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this is a great idea and would be a lovely way to link the theme between the mainstream classroom and Special Education.
I would choose the building rockets activity and use it as part of a Space Week in my Junior Infant classroom. I think this would be a great opportunity for four-year-olds to explore space through play, creativity and hands-on learning.
To introduce the topic, I would use something familiar to the children, such as Buzz Lightyear from Toy Story. Many of the children may already know Buzz as a space ranger, which would provide an engaging starting point for talking about astronauts, rockets and space. I would show the children the official Toy Story website and use the short “Buzz” video available there. I would then ask questions such as, “Who is Buzz?”, “Where does Buzz say he comes from?” and “What would we need if we wanted to travel into space? I would ask the children if they would like to build a rocket for him?.
For the main activity, the children would work together to build their own rockets for buzz using cardboard tubes, boxes, paper, foil and other recycled materials. I would encourage them to experiment with different materials and designs rather than giving them a model to copy.
During the activity, I would ask open-ended questions such as, “What do you think will happen?”, “How could you make your rocket stronger?” and “What could you change?” This would develop early STEM skills including problem-solving, communication, teamwork, creativity and making predictions.
As part of Space Week, we could also explore the Moon, stars and planets through stories, songs, artwork and simple investigations. I would take photographs of the children’s rockets and record their comments and ideas on Seesaw so that families could see their learning.
I think using Buzz Lightyear alongside real-life space resources would make the topic exciting and relatable for four-year-olds, while also encouraging them to link imaginative play to learning about real space, rockets and astronauts.
I really like the idea of using s story they are already familiar with as the younger classes love rereading stories
I would choose the hands-on classroom themed activities because I think they are very suitable for Junior Infants. Young children learn best when they can explore, investigate and learn through play. I would use a space-themed STEM activity where the children design and build their own rockets using recycled materials such as cardboard tubes, paper, boxes, straws and blocks.
Before beginning, I would read a space-themed story to the children to introduce the topic. A useful resource would be NASA’s “Hooray for SLS!”, which is designed for young children aged 3–8 and introduces them to rockets and space exploration. I could also show a short, age-appropriate video of a real rocket launch, such as the Artemis II launch, so the children could see what a real rocket looks like and how it launches.
I would then ask questions such as, “What do you think a rocket needs?”, “Which materials could we use?” and “How could we make our rocket stronger?” The children could work together to plan, build and improve their designs. I would encourage them to test their ideas and explain what they discovered.
I would take photographs and record some of the children’s comments during the activity and share these on Seesaw. This would provide families with a digital record of the children’s learning. I could also use the children’s questions and observations to plan further STEM activities. NASA also provides hands-on space activities and resources that could be adapted for young learners.
I feel that using real-life resources alongside practical activities would make STEM more meaningful for the children and encourage them to become curious, confident and enthusiastic young learners.
I would introduce this activity by creating a darkened space in the classroom and using small lights or star shapes to represent the night sky. I would ask the children what they notice and encourage them to talk about what they might see when looking at the sky at night. This would allow me to find out what they already know about stars.
We would then explore the idea that stars can appear to form patterns in the sky. I would show the children a few simple examples and ask them what shapes or pictures they can see. Rather than focusing on remembering the names of constellations, I would encourage the children to use their imagination and think about what the patterns look like to them.
For the main activity, the children would work in small groups to make their own star patterns. They could use paper, stickers, paint or small star shapes to create a picture of their own night sky. Once finished, each child could give their star pattern a name and tell the class what they think it represents. I would link by using a video on you tube and reading the story Aliens love underpants this is always a firm favourite.
To conclude, we would display the children’s work together as a classroom “night sky”. This activity would encourage curiosity, creativity, communication and observation while introducing the children to the fascinating world of stars and constellations.
My class also loved space this year and wanted to learn more this is why i decided to do the course also.
I would choose the “The Sun and Shadows” activity for my Junior Infant classroom, because of the solar eclipse that happened recently. This would give the children an opportunity to connect a real-life experience with their learning about the Sun, light and shadows.
I would begin by talking to the children about what they noticed during the eclipse and asking open-ended questions such as, “What happened to the Sun?”, “Where does a shadow come from?” and “Do you think the Sun makes shadows?” I would encourage the children to share their ideas and make predictions before carrying out the investigation.
As a class, we could go outside on a sunny day and look for different shadows. The children could investigate their own shadows and the shadows made by objects such as trees, toys and playground equipment. We could observe whether the shadows change throughout the day and discuss why this might happen.
I would encourage the children to draw their observations and talk about what they discovered. Rather than giving them all the answers, I would use questioning to allow them to investigate and reach their own conclusions. This activity would develop curiosity, observation, communication and early scientific thinking. It would also make the learning meaningful by connecting it to something the children had recently experienced themselves.
I would also link this lesson with SPHE and protecting our eyes from the sun and art by designing a pair of sunglasses.
<p class=”isSelectedEnd”>Hi everyone! My name is Aisling and I am looking forward to learning more about space and how I can explore this topic with Junior Infants. I dont have a favourite thing about space but i would love to learn more about the solar eclipse that happened last night. It was amazing to experience such a rare event.</p>
<p class=”isSelectedEnd”>An inquiry-based activity I would use in my Junior Infant classroom would be to explore shadows and how an eclipse happens. I would begin by asking the children what they noticed about the sky and what they think caused the eclipse. I would encourage them to share their ideas and make predictions. We could then use a torch to represent the Sun, a large ball to represent the Earth and a smaller ball to represent the Moon. The children could experiment with moving the objects and observe the shadows they create.</p>
I would ask questions such as, “What happens when the Moon moves in front of the Sun?” and “What do you notice about the shadow?” This would encourage curiosity, observation, questioning and problem-solving. It would also allow the children to connect a real-life experience with their learning about space. I think this would make the topic meaningful, exciting and memorable for Junior Infants.
