
-
Reflection on Using the Moon Activity Set in My Classroom
I would use the Moon activity set in my classroom as a way to encourage children’s curiosity and interest in space. I would begin by asking the children what they already know about the Moon and what questions they have about it. I would show them pictures of the Moon and discuss how it changes shape throughout the month. The children could create their own Moon observations by looking at the Moon from the school window or at home and recording what they notice through drawings.
I think this activity would work well with young children because it allows them to investigate something they can see in the real world. It encourages questioning, discussion and careful observation. The children would be active participants in their learning rather than just listening to information. I would also include a creative activity where the children make their own Moon using different materials such as paint, foil and paper. This would help them develop their understanding of the Moon while making the learning fun and memorable.
-
Hi Anna,
Great activity, a longer project is great for learning about documenting and observation. If you want to extend the creativity angle, you could include the different shapes that people see in the moon and ask them what they see https://nightsky.jpl.nasa.gov/media/documents/resources/MoonStoriesASP2019.pdf
-
-
I would use the activity set Activity Set: The Sun and Shadows.
I like the idea of sharing the story Moon Bear’s Shadow as an introduction and to get interest in the topic. I would start the investigation by giving torches and bears and lots of free investigation time. After that I would use the Bear Shadow Challenge cards getting children to work in pairs to investigate how to make shadows longer and shorter paying attention to the placement of the torch. We would discuss the sun in the sky and shadows and how they equate to the torch and the bear.
When we investigate shadows I always have a shadow race during the day. Getting the children to run and predict who will win the race, them or their shadow. Then we turn and run the opposite way and predict who will win. The children usually want a number of these races to verify the shadow always wins one way and they always win the other way.
The children then draw around each other’s shadow. At this point we always discuss whether the shadow should have a face or features. Often it takes a lot of discussion to realise why there are no features on the shadow and we use lots of objects to ensure no other colours or images appear on the ground. It is just the shape of the object obstructing the sun hitting the ground (because light travels in straight lines). We normally don’t go back and try fit ourselves into our shadow but after this module, I think this is a good addition to this part of the lesson as it will show how the shadow changes during the day.
We also create a sun dial during the day using the corner of the school. 1<sup>st</sup> thing in the morning, using chalk, I draw along the shadow the corner of the school makes on the ground and write the time. We go out at regular intervals throughout the day and draw the line, watching how it has moved every time we go out. We look at the length of the shadow and discuss when it is longest/shortest. The next day, if it is still dry, we can check the time using our sun-dial at the side of the school.
-
The Sun and Shadows
As an introduction to this lesson (with Second/Third class), the children will engage in a group discussion about shadows. The children will share what they already know and be invited to list any questions that they might have about shadows.
The children will engage in some free play with shadows using handheld lights. They will be invited to create pictures. Following this activity, they will discuss what affected their shadows (light position etc.) I would then introduce the topic of how the sun moves through the sky and why this happens.
I would engage the children in a day long observation of an object in the sun. This object would be a doll etc (something that can be easily traced. I would place this object in a well lit area with a large piece of paper under it. Every 45 minutes during the school day, a child will be invited to trace the shadow of the object on the page and mark the time. Different colours will be used to differenciate the markings.
The children will share their observations from throughout the day. This will be linked in with discussions around why we call it midday etc. Children will be encouraged to research ways we rely on the sun and how the sun’s movement effects us.
-
-
Activity Set: The Sun and Shadows
Activity: Bear’s Shadow
I would use the Bear’s Shadow activity as part of an inquiry-based STEM lesson with my Infant class. It provides an engaging way for children to investigate light and shadows through play and exploration.
To introduce the lesson, I would read Moonbear’s Shadow during story time. Before turning each page, I would encourage the children to make predictions about what might happen next and ask them to observe how Bear’s shadow changes throughout the story. This discussion would help to build children’s vocabulary while introducing the concepts of light and shadow in an age-appropriate way.
Following the story, the children would work in small groups using the bear figure, tree, torch and challenge cards. They would experiment by changing the position of the light source and observing how the shadow changes in size, direction and shape. Throughout the activity, I would encourage the children to think critically by asking questions such as, “Why do you think the shadow changed?” or “What happens if you move the torch closer?” Rather than providing answers, I would support children in discovering the solutions for themselves.
This activity fits well within the Aistear themes of Exploring and Thinking and Well-being, as it encourages active participation, cooperation and investigation. It also supports the Primary Science Curriculum by developing important process skills including observing, predicting, questioning and investigating. The challenge cards are particularly useful because they allow activities to be adapted to meet the needs of different learners while providing extension opportunities for children who are ready for more complex investigations.
To conclude the lesson, I would bring the children outdoors to investigate their own shadows. They could work with a partner to trace their shadows using chalk before comparing them later in the day to see how they have changed. This practical experience would help children connect their classroom learning to the real world while reinforcing the scientific concepts explored during the lesson. I feel this is an excellent activity because it promotes curiosity, develops scientific inquiry skills and encourages rich oral language through meaningful, hands-on learning.
-
-
I would start with a question about what they already know about the planets.
We would discuss and record the ideas and answers to the questions on the board.
Then we would listen to the planets song and watch a presentation on the planets.This activity pack on the planets is excellent and I particularly like the PE integration with the hoops and they could even be color matched to the planets if you had them.
A lot of nice motor skills development here too with the spinning of the hoops for orbits and axis. Might go over the infants heads but still nice to participate in.
The planet dance has lovely integration with maths and geography for directions.
I would follow that up with the Moon lesson as this is our closet neighbour and something they can investigate at home themselves too. This brings their knowledge out of the classroom and into a wider context. Important for the younger classes to foster and establish this link with the outside world.-
Hi Barry,
The activity pack is excellent for the younger kids. One way you can subconsciously communicate distance of the planets is by placing the ‘nearby’ planets hoops closer together (Mercury, Venus and Mars), and the giant planets hoops further away (Jupiter, Saturn, Uranus and Neptune). So our nearest neighbours are a hop, and our furthest are a sprint.
-
-
Sun and Shadows
I really enjoyed watching the Sun lesson whereby the teacher had a large Sun balloon and began by asking the children what they know about the sun. I would allow the children in my class to throw the ball gently to one another and I could record their responses on the white board. Using the prop of the torch to teach the word Ultra Violet Light is a clever idea to get the concept across to younger children. Bringing drama into the lesson allows the children to bring in real life experiences into the lesson. The children responded to ways of protecting themselves from UV light. I would use the props of sunglasses, suncream, long sleeved tops, hats, umbrellas to let the children choose from. This way they can take ownership of their way of protecting their skin from the sun.
The UV bracelets are a wonderful way of reinforcing the effects of UV light to the children. From the video you could see and hear the excitement from them when they saw how the bracelets changed colour.
This is a really hands on lesson and engages all in the class.-
Hello Aoife,
Props are a great way to get the kids engaged with the lesson. Learning why sun burn happens is a really important lesson, and reinforcing its still good practice on a cloudy day is even more so! Why Does the Sun Burn Us? | NASA Space Place – NASA Science for Kids
-
-
For this lesson, I would use the Curious Minds Inquiry Framework to help children explore the Moon through observation and play.
We would begin with Engage by showing photos or a short video of the Moon. Children would share what they notice; its shape, colour, and brightness and wonder why it changes.
In Investigate, they would use torches and balls to model how the Moon moves around Earth and how light makes different shapes. They would draw or paint the Moon as they see it and record their ideas with simple words or symbols.
In the Next Steps, we compare drawings and talk about the Moon’s phases.
Finally, in Reflect, children would share what they learned and create a class Moon Wall showing their observations.We would also link the themes to Aistear;
– Construction: build rockets or Moon bases with blocks and foil.
– Small World: astronauts exploring craters and collecting Moon rocks.
– Art: sponge‑paint Moon textures and phases.
– Role Play: Journey to Space
– Language:Use the The Way Back Home or Whatever Next! -
I would use the planets activity in my junior infant class. To gain the students attention I would use the planets song as a stimulus. Since it would be one of the first lessons with JI based on Space, I would keep it simple and very hands on. I would show them a picture of space then and ask questions like ‘what can you see?’ ‘Is space hot or cold?’ ‘Have you ever seen the moon at night?’ ‘What do you know about planets? – create a simple mind map together. This would also help me plan the rest of my lessons based on Space & the Planets.
A simple lesson idea based off the planet activity would be a ‘Planet Hunt’. Put laminated pictures of the planets around the classroom where the students can walk around the room to find. When one is found we could discuss ‘what colour is it?’ ‘Is it big or small?’ ‘Does it have rings?’ etc. The students can hang them up on the whiteboard and we would count how many planets there are in total. The children can then be introduced to the name of each planet.
During that same week/month I would play the planet game during PE. I love the idea of using the planet names that the children have just learned in PE too and also that they shouldn’t land on the sun as it is way too hot there!
-
Hello Clodagh,
This is a great lesson plan to help children build on any existing knowledge they have already. You could extend this to a quiz format after learning about the planets and have the photos places in different parts of the classroom. You could ask them for example ‘which planet is red?’ or ‘which planet is the coldest?’ and maintain the activity while retaining knowledge.
-
-
I would choose the topic of The Moon for a senior infant class.
Learning Objectives
– to recognise the Moon as an object in the sky.
– to identify that the Moon shines because it reflects light from the Sun.
– be able to describe simple features of the Moon (round, rocky, has craters).
– discuss with their peers what they know about the Moon using simple vocabulary.
– Create a Moon-themed art activity.I would begin the lesson by showing the class a picture of the moon and asking if they have ever seen the moon? When would we usually see it and can they describe the shape of it.
I would give them a couple of facts about the moon:
-The Moon is in space.
-It is made of rock.
-It does not make its own light. The moon reflects light from the Sun.
After that I would do a short light demo by darkening the classroom and shining a torch onto a ball. I would ask the class what has happened and then explain that the torch is the sun and the ball is the moon. This demo shows that the moon looks bright because the suns light shines on it.
Finally, we would finish up with a quick art activity to demonstrate craters whereby the children can share the information that they have learnt by labelling each piece as we go. The children would paint a paper plate grey and use cotton buds dipped in white and dark grey paint to make crater marks. They could add stars on a black background if desired. Then sing ‘twinkle, twinkle little star’ to end the lesson. -
Activity Set: The Moon for Junior Infants
Lesson Overview – To explore the surface features and phases of the moon in a playful way
Starter: Ask the class if the moon always looks the same in the sky. Children share their own thoughts and observations. Introduce the word ‘phases’ with regards to the moon. Read the story ‘Papa, Please Get the Moon for Me’ by Eric Carle.
Hands-On Explorations: In pairs, the children can use white playdoh to create different phases of the moon as seen from memory, the story and real life photos on the IWB.
Moon Craters: As seen in the ‘My Sky Tonight’ video, the children will have trays filled with flour. They will experiment dropping different sized objects such as marbles, pebbles, and scrunched up balls of paper and observing the results. The word ‘crater’ will be taught.
Conclusion – Summarise why the moon has a bumpy surface full of craters and that we see different phases of the moon throughout the month.-
Hi Darren,
Sounds like a very tactile lesson plan. Making craters is alot of fun for children. You can show them what the surface of the moon actually looks like with this tool, taken by the lunar reconnaissance orbiter camera! <span class=”TextRun Underlined SCXW241118309 BCX0″ lang=”EN-US” xml:lang=”EN-US” data-contrast=”none”><span class=”NormalTextRun SCXW241118309 BCX0″ data-ccp-charstyle=”Hyperlink”>LROC QuickMap</span></span><span class=”EOP Selected SCXW241118309 BCX0″ data-ccp-props=”{"134233117":false,"134233118":false,"335559685":0,"335559737":0,"335559738":0,"335559739":160}”> </span>
-
-
Looking at The Sun and Shadows: What makes shadows activity. I have thought about what I have done in previous years.
This year I purchased cyanotype paper and as a class we gathered flowers, leaves and sticks and placed these on the paper and left them in the window, unfortunately some worked and some didn’t. But thinking abut it now, I should have gotten A3 paper, and had the children place an item on the page, and checking every hour or so, where the shadow was n the page as they day went on. Using a pencil to draw the outline and time stamp it each time. This would help the children see the rotation of the sun throughout the day.
I also would really like to make a un dial for the yard and looking at the videos and getting ideas now from other research I think this is something I am going to bring back to school in September, as it would benefit all class levels.-
Hi Deidre,
I really love the cyanotype flower idea. It’s unfortunate that not all of them worked, but its a very good alternative way to explore the idea of the sun.
For your second idea, you could place a few objects outside and trace their shadows every couple of hours. Afterwards, the children could colour in the different shadow outlines and compare them. It would be a great way to explore how the Sun’s position affects the length and direction of shadows, and why they change throughout the day.
-
-
Activity set: The Planets
The planets are such a fascinating thing for young and old alike, and I am looking forward to providing fun and engaging learning activities for my class.
I would begin by showing the children images of different planets, without naming them, and I would ask them to write and/or draw/make a poster of the planets and what they know about them already.
We would then get an opportunity to share and discuss prior knowledge and ‘I wonder’ questions about the planets, using the above posters to help.
I would play a song about the planets e.g. – ‘We are the Planets’, and then we would record the order of the planets as a reference for our ‘upcoming journey to visit the planets’.
I would then split the class into 8 different groups, and assign a different planet to each group to research 3 different facts about each one. Each group would also make a model of the planet together, using playdough. We would place the planets in order on the ground.
We would then watch a spaceship take off on the Interactive whiteboard, and we would begin our journey around space, travelling to each planet where each group of children would show us their model, and share their findings and share questions with their classmates about the different planets.
We would end the lesson with a story for example ‘There’s No Place Like Space’
-
I really like this lesson idea. I think starting by asking the children what they already know about the planets is a great way to get everyone involved and encourage curiosity from the beginning. The “I wonder” questions are a lovely touch as they give the children ownership of their learning.
I also love the idea of using playdough to create the planets. It’s a simple, hands-on activity that would really help younger children engage with the topic. The interactive journey through space sounds like it would be great fun too and would keep the children interested throughout the lesson. Finishing with a story is a lovely way to bring everything together and reinforce what they have learned. Overall, I think it’s a really engaging lesson with lots of opportunities for discussion, creativity and active learning. -
Some lovely ideas here Irene that are very engaging. The introduction builds curiosity from the start. A simple addition, would be using a KWL chart (What I Know, What I Want to Know and reflect on What I Learned at the end of the lesson). Personally I think it would be a great way to capture children’s thinking and reflect on new learning throughout the lesson. I also liked the sensory experience you mentioned when making planet models or through the use of play dough, as this adds a hands-on element, supporting the pupils’ creativity and allowing for meaningful discussions in a fun way.
-
-
-
I think the topic of the moon is a great way to spark curiosity in a First Class classroom. Young children often notice the moon during the day and ask questions like, “Why is the moon out when it’s daytime?” or “Does the moon follow us?” These questions provide a really natural starting point for an inquiry-based lesson where children can share what they already know and what they would like to find out.
For First Class, I would keep the lesson simple and hands-on. I would begin with a picture book to introduce the topic, I would need to research this! We would then look at pictures of the moon and talk about what it looks like and how it changes over time. As a follow-up activity, the children could use black card and white chalk or paint to create their own moon pictures, focusing on the craters and different shapes they can see. If the weather allowed, I would also encourage them to look for the moon at home over a few evenings and share what they noticed with the class.
I like this topic because it encourages children to ask questions and make observations about the world around them. It also links really well with other subjects, including Art, English through oral language and creative writing, and even Maths by looking at patterns. I think the children would really enjoy learning about something they can see in the sky every day, and it would be a memorable way to introduce simple astronomy concepts.
-
-
The Moon
I would begin by showing the children a collection of images that show the moon in different stages – full, half, crescent etc. We would discuss what is different and what is the same amongst the images.
We will use a calendar to track the different stages of the moon, find the moon stage for that week and the next full moon etc. We will link this to maths, days of the week, dates and counting on using the calendar.
To demonstrate the stages of the moon as visible to us, I will use a torch and model of the moon (football, or small ball) to allow the children understand the phases.
Next, I will put the students into groups and give them the opportunity to make their own moon out of given materials. It could be 3D, 2D and at any stage in the cycle.
Once finished the students will have to then label the phase their moon is in and given the calendar for the month will put a date under their moon phase as well. -
-
One activity which I would like to explore and try in my classroom is The man on the Moon from The Moon activity set.
I think this activity is a fun activity that can also incorporate other subjects such as literacy. Visual arts and mathematics.
This lesson is a very hands-on activity that helps children both learn about the moon and shapes. The man on the moon lesson is a great way to get the children’s creative side flowing. They can investigate different images about the moon, create their own moon and even create their own poem about the man on the moon. This lesson would be a great way to incorporate integrated learning about space into the classroom.
I also really like the idea of the children creating their own pictures on the moon. It allows the children to investigate various images of the moon in a fun and creative way.-
Wonderful resources for teaching the moon. I like the stories you have chosen. Here’s another link to a you tube video that might be interesting John Lewis ‘Man on the Moon’
-
I agree, this sounds like a wonderful activity. I am also looking forward to trying it with my class next year. I love how it integrates science, literacy, art, and maths in a meaningful way. The creative opportunities, particularly designing moon pictures and writing poems, would really encourage children’s imagination and engagement.
-
Hello Ashling,
Welcome to the forum, the man on the moon is a great introduction into the stories we share about the moon and its cultural significance. Ask the children to share what they see when they look at the moon. Heres a great resource for seeing a high resolution 3d model of the moon: <span class=”TextRun SCXW19953528 BCX0″ lang=”EN-US” xml:lang=”EN-US” data-contrast=”none”><span class=”NormalTextRun SCXW19953528 BCX0″ data-ccp-charstyle=”Hyperlink”>LROC QuickMap</span></span><span class=”EOP Selected SCXW19953528 BCX0″ data-ccp-props=”{"134233117":false,"134233118":false,"335559685":0,"335559737":0,"335559738":0,"335559739":160}”> </span>
-
-
I would choose an activity on the spherical nature of the planet and introduce the topic to my class using a globe and small toy boat. I would ask the children what they think would happen when the boat gets to the edge of the globe. After initial discussion, I would place the toy boat at different points around the globe and ask the children to predict whether it will fall off as the globe is turned slowly. Through observation and discussion, the students discover that the boat can appear to be on the top, side or bottom of the Earth without “falling off,” leading to an enhanced understanding that the Earth is spherical in shape. Depending on the class this understanding could be extended to the fact that Earth is like a large magnet pulling everything towards the centre of the planet and that’s why we can’t fall off.
As part of an inquiry based activity the students could make small characters/objects to stick to the surface of the globe and turn the globe slowly for themselves; to see that the object changes to different sides of the globe but does not fall off. Similarly the Earth mosaics activity mentioned in this module was a beautiful idea to unify all the children’s ideas of what they visualise above and below ground level and would be a fantastic stimulus for continued discussion. Overall it would help to consolidate that the Earth is round and that everything and everyone on it share our planet.
-
-
I really enjoyed reading about this lesson. I think using a globe and a toy boat is a great way to get children thinking and asking questions. The hands-on activity would keep them engaged, and I like how it encourages them to discover for themselves that the Earth is round through exploration and discussion.
-
-
Teaching Lesson: The moon
Introduce the children to the topic by asking them what they know about the moon helping to gauge where the children are at with the topic.
Use a song or video to engage the children with the lesson.
Investigate the topic by asking questions:
What shape is the moon?
Is it always visible in the sky?
When do we see it?
This will get the children thinking about and using previous knowledge to explore the topic. Get the children to record the moon shape in a notebook over a week and discuss what they see – is it changing etc.
Conclusion: the children will be able to describe the moons appearance over time
-
Hi Jennifer,
Great lesson plan, one thing you can do is get the children to predict what they think will happen to shape of the moon before they record it. That way they have something to compare their observations too. They could also have a lesson where they compare notebooks with each other and hopefully observe very similar findings.
-
-
To teach this activity in 2nd Class, I would use an inquiry-based approach linked to the Primary Curriculum Framework (2023) under the Science and Technology curriculum area, particularly the Understanding the Natural World strand. I would begin by showing images of Earth taken from space and invite the children to observe and discuss what they notice. I would ask questions such as, “What shape is the Earth?”, “How do we know?” and “Why do you think the Earth looks blue from space?” The children would then work collaboratively to create an Earth mosaic using small pieces of coloured paper to represent the land, oceans and clouds on a circular template. During the activity, we would discuss continents, oceans and the Earth’s spherical shape while encouraging children to justify their ideas using evidence from the images. We would conclude by sharing our mosaics and revisiting our inquiry questions. This activity develops observation, communication, collaboration and scientific thinking through active, hands-on learning.
-
Hi Eimear,
Great lesson plan, really follows the inquiry framework. The mosaic is a great way to also communicate gravity, and why we dont fall of the earth! https://spaceplace.nasa.gov/what-is-gravity/en/
-
-
I would choose the Sun and the Shadows from the above list.
First of all, I Would ask the children about what they know about the sun and their shadow. We could go outside and look for shadows. Children could trace another childs’ shadow as a warm up activity. We would move around the yard and notice how shadows change in size and shape. We would predict why this happens. Back inside, we would take a closer look at shadows by using a torch and toys to show what happens when you block out light. The children would work in groups using torches and various objects and move closer and further away to see how the shadow changes. As a fun conclusion to the lesson we would play a game of Shadow detectives. There would be different pictures of objects and and their shadows and the children would form a matching pair.-
Hi Rachael,
Fab lesson plan. You can also introduce a bit of colour science into the lesson when working inside. Put some coloured cellophane over the torches and see how the shadows change: <span class=”TextRun Underlined SCXW213808903 BCX0″ lang=”EN-US” xml:lang=”EN-US” data-contrast=”none”><span class=”NormalTextRun SCXW213808903 BCX0″ data-ccp-charstyle=”Hyperlink”>https://www.fizzicseducation.com.au/150-science-experiments/light-sound-experiments/make-coloured-shadows/</span></span>
-
-
The activity set on ‘The Planets’ is a brilliant way to teach the children the names of the planets and also help them to recognise them in relation to the sun. I loved the use of hulla-hoops and using movement throughout the lesson. The Planet Dance and Spin your own Planet’ are fun, engaging activities which I have never thought about doing. The younger classes would enjoy this. I would use prompting questions like what planet do we live on? And introduce the solar system by viewing videos ect prior to the active lesson. You could add a flashlight to the yellow hulla-hoop to add to the idea of the sun giving light. The lesson offers cross curricular topics like prepositions and children developing their spatial awareness. These are all very accessible lessons to carry out and I am really look forward to using them in the classroom next year.
-
I really like the idea of using the hulla-hoop, as it helps to engage the children in their learning. Perhaps some of the children could visit each planet (hulla-hoop) and discuss what it looks like and how it feels and it could be integrated as a drama lesson or oral language lesson and also work as a means of informal assessment.
-
-
With a 1st and 2nd class I would focus on the activity of the planets with the aim that the children will identify the eight planets in our solar system and recognise that they all orbit the Sun. I would begin by showing a picture of the solar system and asking the children what they already know about space. I would then introduce the names of the eight planets and explain that they all travel around the Sun. The Planets Song would then be introduced and the children encouraged to sing along while pointing to each planet as it is mentioned. We would repeat the song to help reinforce learning. Next, each child would be given a planet picture card. As I call out the planet names, children hold up the correct card. Then, working in pairs, pupils arrange the planet cards in the correct order from the Sun. I would then finish with a creative activity where children create a simple paper solar system. Invite volunteers to share one interesting fact they learned. To adapt this for an older class I might incorporate the size and unique characteristics of each planet and allow children in pairs or small groups to research a specific planet and get them to present their findings to the class.
-
-
Louise I love this idea with ordering the planets. This could also be done in the Junior classes. I often do this with numbers, firstly 1-5 then 1-10. Doingthis with the planets would be a great way of getting the children to put them in the correct order from the sun and then you could incorporate maths language, which planet is the first, the third etc. from the sun. I was also thinking about using it in PE and using hula hoops to arrange the planets. Thank you for sharing this.
-
-
Activity Set: The Sun and Shadows
Class: Junior / Senior Infants
Introduction –
I would begin the lesson by allowing the children to recall what they know about the planets and the solar system.I would then introduce the sun. Before reading a story, similar to the video I would ask the children to share facts they know about the sun. (I would begin to compile a KWL chart) The children will now compile a list of questions they would want answered about the sun. We would then listen to the story ‘I am the Sun’ by Rebecca and James McDonald.
Development-
As a group we would discuss what shadows are. How are shadows formed?
The children will discuss when they notice or see shadows. They will identify what kind of weather is needed for shadows to be formed. We will bring the class teddy bear outside and make an outline using chalk to show the shadow of the teddy. We will repeat this a few times during the day to show how the shadow has moved.Conclusion-
The following day to conclude the lesson, each group will be given and A3 piece of paper. The word sun will be placed in the centre of the sheet. Each group will write or draw what they have learnt about the sun. Each group will then present their thoughts to the class. To end the class we will complete the ‘L’ part of the KWL.I would follow this lesson with a drama, art and PE activities.
Drama- Mime- Act like a shadow. Mime what your partner is doing.
‘My Shadow’s Adventure’- Act out an adventure your shadow went on during the day.Art- Sun and Moon Art- Draw the sun on one side of the page and the moon on the other side. Use colours associated with the sun and moon to complete picture.
PE- Shadow Tag
-
-
Activity Set- The Planets
ESERO Lesson 01-The Planets:Journey through the solar system is an ideal way to introduce’The Planets’ as a topic on a Science Lesson. I love the way it involves active learning methods such as The Planet Dance and The Planet Game. both are fun artist will engage younger pupils with enthusiasm.
the YouTube Planet Song ‘Family of the Sun/Planets of our Solar System is an excellent way of teaching planet names and characteristics of each planet and is especially appropriate for younger learnersinteractive digital resources, short videos and images of the planets will help pupils visualise space in a way that would not be possible otherwise and provide second hand experiences for pupils. Examples include: Tge Solar System for kids/ The sun, moon and the planets @ Homeschoolpop.
art could also be integrated through painting/colouring/ decorating planets and this will help reinforce children’s understanding of the different features of the planets. Hands-on, active experiences promote engagement and understanding.
-
Hello Siobhan,
Great use of digital resources, we have so much more accessible than we ever have before. A great site to see images from mercury: https://mercury.quickmap.io/
Craters are labelled too!
-
-
This is a junior infant lesson is centered on inquiry rather than simply giving facts. The children are encouraged to ask questions, make predictions, investigate through hands-on experiences, discuss their observations, and reflect on their learning.
Junior Infants Lesson Plan – The Moon, the Moon Landing & Neil Armstrong
Theme: Space – The Moon
Class Level: Junior Infants
Duration: 45–60 minutes ( this could be broken up over 2/3 lessons depending on the level of engagement)WALT-
•To find out about the Moon.
•To learn who Neil Armstrong was.
•To ask questions and share our ideas.After the lessons can the children-
•Talk about the Moon.
•Share something they already know.
•Explain that Neil Armstrong was the first person to walk on the Moon.
•Create a piece of Moon-inspired artwork.Introduction (Inquiry-Based Learning)
Show a photograph of the Moon and ask:
•What do you see?
•What do you already know about the Moon?
•Have you ever seen the Moon?
•What do you wonder about the Moon?
•Why does the Moon shine?
•Can people live there?
•Why does it have holes?
•Is it made of cheese?
Encourage all ideas without immediately giving answers.Show a picture of Neil Armstrong. Ask who he is what do the children think he did?
Explain
“A long time ago, in 1969, Neil Armstrong travelled in a rocket to the Moon. He became the first person to walk on the Moon. He wore a special spacesuit because there is no air on the Moon.
Read ‘Papa, Please Get the Moon for Me by Eric Carle
Discuss:
How did Neil Armstrong get to the Moon?
What would it feel like to walk on the Moon?
Why did he need a spacesuit?Investigation
Question:
What is the Moon’s surface like?
Moon Crater Investigation
Materials
•Tray
•Flour
•Cocoa powder
•Marbles
The children must
•Predict what will happen when a marble is dropped.
•Drop the marble into the tray.
•Observe the crater that forms.
Discuss:
•What happened?
•Which marble made the biggest crater?
•Why do you think that happened?
Children draw what they observedAistear Integration the children can rotate this activity during the week
Role Play – Mission to the Moon
Create a Space Station with:
•Helmets
•Clipboards
•Maps
•Toy rockets
•Astronaut badges
Mission:
“Travel to the Moon like Neil Armstrong.”
Children pretend to:
•Launch the rocket.
•Walk on the Moon.
•Collect Moon rocks.
•Report back to Mission Control.Construction Area
Challenge:
Can you build a rocket that will take Neil Armstrong to the Moon?
Materials:
•LEGO
•Blocks
•Recycled boxes
•TubesSmall World
Provide:
•Toy astronauts
•Rockets
Rocks
Children create their own Moon adventure stories.
Ask:
• What did we learn today?
• Who was Neil Armstrong?
• What did we discover about the Moon?
• What new questions do we have?
Record any new wonder questions.Assessment
Observe whether children can:
• Participate in discussions.
• Ask questions.
• Use vocabulary such as Moon, rocket, astronaut and crater.
• Explain that Neil Armstrong was the first person to walk on the Moon.
• Engage in role play and investigations.Resources
• Photograph of the Moon
• Photograph of Neil Armstrong
• Picture book (Papa, Please Get the Moon for Me or Mae Among the Stars)
• Tray, flour, cocoa powder, marbles
• Paper plates, grey paint, bubble wrap
• LEGO/blocks/recycled materials
• Toy astronauts and rockets
• Wonder Wall (chart paper or display board)-
-
Hi Jennifer,
Thats a very cohesive lesson plan as seems like it may be best split over a few periods. Creating a space station is an excellent role play activity where you can introduce the idea of different gravities and ask the children how that might change their day to day. What would be easier, what would be harder. Nasa has a page here about what it takes to be an astronaut: ESA – Space for Kids – Would you like to be an astronaut?
-
-
Lesson: The Man on the Moon:
L:O: Children will learn that the moon is a sphere, The Moon dosen’t always look the same.
Prompt: Playdough. Using playdough all children have an opportunity to create what they think the moon looks like. Are there any patterns on this?
Activity 1: Is the Moon round? Show the children a picture of the moon and a round ball. Ask which is most like the moon? Children would agree the ball. Brainstorm different words to describe the moon: round, circular.
Activity 2: Why does the moon always look different? Using a torch and a white ball and moving the white ball around the torch, showing how the moon is always round but sunlight only hits part of it which is why we have different shapes of the moon.
Activity 3: show children a youtube video of the clouds moving slowly. I’m going to ask the children can they see any pictures on the clouds. We will pause the video when we can see an image. I will compare this to the moon, I would give the children some images of the moon and they can draw where they can see any faces.
-
-
Activity: The Spherical Earth
I would use the Esero resources to enhance my lesson. I like the idea of the Polar Bear and the Penguin standing on opposite Poles and asking the question – why don’t they fall off?
I would use the Oliver Jeffers Books as a stimulus and definetly the resource of the 16 individual drawings that piece together to create a spherial piece.
Visualising is so important when teaching such an abstract topic to young children.
We would also make use of our classroom globes. This would link nicely into our work on 3D Shapes, creating an opportunity for cross curriculum integration.-
Hello Natasha,
Thanks for sharing your lesson plan with us. Its a good idea to link it into other 3d shapes. You could ask the children why they think the earth and planets are spheres? Heres a nice resources from NASA explaining how gravity shapes the planets https://spaceplace.nasa.gov/planets-round/en/
-
-
Activity: The Planets
I would use the StoryBots: We Are the Planets video (https://www.youtube.com/watch?v=ZHAqT4hXnMw) as an engaging introduction to our space topic. I have regularly used this video in the classroom and the children always enjoy it. The catchy song and colourful visuals would help the children become familiar with the names of the eight planets and spark their curiosity about the Solar System.
After watching the video, I would gather the children in a circle and discuss what they learned about the planets. We would talk about Earth as our home planet and identify the other planets in the Solar System- I would use visuals and planet name labels. Following this, I would use the Planet Game from the lesson ‘The Planets-journey through the Solar system 01”, where hoops represent the planets and the children become space rockets travelling through space. This active, play-based activity would reinforce the planet names while developing listening and movement skills
To extend the lesson, I would complete the Planet Dance and Spin Your Own Planet activities to help children understand that planets orbit the Sun and spin on their axes. This lesson supports inquiry-based learning by encouraging children to ask questions, share observations, and explore ideas through movement, discussion, and play. Combining music, storytelling, and hands-on activities makes learning about space fun, memorable, and meaningful for the children.-
Hi Sarah, Thanks for sharing the Story bots resource!
What a great multi sensory lesson plan. Towards the end of the lesson when the children are more settled you could also show them photos taken by the webb and hubble telescopes of the planets: https://science.nasa.gov/mission/webb/multimedia/images/#search
Its amazing what we can see now!
-
-
Activity set- The sun and the shadows
Children will explore how the Sun creates shadows and observe that shadows change depending on where the light shines.
I will start by reading ‘The sun Thief’ by Alice Hemming to the class. Pausing during the story to discuss the missing Sun and ask questions such as: What happens when the Sun disappears? Have you ever noticed your own shadow? When do we see shadows?
I will then pull down the blinds in the classroom and use a torch to shine on a toy or object. Allow children to observe the shadow and move the object closer to and farther from the light. I will ask questions like: What happened to the shadow? Why did the shadow get bigger or smaller? What happens when the light moves?
The children will then experiment in small groups with different objects and torches.
Afterwards we will discuss what the children have noticed. I will ask the following questions to steer the discussion in the right direction: What made the shadow appear? Did every object make a shadow? How did the shadow change?
I will explain that shadows are made when an object blocks light from the Sun or another light source.-
-
Hi Kathryn,
Great lesson you have put together. Another way to extend this lesson is to also add changing light source colour to see what effect it has on shadows cast. See this resource here:https://www.fizzicseducation.com.au/150-science-experiments/light-sound-experiments/make-coloured-shadows/
-
-
Activity: The Planets
If I were to use this lesson in my classroom, I would begin by exploring the children’s existing knowledge of space and encouraging them to ask questions about the planets. This would help create curiosity and give the children ownership of their learning from the outset. I would use the planet game to allow pupils to actively explore the Solar System rather than simply memorising facts.
Throughout the lesson, I would encourage children to make predictions, explain their thinking and ask their own questions. Rather than providing answers immediately, I would use prompts such as, “How do you know?” or “What makes you think that?” to develop their reasoning skills. I would also pause regularly to discuss what the children have noticed and encourage them to build on one another’s ideas.
To extend the inquiry, I would ask the children to work in small groups to create a model of the Solar System or investigate an individual planet using books and child-friendly digital resources. I feel this lesson provides an excellent balance of movement, discussion and exploration, allowing children to develop scientific knowledge through active inquiry while also building their confidence in asking questions and sharing ideas.
-
-
I would read a story about the Moon called When Moon Became the Moon by Rob Hodgson. This talks about when space and the planets were formed in a child friendly way and talks about how the moon controls the tides and how this benefits sealife and animals. It also looks at the phases of the moon.
We would talk about what the moon looks like and look at the moon when it appears during the day. We look at the appearance and how it changes during the month when we observe it. We would look at the craters formed on the moon too and try a flour experiment dropping objects to see how the craters are formed on the moon in a similar way.
I also really like the Brainpop series and there is one about The Moon looking at what it is how it was formed and how silent it is on the moon. It looks at gravity on the moon as well. We would talk about what it would look like standing on the moon and how you would feel as an astronaut.
Brainpop The Moon https://vimeo.com/366560864
-
Hello Mairead,
Great recommendation on a book for the moon, its good to see the relation to the sea and marine life! To talk about gravity you could also show them how different life is on the ISS: <span class=”TextRun Underlined SCXW174976273 BCX0″ lang=”EN-US” xml:lang=”EN-US” data-contrast=”none”><span class=”NormalTextRun SCXW174976273 BCX0″ data-ccp-charstyle=”Hyperlink”>Wringing out Water on the ISS – for Science!</span></span><span class=”TextRun SCXW174976273 BCX0″ lang=”EN-US” xml:lang=”EN-US” data-contrast=”auto”><span class=”NormalTextRun SCXW174976273 BCX0″> </span></span><span class=”EOP SCXW174976273 BCX0″ data-ccp-props=”{}”>
Because of the microgravity, they have to adjust to life where everything floats!</span>
-
-
Introduction
I would use this inquiry-based sequence with a 2nd class to develop pupils’ curiosity about the Moon while integrating science, literacy, art, and Social, Personal and Health Education (SPHE). The lessons would encourage children to ask questions, observe carefully, and share their own ideas before exploring scientific explanations.
Exploring the Moon
The lesson would begin with **”What Does the Moon Look Like?” (ESERO 22)**. Pupils would observe images of the Moon, identify its visible features, and make predictions about what they think the surface is like. Through discussion and observation, they would develop skills in questioning, predicting, and communicating their ideas.
Stories and Different Perspectives
Next, I would introduce **”The Man on the Moon” (ESERO 2)** to explore how imagination and storytelling influence our understanding of the Moon. This would be followed by **”The Multicultural Moon” (UNAWE)**, where pupils would discover stories and beliefs about the Moon from different cultures. This promotes respect for diversity and encourages children to appreciate different perspectives.
Reflection
To conclude, pupils would create a drawing or short written response about what they learned. My role would be to facilitate discussion, encourage inquiry, and guide learning through questioning, helping pupils develop scientific understanding, creativity, collaboration, and cultural awareness in an engaging and meaningful way.
-
Hi Annemarie,
Great lesson plan and leaning into some more cultural aspects of the moon. There are a lot of great resources for visualising the surface of the moon too.
Very high resolution photos of the moon surface can be found here: https://quickmap.lroc.im-ldi.com/?prjExtent=49214.9802053%2C-1023652.7207492%2C122489.8248804%2C-987992.2963407&earthShadowEnabled=true&proj=10&stack=3314&defs=N4IgzGCMAsIFygPYAcCGBjAlgFwJ70gF9Cg. Taken by the Lunar Reconnaissance Orbiter Camera! (LROC)
-
-
I would like to use The Man in the Moon activity combined with other ideas from this module in the coming year.
I would start by engaging children by showing them a white paper circle and asking them if it looks like the real moon, then repeating using a crescent shaped version. I would ask the children if they have ever heard anyone talk about the Man on the Moon? If so, what have they heard and who do they think he is? I would share the WALT for the lesson – We are going to find out what the Moon looks like, and why it is that some people say they can see shapes like people on the Moon.
I would then do the Make your own Moon activity using the listed resources. When finished we would discuss why they made theirs the way they did. A child may use the word ‘sphere’ during discussion, if not I would explain that the Moon is really a sphere, and look at/talk about other spheres we encounter. I would explain that from the Earth we can only see one side of the Moon at a time, which is why it looks flat. I would hope to elicit from children that we sometimes see the Moon as a circle, and sometimes as a crescent. (This may have happened in earlier discussion.) I would demonstrate this using a torch and sphere as described in “The Reflecting Moon “activity from UNAWE Universe in a Box. I might also show a video demonstrating this.
I would then use the Moon Rhyme and the questions with that activity e.g. What does the Moon look like here? I would explain that the darker places make it look like there are figures on the Moon, but really there are no people or creatures on the Moon. The poem could be used to further language curriculum objectives and I think the minute you use the Moon as a starting point you open the door to so many curriculum integration possibilities. Studying Neil Armstrong, moon landings, songs and poems about the Moon. Art work based on the Moon.
Another activity from this module I think I would do following this lesson, is the Lunar Landscape activity from The Universe in a Box resource. This would be a fun, hands on way of exploring the creation of the craters etc. There are easy to find resources for the activity, which is always a plus. I tried it myself but my baking tray was not deep enough. I would use a shoebox or deeper dish instead.-
Hi Orla,
Nice job on the lesson plan, Great practical tip too about the shoebox for the crater activity, that’s exactly the kind of detail that saves someone else’s lesson !
One nice fact when discussing the Man in the Moon patterns is different cultures see different shapes in those dark patches, a rabbit in several Asian traditions, a toad in some Mesoamerican stories, a face in Western folklore etc. it could be a lovely tie-in with the language and integration work you’re already planning, letting children look at the pattern and decide what shape they see themselves.
-
-
Theme:The planets
We teach the theme of the planets as part of our second class Science lessons.
I usually begin by taking a look at images of the planets. I will look to Esero for the see images this year. I would start with letting the children discuss what they can summise from the images? What do they already know about “The Planets”? What do they want to know about the planets?
The children love “the planets song” from hopscotch. I will try the planets song mentioned in this module this year. The children then do mini projects,creating fact files from a template I have given them on a planet they are interested in. The children then share their findings with the class. We then create an image of the galaxy including the planets in their correct order using chalk and paper as part of our art lesson. The children love this art lesson. I have found this to be a very effective way of encouraging the children to learn about the planets.-
Hi Suzanne,
Great lesson with lots to do.
You could also show them the images taken from NASAs web and hubble telescopes here https://science.nasa.gov/mission/webb/multimedia/images/#search,
There are even videos available like this one: https://science.nasa.gov/asset/webb/closeup-observations-of-auroras-on-jupiter/
Showing Auroras on Jupiter!
-
-
I would use the activity set: The Moon in my 1st class classroom because it is a topic that naturally creates curiosity among young children. Many children have questions about the Moon, such as why it changes shape, why we can see it at different times, and whether it is always there even when we cannot see it. I think this activity set would allow children to explore these questions in a fun and hands-on way.
I would begin by asking the children what they already know about the Moon and recording their ideas. We would then observe the Moon over a number of weeks, using drawings or digital photographs to create a Moon diary. The children could record what they notice about the Moon’s shape and discuss any patterns they see. I would encourage them to make predictions and share their thinking with the class.
I like this activity because it allows children to learn through observation and investigation rather than just being given information. It develops important skills such as questioning, predicting, recording and explaining ideas. Using digital records, such as photos or a class slideshow, would also help children see the changes over time and make the learning more meaningful. I think this would be an engaging way to introduce young children to space while encouraging curiosity and a sense of wonder about the world around them.
-
Hello Muireann,
Thanks for sharing your ideas here. There are alot of skills that could be developed by keeping a moon diary! We only ever see one side of the moon as its tidally locked to the earth, it might interest them to the far side of the moon too : https://science.nasa.gov/moon/facts/, You can spin it to show them
-
-
I would begin by reading the poem “The Spinning Earth” by Ailleen Fisher as a hook to focus attention on the Earth and that we will be learning a little about the Earth today. Then, I would show the children a picture of the Earth with a penguin on the bottom and a polar bear on the top. “I wonder why the penguin doesn’t fall off the Earth?” Explain that there is no conventional top or bottom of the Earth.
Expand – Place a person in Ireland and a person in Australia. Will the person in Australia fall off the Earth?
Activity: using a globe and blu-tack, allow the children to stick their characters on different countries and slowly rotate the Earth on it’s axis. emphasise that these people will not fall off the Earth because there is no top or bottom.
Activity: Explain to the children that we are now going to show this through artwork. Distribute the Earth mosaic sheets and allow the children to design their mosaics with an “above and below” ground section; above with trees and houses and below with rocks and soil. When completed, arrange them into a circle so they resemble the Earth’s outline.
Questioning: Allow the children to decide which way is up and which is down. It should be clear that there is no up or down from any perspective. In my classroom, this visual demonstration would enhance the concept of Earth having no up or down section.
-
-
I’m choosing the activity set on the Moon, I’ve covered this topic before as a wider space theme with my infants and they always love the Moon! I think it’s partly because it’s a bit more tangible to them as it’s something they can see themselves, with their own eyes. I’d start by exploring what the children already know about the Moon through whole-class discussion and questioning. We’d look at photographs of the Moon and talk about what we notice (shape, surface, craters etc.)
I really liked the fabric moon activity mentioned in Module 2 so I’d definitely use that. I’d have children create their own Moon pictures using different art materials – whilst still looking at the photos of the moon and focusing on the craters and patterns they see. I really like this activity because it combines science, creativity and oral language.
-
Activity Set: The Sun and Shadows – What makes shadows?
I would use this activity in my classroom as an inquiry-based science lesson where pupils investigate how and why shadows are formed. I would begin by asking pupils questions such as “What is a shadow?” and “Why do shadows change size and position?” to find out their existing ideas and encourage curiosity.
Pupils could work in groups to explore shadows using torches and different objects, making predictions about what they think will happen. They could then investigate how changing the position of the light source affects the shadow. As an outdoor activity, pupils could observe their own shadows at different times of the day and record their findings using photographs.
This activity would allow pupils to develop important scientific skills such as observing, predicting, investigating, recording, and explaining. I would encourage pupils to share their findings and reflect on how the Sun’s position in the sky affects the shadows we see. Taking photos on ipads, would help create a record of their investigations and support discussion. I think this activity would be engaging for pupils as it connects a scientific concept to something they experience every day. -
-
-
Activity Set: The Planets I would choose the activity set ‘The Planets’ and adapt it to suit the needs of the pupils in my special class. As the children are wheelchair-users and non-verbal or semi-verbal, I would make the activity active, sensory and accessible by giving each pupil the role of a different planet. Each child could wear or hold a large picture of their planet, with its name, colour and a simple symbol attached to their wheelchair.
Alternatively, before beginning the main activity, the pupils could create their own planets during an Art lesson. They could use paint, coloured paper, tissue paper, glitter and different textured materials. Each pupil could choose the colours, size and features of their assigned planet. This prior lesson would help to introduce the topic in a creative and enjoyable way.
I would arrange the pupils around a model of the Sun in the correct planetary order. With support from staff, the pupils could move slowly around the Sun to demonstrate how planets orbit. We could use music (The Family of the Sun song), lights and sensory materials to make the experience more engaging. For example, pupils could explore warm light for Mercury, red textures for Mars, a large soft ball for Jupiter and a ring-shaped prop for Saturn.
I would repeat the names of the planets and use simple questions such as, “Which planet is closest to the Sun?”, “Which planet has rings?” “Where is Earth?” and “What is the name of earth’s satellite”. Pupils could answer by looking, pointing, using switches, eye gaze, gestures or vocalisations.This activity would help the children learn about the planets through movement, repetition, visual supports and sensory exploration. It would also encourage participation, communication and help improve their gross and fine-motor skills and turn-taking skills. I believe that making each pupil a planet would help them feel included and make the learning experience enjoyable and memorable.
-
Hi Sonali,
Thanks for sharing your lesson plan with everyone. This is a really inclusive approach to teaching the subject, i particularly like how you approach the planets from a tactile perspective too. The small planets are rocky so something like a foil ball could be representative, and a light soft ball like you chose for jupiter is perfect for representing a gas giant.
-
-
Lesson plan for second class:
Students will identify the shapes of the Sun, Earth, and Moon, order them by size, and demonstrate how they move around each other.
We will discuss and research following concepts:
Sphere: A perfectly round 3D ball shape.
Orbit: The path one object takes around another.
Rotate: To spin in place like a top.
Required Materials
A football (Sun), a tennis ball (Earth), and a marble (Moon) to show scale.
A torch.
Paper plates, colouring pencils, and metal split pins for the craft.
We will begin with a group discussion asking students what they see in the sky during the day versus at night. We will discuss the common misconception that the Earth is flat or that the Sun and Moon are flat circles. Show a globe or ball to establish that all three objects are spheres. Holding up the basketball, tennis ball, and marble I will ave students guess which object represents the Sun, Earth, and Moon. I will then explain that the Sun is the largest (a giant star), the Earth is medium-sized (our home planet), and the Moon is the smallest (Earth’s natural satellite). We will then clear a space in the classroom and pick three student volunteers to act as the space bodies.
The Sun stands in the centre holding a flashlight.
The Earth slowly walks in a wide circle (orbits) around the Sun while slowly spinning in place (rotating). I will shine the torch on the spinning Earth to show how the side facing the light experiences daytime, while the side facing away experiences night.
-
I would use the ‘Sun and Shadows’ activity with a second-class group because I think children understand ideas better when they can actually see them happening. Instead of starting the lesson by explaining why shadows change, I would bring the class outside first and ask them what they notice. I think many children would have different ideas, and it would be interesting to hear their predictions before we tested them.
The activity I would use is tracing each child’s shadow with chalk at different times during the school day. I like that it doesn’t require expensive resources, but it still gives children the chance to investigate something they see every day without really thinking about it. After each observation, I would ask the children to compare the outlines and talk with a partner about what had changed. I imagine some children would be surprised that their shadow could become much shorter or longer depending on the time of day.
One thing I have noticed during placement is that children often remember lessons that involve moving around more than lessons where they stay at their tables. I think this activity would encourage even quieter children to join in because everyone has a shadow to investigate. If a child came up with an unexpected explanation, I wouldn’t correct them straight away. Instead, I would ask another question or encourage the class to test their idea together. I want children to feel comfortable sharing their thinking, even if it isn’t correct at first.
To finish the lesson, I would ask the children to draw or write one thing that surprised them and one question they still have. I think this would help me see what they understood while also showing them that it is okay to leave a lesson still wondering about something. For me, that is one of the most valuable parts of inquiry learning because it keeps children’s curiosity going beyond the classroom.
-
Activity set: The Moon.
(Adapted for senior infants)
Learning outcomes:
To know that the Moon is a sphere.
That the Moon doesn’t always look the same.
That the moon takes on various shapes throughout the lunar cycle; full/half/crescent
Realise that the moon looks the same for everyone, whether city or countryside (multi-cultural theme)
Moon craft project and materials needed;
coloured circular craft sheets
coloured crescent-shaped craft sheets
gluepaint
scissors
sticky tape
white paper circle
white paper crescent
polystyrene spheres; one of which is white
Preparation: For the Make your own Moon project make sure you have enough paint, coloured craft sheets, spheres, glue, and scissors for each group.The Moon: 10 min.
Engage the children’s interest in the Moon by showing them a white paper circle
Ask the children if it looks like the real Moon. Now show them the crescent-shaped moon.
Does that look like the Moon? And the sphere? Do they think that that looks like the Moon?
Explain to the children that they are going to find out what the Moon looks like…Make your own Moon: 15 min.
Explain that they are going to make their own Moon and they can use all the materials laid out on the tables.
When they have finished, ask them why they made their Moon the way they did?
Pay particular attention to the colour and the shape. Ask them if the Moon really
looks like that? Explain that the Moon is really a sphere. From the Earth we can only see one side of the Moon at a time, which is why it looks flat. Sometimes we can see the Moon as a circle, and sometimes as a crescent.Journey through the Solar System.
LESSON 1:Moon rhyme.
Sit in a circle and show the children the discussion sheet that goes with the rhyme. What does the Moon look like here? Explain that you are going to learn the rhyme that goes with this picture.
At the end of the lesson get the children to colour in “Man in the Moon,”.
I see you from my bedroom!
But you don’t have any hair?
Your head is very round and bald.
Don’t you find it rather cold?
If you’ll just come down for a chat. 20 min.
Hand out the worksheet. Encourage them to identify shapes/figures on the image by colouring.
Ask if the Moon really has eyes, nose and mouth and wears a woolly hat, like in the rhyme. Why is it that they can see all kinds of figures in the Moon?
Explain that some places on the Moon are lighter and some places are darker.
The darker places make it look like there are figures on the Moon. Explain clearly to the children that their ideas and drawings are based on fantasy. In real life there is no Man in the Moon, or any other animals etc. Use discussion techniques to encourage the children to share what they now know about the moon.
Cross curricular linkage: History and the Story of Neil Armstrong
Maths and 3D shapes: The sphere
Oral language and the discussion around the life of an astronaut. What would you pack in your bag if you were Neil Armstrong?
How would you prepare for your mission? Knowledge/skills/physical training etc.
Create a drama activity based on your journey to the moon.
SPHE: I love you to the Moon and Back. -
Activity Set: The Sun and Shadows
This lesson is for Junior Infants, Senior Infants and First Class.
I would start by asking the children if they have ever seen a shadow? What does a shadow look like? Is it dark or is it bright? What do you think makes shadows?
We will then make a shadow frame. It is made with a piece of cardboard for the frame and contact paper or a laminating sheet for inside the frame. Children will place blocks/ cut out pictures/ counting bears etc on the frame and see what shadow it shows underneath. Children will investigate how they can make the shadows change by lifting their frame higher up and lower down etc.
Another simple experiment is making shadow people using pipe cleaners. Children will create their own people by intertwining pipe cleaners. We will place them on the tarmac outside and draw their shadow using chalks. We will check them each hour and draw around the shadows. At the end of the day, the children can check how the shadows have moved as the direction of the sun has changed. -
The activities on The Spherical Earth, The Planets, The Moon, and The Sun and Shadows provide engaging, inquiry-based learning opportunities that encourage pupils to develop scientific thinking through observation, prediction, and investigation. I would use these activities as part of a hands-on science unit, allowing pupils to work collaboratively in small groups to explore concepts before discussing their findings as a class.
For the Spherical Earth activity, I would use a globe and a torch to demonstrate how light falls on Earth, helping pupils understand day and night. The Planets activity could be extended by having pupils create a scaled model of the solar system and research one planet to present to their classmates. During the Moon activity, pupils could observe the Moon over several weeks and record its changing phases in a science journal, linking classroom learning with real-world observations.
The Sun and Shadows activity would be particularly effective outdoors. Pupils could measure and record the length and direction of shadows at different times of the day, make predictions, and discuss why shadows change. This would integrate science with mathematics by collecting and interpreting data.
-
- You must be logged in to reply to this topic.