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- Create one lesson plan that incorporates STEM skills and is appropriate for a class of your choice from junior infants to 2nd class.
- The lesson plan should provide opportunities for students to develop their STEM skills and engage in hands-on learning experiences.
- Share a link to the plan and a short (100 words minimum) descriptor here as a Reply to this post.
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In this STEM lesson designed for junior infants (4-5 years old), students embark on a hands-on adventure to discover shapes, structures, and basic engineering concepts. The lesson begins with a discussion about shapes using picture cards. Students then dive into activities that involve identifying and matching shapes using building blocks. They work together in small groups to take on a building challenge—constructing tall towers using only squares and rectangles. Creativity flourishes as they also use the blocks to create shape art on paper. The lesson wraps up with a reflection on their experiences and a sharing session. This engaging lesson not only enhances fine motor skills and shape recognition but also cultivates teamwork and problem-solving abilities in a playful atmosphere
https://docs.google.com/document/d/1OnpC1EA_8oTeMaA0dXtCevYo4yKcGDKy_M7sKUeHBLI/edit?usp=sharing
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For 1st Class students, this 40-minute lesson is designed to enhance understanding of syllables in words, using the interactive Sphero Indi robot. Focused on the curriculum strands of Mathematics’ “Shape and Space”, Science’s “Energy and Forces”, and Primary Language’s “Oral Language and Reading”, students are engaged in both spatial awareness and linguistic activities. The lesson kicks off with an introduction to syllables. Students ponder questions like “What is a syllable?” and dive into the breakdown of the word ‘Fantastic’. The Sphero Indi robot is then introduced as a learning tool for the session. During the development phase, students are first exposed to syllable cards, such as “Fan”, “Tas”, and “Tic”, and discuss the combination of these parts to form the word “Fantastic”. Next, they learn how the Sphero Indi robot uses colored cards to navigate and stop at each syllable. In a hands-on group activity, students are divided into small teams and equipped with a set of color cards, syllable cards, and a Sphero Indi robot. Their challenge? To lay out a path for Sphero Indi to sequentially pass by each syllable, ensuring it pronounces the word correctly. For example, for the word ‘Fantastic’, Sphero Indi should pass “Fan”, then “Tas”, and finally “Tic”. Post design, teams test out their paths. Each group showcases their chosen word and narrates the sequence of syllables used. Assessment is twofold. Through observation, educators assess students’ collaborative skills and their ability to sequence syllables aptly. This is complemented with a discussion, reflecting on which words were successfully formed and if the syllables were organized correctly. Concluding the lesson, there’s a recap on the words constructed using the Sphero Indi and syllable cards, emphasizing the crucial role of sequencing in word formation. Integrative activities suggest students drawing their syllable paths, mirroring Sphero Indi’s rhythmic movements in physical education, and reinforcing the vocabulary introduced during the lesson.</p>
https://docs.google.com/document/d/1Yd3y03UbPOQtQo21lrd7hNHSz6RZBTyX3NzwvXaCkao/edit?usp=sharing-
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Hi Lorcan,
Thank you for your post and for sharing your lesson with us. It is fair to say that this is a truly integrated lesson that navigates and develops a series of STEM skills. There is a strong structure to the lesson with development and progression noticeable throughout. I really like how you have discussed and expanded on the way’s in which you plan to assess the lesson – it showcases the integrated nature of the assessment continuum with provisions for both child-led and teacher-led assessment. I’m sure many of us will be taking inspiration from this lesson for next year.
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https://docs.google.com/document/d/1tuZNUD6coDhJwKuZKYJTsX_XIYOX9CrNiL4pM6LzGBk/edit?usp=sharing
In this engaging, inquiry-based and student-led lesson, 2nd class students will investigate the world of Arctic animals, honing their research skills using digital platforms to uncover unique adaptations and characteristics. Through collaborative pair work, they will craft dynamic presentations spotlighting their chosen animals. They will create a presentation using either Padlet or Google Slides. Pupils will also design imaginative 2D or 3D Arctic habitats, fostering creativity and critical thinking. They will have access to various craft materials and recyclables such as plastic bottles, caps, cardboard boxes and more. They will need to think creatively to build their habitat. This interdisciplinary lesson not only fuels scientific curiosity but also nurtures teamwork, digital literacy and design skills.
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**Lesson Plan: Exploring Shapes with Building Blocks**
**Grade:** Junior Infants (4-5 years old)
**Objective:** Introduce students to basic STEM concepts through hands-on exploration of shapes using building blocks.
**Materials Needed:**
– Various building blocks (different shapes and colors)
– Picture cards of different shapes (circle, square, triangle, rectangle)
– Large mat or table for building
**Duration:** 45 minutes
**Procedure:**
1. **Introduction (10 minutes)**
– Gather students in a circle and show them picture cards of different shapes.
– Discuss the names and characteristics of each shape.
– Explain that they will be using building blocks to create structures based on these shapes.
2. **Hands-on Activity (25 minutes)**
– Distribute building blocks to each student or group.
– Show a picture card of a shape and ask students to use the blocks to build structures that resemble that shape.
– Encourage creativity and experimentation as they build.
3. **Shape Hunt (5 minutes)**
– Place several shapes around the classroom.
– Ask students to find and identify these shapes in their environment.
4. **Sharing and Reflection (5 minutes)**
– Have students present their structures to the class, explaining which shape they used and how they created it.
– Discuss their experiences and any challenges they faced during the activity.
5. **Wrap-up (5 minutes)**
– Summarize the concepts learned and emphasize the connection between shapes and building structures.
– Mention how engineers use shapes in designing buildings, bridges, and other structures.
**Assessment:**
– Observe students’ engagement and interaction during the hands-on activity.
– Assess their ability to identify and create shapes using building blocks.
**Descriptor:**
This lesson plan introduces young learners to STEM skills by engaging them in a hands-on exploration of shapes using building blocks. Through interactive activities, students not only learn about basic shapes but also develop critical thinking and spatial awareness. By building structures based on different shapes, students enhance their problem-solving skills and creativity. The lesson fosters a foundation for STEM learning as students manipulate objects, collaborate, and communicate their ideas. As they identify shapes in their surroundings, students begin to understand how shapes are integral to engineering and design. Overall, this lesson provides an early and enjoyable introduction to STEM concepts, setting the stage for future learning and exploration.
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In this STEM lesson for 2nd class, children will have to select the best material- tinfoil, card, cotton etc to stop the ice trolls from melting. Children will design coats and predict which ones will be best. After the children will check and see which material was most suitable. Children will present their findings and discuss them. In the follow-up development lessons, children will document their experiments with a video on Canva and present it to the class.
https://docs.google.com/document/d/1H_tMp5c4C2yp_Prm9TVGxmF8rjGDX-A-wQRr5SQPdoo/edit?usp=sharing
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Hi Dee,
Thank you for your post and for sharing this lesson outline with us. The lesson you have provided has been a staple in our school with our junior infant classes. There is so much scope for development across the curriculum with this activity. Indeed, we have tried to incorporate some concept cartoons for this investigation to tie in with disciplinary literacy (within the PLC). This allows children to read and analyse like scientists.
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The lesson that I have attached is designed for use with an infant class. The lesson is based on the theme of people who help us and uses Beebots as a learning tool. The teacher will present various scenarios to the class in which their Beebot will need help from someone in the town. The children will first have to identify who is needed to help Beebot and then programme Beebot to get to their location.
This could be adapted to any age group, or could be supported by an alternative coding device like the Sphero Indy. The lesson encourages collaborative learning, critical thinking and digital literacy skills whilst developing a greater understanding of the role of people who help us.
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This lesson is designed for Junior Infants and it is using STEM activities to develop greater understanding of the theme of people who help us. This lesson uses Beebots as a learning tool, but it could be adapted to work with other coding devices like the Sphero Indy.
In this lesson the children are working in groups. The teacher will give a scenario to the class in which Beebot requires help from someone in the community. However Beebot doesn’t know who to go to visit in town to help them, so the class must help them make a decision. Working as teams the children must decide where Beebot needs to go and then create a code to get Beebot their safely.
This lesson whilst deeping understanding of professionals in the community also encourages STEM skills like communication, digital literacy and critical thinking.
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In this 2nd class lesson, students will learn about basic 2D and 3D shapes, while exploring stability, and balance in structures. Through hands-on activities, they will recognize, name, and discuss characteristics of 2D and 3d Shapes. Using marshmallows and toothpicks, students will create both 2D shapes and 3D structures, like cubes and pyramids. The lesson promotes hands-on learning, peer collaboration, and problem-solving. Students explore concepts of stability as they work. They then present their creations to the class and recap the main objectives of the lesson. This lesson promotes STEM skills, fosters creativity and critical thinking, while also highlighting real-world applications in fields like architecture, engineering, and science. Assessment includes observing engagement, participation, explanations, discussions, and problem-solving abilities.
https://docs.google.com/document/d/1WPSUkaQQWstksH1eOhxNdPIREfSlQf7Bot8HCoWkBXU/edit?usp=sharing
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Hi Ruth,
Thank you for your post here and for sharing your lesson outline with us. I have often completed a similar lesson that involves children creating the strongest and tallest structure possible with the materials you have listed. However, I love how you have incorporated a strong maths focus into this. There is plenty of room for differentiation and you will see higher achievers attempting to manipulate materials to create new shapes – indeed, there’s also the possibility of introducing the children to the concept of tessellation.
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This is a lesson I have done with my senior infant ASD class. We were learning about directions in Maths. I incorporated technology into the lesson by using Go Robot Mouse (exact same as BeeBot).
The use of technology in this lesson kept the students engaged in the lesson. (Learning/ teaching left and right can be boring….) It also allowed them to investigate and discover by themselves.
The final activity was a great assessment tool for me as a teacher and the students did not even realise they were being assessed. They thought they we given free play to play with the mouse.
I loved this lesson and would use it again in the mainstream classes.
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This STEM lesson is designed for Senior Infant children (ages 5-6). It is a Science lesson under the strand of Living Things and the topic of Animals and their Babies. This lesson involves the children working both collaboratively and independently and it incorporates the use of technology in the form of the Interactive Whiteboard as well as an interactive game on the tablet. The children then must engage in a hand-on STEM learning experience where they make and design their own Paper Plate Puzzles.
https://docs.google.com/document/d/1yvIbCqQOqzoA4ZI_-Tue7D71hFIjFqO0FhniBkjGUR0/edit
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https://docs.google.com/document/d/1Eu-RJ-e8guZSKZdEJVu75O4pDjBb8u-qXvVphKfd-nQ/edit?usp=sharing
This lesson for Senior Infants is based on using STEM to sequence a previously read text. The children are encouraged to use Book Creator, or a similar app, to sequence the pictures of the story. They will then use these to retell the story by drawing the main events and trying to write a simple sentence to describe it. At the end of the lesson, the children will share their work. Instead of asking the children to draw the story on paper, they could instead use Book Creator to record themselves retelling the story, to further incorporate technology into the lesson.
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The lesson focus in designing this STEM learning experience is to make it relevant to pupils’ life experiences, to address a real-world problem and to shed light on interconnectedness within STEM disciplines.
By constructing a problem around the Covid-19 safety measures that have been part of students’ lives is an innovative way for pupils to construct a rationale for hygiene practices that need to be adopted in times of Covid outbreak.
The class of nine mainstream pupils, aged 9 – 12, in a special education setting are divided into three groups of three. The students are asked to think about and investigate how effective hygiene measures in school are in safeguarding against the spread of Covid-19.
There are two parts to the experimental investigation; how effective is soap for handwashing and how beneficial is it to wear a mask when Covid infection rates are high. Paint on hands is used to test effectiveness of handwashing at various time intervals. How viruses react to soap is tested using two simulated virus protein types (tinfoil balls and sprinkles in water; butter layer for enveloped Covid-19 type virus only). The distance that a sneeze travels and the effectiveness of using a) a tissue and b) a face mask in reducing the risk of virus transfer is measured using a spray gun filled with coloured water on a paper runway to simulate a sneeze.
These experimental activities embed key learning skills promoted within STEM Pedagogy, such as skills of inquiry, problem-solving, decision-making, team-focus, technology and reflective practices. Overlapping with these are the 21st Century learning skills of critical and computational thinking in addition to creativity, communication and collaboration skills.
https://docs.google.com/document/d/1PO2hOeZAUrVHYvv560UKhKEtjHx5sHeHkp7M7JrRzBk/edit?usp=sharing
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