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Hi Tara, I really like how you integrated ICT and maths into your lesson. It’s great to be able to task quieter children with tasks such as this as it gives them an important role without too much pressure to speak etc. I think adding a numeracy element is great too, especially if you’ve covered length etc.
To begin my lesson I would show the cartoon where Marvin and Milo build their rockets. We will discuss and compare their rockets. The class will identify the questions Marvin and Milo asked and what they each wondered. These will be added to our KWL charts.
I will explain to the children that today we will make our own rockets. Together we will watch the video on the mouse rockets. The children will be split into mixed ability groups. The children will discuss the rockets, list the materials used and draw the rockets. The children will go to the junk art press and find the resources needed.
Once the rockets are built, Like Marvin and Milo we will investigate a certain feature of our rockets. The children will come up with investigations and predictions, these will be added to the KWL chart.
Once the rockets are built we will explore the different ways to use the rocket and assess how we will answer our questions and assess our predictions. For instance, we will compare how different applications of pressure around the rocket will determine how far the mouse will fly. To conclude the lesson using the KWL chart the children will sit for circle time and record their investigations and make note of any unexpected results.The rockets will then be pictured and used to compare the rockets made for science week in 5th class as part of science week. The 5th class students could come to the class and engage in small group discussions comparing materials used in their rockets vs the mouse rockets.
There’s so many great ideas listed. I can see how the ideas can be used across all the subjects as part of a monthly theme. Love the touch/feel box, my class love that and they come up with great observations. Will certainly add this to our group learning list for Arctic animals.
Using the ESERO 5 document I would like to explore the concept of where I live, my own house and my neighbourhood. I would then like to extend the learning to a follow up lesson of where I live to where I live in relation to our place on earth.
Lesson 1 – To begin we will discuss and using the visuals in the ESERO 5 document to identify the house we live in. The children will draw their houses as a blueprint on our whiteboards. We will discuss the features of our homes, colours, shapes, windows, roofs etc. Incorporating hands-on activities we will then make models of our homes using play doh. The children will then look, discuss and compare the similarities and differences between the houses of their desk partners. The children will discuss the similarities and differences in each house style. The children will also discuss their neighbourhood and the other buildings that are there.
Lesson 2 – In a further lesson we will then make a all about me and my space flip book. Each circle will follow this format.
Circle 1
Self portrait
My house
My neighbourhood
My city
My country
My continent
My planetWhat a great lesson to teach the class about Mars. I think the multisensory approach to Mars with all the visuals and various stimuli discussing the red planet the children will certainly remember the fact that Mars looks different to earth and has many different features. It sounds like great fun!
Using the IWB I would display a visual of the Orion constellation. The class would discuss and explore the definition of a constellation. We will discuss and understand that there are many constellations but in today’s lesson we’re exploring the Orion constellation.
The class would discuss what they believe the constellation looks like.
To further the lesson I would read the Julia Donaldson Book – ‘The Smeds and the Smos’. This would support a more visual understanding of life on other planets. The postcard from another planet that I spoke about in module 1 would then be introduced.
I would then ask the students to think pair share as to what their thoughts were regarding the question, would the Orion constellation look the same from planet earth as it does if I postcard came from planet Smed.
To use enquiry based learning I would tell the students using an A3 piece of paper they can either draw, use cubes, balls etc to make the Orion constellation. Once this is completed the groups must stand at the left of their desk, this is the view from planet earth. They will discuss what Orion looks like from this view. They will then move to the right of the desk and decide if the view from planet earth and planet Smed is the same or different.
To conclude the lesson in our circle we will discuss their findings and conclude that what we see in the sky from planet earth is from our point of view and that the view from another planet wouldn’t see the same pattern.
Hi Joanne, I realy like the idea of the group art lesson and the discussion of the differences in size, texture and coloour of each of the planets. The finished products would be great to have in the classroom for the more visual learners. A super messy but worthwhile idea!
To teach the planets to my senior infant class I would combine the hoola hoop planets lesson with the planets song.
Firstly, we would listen to the song in the classroom , we would reflect on their lyrics and the features of the planets, eg colour, landcape features, distance from the sun etc. I will then explain to the class that we’re going to use our bodies to make a video for our learning log to be sent to parents so they can teach their parents about the planets.
In the halla each child can pick what planet they would like to be and their hoop is their chosen planet. They will then be tasked with grouping togethers with others who have chosen their planet. They will then arrange themselves in relation to the sun (the yellow hoop) and the solar system.
Each group will then decide what action they could do with their hoop when their planet was in the song (jump in the hoop, spin the hoop, run around the hoop etc). We will practice this by playing the song numerous times, a video will be taken and sent to parents to show the learning and actions.
Hi Audrey, I reaaly like the ideas you have for the moon. I think books are just so important and bringing up any topic organically. The discussion after reading the story will allow all the children to think of questions to ask and answer.
Integrating the topic into other activities definitely makes it more memorable and consolidates the learninf. Your ideas sound like great fun!
As part of our space month theme I would introduce a mystery postcard into our oral language lesson. Our classroom receives postcards throughout the year from any students that go away on holidays or visit family in different countries. This time we will receive a postcard from a mystery planet from a child/alien in senior infants.
We will then look at pictures of the planets in our solar system, we will discuss what planets the postcard could come from, what planets are most habitable etc.
The children will be split into small groups and tasked with thinking of questions to ask the alien to help figure out what planet our alien is from. Together the class will dictate a reply to the postcard enquiring, what the landscape looks like, what the temperature is, how far away they are to the sun, what planets are next to them, how many moons they have etc.
This activity will encourage students to investigate their knowledge of space, the planets, language and creativity in a fun way all whilst integrating oral language, science, language, reading and writing skills. Critical thinking is required here as the children will have to rule out certain planets and explain why the mystery postcard can’t have come from there.
We could integrate this lesson into an art lesson where the groups could draw what they think the child who wrote the postcard looks like, what their landscape looks like and so on.
Module 1 reflection
As part of our space month theme I would introduce a mystery planet postcard into our oral language lesson. Our classroom receives postcards throughout the year from any students that go away on holidays or visit family in different countries. This time we will receive a postcard from a mystery planet from a child/alien in senior infants.
We will then look at pictures of the planets in our solar system, we will discuss what planets the postcard could come from, what planets are most habitable etc.
The children will be split into small groups and tasked with thinking of questions to ask the alien to help figure out what planet our alien is from. Together the class will dictate a reply to the postcard enquiring, what the landscape looks like, what the temperature is, how far away they are to the sun, what planets are next to them, how many moons they have etc.
This activity will encourage students to investigate their knowledge of space, the planets, language and creativity in a fun way all whilst integrating oral language, science, language, reading and writing skills. Critical thinking is required here as the children will have to rule out certain planets and explain why the mystery postcard can’t have come from there.
We could integrate this lesson into an art lesson where the groups could draw what they think the child who wrote the postcard looks like, what their landscape looks like and so on.
