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Class Plan: Engaging with Space Week Using ESERO Resource “Engage – Rockets”
Day 1: – Introduction to Space Week and Rockets.
– Introduce Space Week and rocketry concepts through a video on the history of rockets.
– Discuss principles of rocketry, including thrust, gravity, drag, and lift.
– Introduce Newton’s Third Law.
– Students draw and label parts of a rocket.Day 2: Designing Rockets
– Recap rocket parts and principles.
– Students form groups to design rockets using ESERO templates.
– Groups present their designs and discuss potential effectiveness.
– Homework: Research famous rockets and space missions.Day 3: Building Rockets
– Students construct their rocket models with provided materials.
– Discuss safety procedures for handling and launching rockets.Day 4: Testing and Modifying Rockets
– Conduct indoor tests using air or water propulsion.
– Groups observe performance, discuss results, and make necessary modifications.Day 5: Rocket Launch Event
– Review safety and launch protocols.
– Conduct an outdoor rocket launch event, recording flight data.
– Discuss results and give awards for various categories (e.g., highest flight, best design).
– Reflect on the week’s activities with students writing or drawing their favourite part.This week engages students in hands-on learning, fostering teamwork, creativity, and understanding of scientific principles related to rocketry, culminating in an exciting launch event.
Hi Sinead, you have some fantastic ideas in your class plan.I really like how they have been integrated cross-curricularly. I have taken note of quite a few of these for my class.
Hi Sinead, your points are very interesting. In the last year our school has really prioritised STEM learning across the curriculum and the children absolutely love it. It’s great to see their STEM minds working in the infant classes too!
Using the ESERO “Animals in the Cold” Activity in the Classroom
Title: “How Do Animals Survive in the Cold?”
Introduction: Discuss Arctic and Antarctic regions, showing pictures or videos.
Introduce animal adaptations for cold environments (e.g., polar bears, penguins).Explain the blubber insulation experiment.
Hands-On Experiment:
1. Groups fill a plastic bag with shortening (blubber) and place another bag inside.
2. Students place their hand inside the double bag into ice water and observe insulation.
3. Record water and inside bag temperatures using thermometers.
Discussion and AnalysisDiscuss observations: how blubber affects temperature and its importance for survival. Explain insulation and heat retention.
Summarise the lesson and the importance of adaptations.
Students reflect by writing or drawing their favourite cold-weather animal and its adaptations.This hands-on activity enhances understanding of animal adaptations through experiential learning. To integrate it into a STEM-focused School Self Evaluation (SSE):
This approach fosters critical thinking, tech skills, and a holistic understanding of scientific concepts, preparing students for future STEM pursuits.
Hi Emma, I absolutely love your creativity in this lesson! The idea to use the black bags to create a dark space is so clever, I would have never thought of this. I’ll definitely be trying this idea with my class in September.
ESERO- Space and Aliens
I would begin with a brief discussion about space exploration and the search for extraterrestrial life. I would show pictures or a short video clip about different planets and moons in our solar system, emphasising their unique environments.
Then I would explain the basic conditions necessary for life as we know it: water, suitable temperature range, atmosphere, and nutrients.
Discuss how scientists look for these conditions on other planets and moons. Introduce the concept of extremophiles – organisms that live in extreme environments on Earth – as examples of how life might adapt elsewhere.
I would then divide the class into small groups and provide each group with a planetary fact sheet from the ESERO activity set.Each group will use the information on their fact sheet to design an alien that could survive on their assigned planet or moon.
I would finally have each group present their alien design to the class, explaining how it is adapted to survive on its specific planet or moon.
Encourage other students to ask questions and provide positive feedback.Hi Helen,
I totally agree with you this sounds like such a cool idea. I just know my class would be fascinated with it too! I will definitely use this idea and mark the shadows with chalk outside in our school. It would be great to have an ongoing science activity to follow and discuss.
ESERO’s “The Planets” activity is an excellent resource for engaging students in learning about our solar system. Here’s how I would use it in my classroom:
1.Introduction: Begin with a captivating video or a story about space exploration to spark interest. Discuss the solar system and the different planets, emphasising their unique characteristics.
2.Activity Setup: Divide students into small groups and provide each group with the ESERO “The Planets” activity materials. This typically includes planet fact cards, a scaled model or images of the planets, and interactive worksheets.
3.Inquiry-Based Learning: Encourage each group to explore the materials and formulate questions about the planets. Guide them to use the fact cards to find answers. For example, questions could include, “Which planet is the hottest?” or “What is unique about Saturn’s rings?”
4.Hands-On Exploration: Have students create a scaled model of the solar system using the provided materials. This visual and hands-on approach helps them understand the relative sizes and distances between planets.
5.Presentation and Discussion: Each group presents their findings to the class, explaining what makes their assigned planet unique. This encourages public speaking and reinforces their understanding through teaching.
6.Reflection: Conclude with a reflection session where students discuss what they found most surprising or interesting about the planets. They could also write a short paragraph or draw a picture of their favourite planet, explaining why they chose it.Hi Michelle,
I love this idea for infants too. The waterproof lesson is a great way for children to problem-solve and bring science to life. It would be such an effective lesson and I will definitely try it in September.
Hi everyone,
My name is Alex and I will be teaching in our middle autism class next year. My favourite space fact is that stars twinkle because their light has to travel through Earth’s atmosphere, which is like a big, moving ocean of air. This air is full of different temperatures and densities, which bend the light in various directions. This bending makes the stars look like they’re twinkling, just like how a penny at the bottom of a swimming pool looks like it’s dancing when you look at it through the moving water.I would use inquiry based learning through exploration and investigating.I Use a flashlight to represent a star and a clear glass of water mixed with oil to represent Earth’s atmosphere. I would then shine the flashlight through the glass and gently stir the water and observe how the light twinkles.
I would then ask students to draw a picture or write a sentence about what they learned. They could draw Twinkle the star dancing or write about how the air makes stars twinkle.
Hi Aoife,
I really like your idea of inquisitive questioning at the end of the lesson. I think this is when some of the best discussions happen in a classroom and can sometimes be over looked once the main content of the lesson have been covered.
Activity the planets:
I would start this lesson off by doing a KWL chart about the planets and the moon. This will help to gauge where the children are at and to inform my planning going forward.
Next, I would play the story bots ‘we are the planets’ song. I have used Storybots resources before and I think that they are amazing for the younger children. After that I would briefly go through the order of the planets teaching them the mnemonic My Very Easy Method Just Speeds Up Naming…
After this I would take turns bringing the children up and randomly giving them each a planet and timing how quick they could get into the correct order.
Finally, as an extension activity, I would ask the children to create their own planet by designing it, naming it and giving one cool feature that makes it different from the rest.Hi Karen,
I love the idea of a feely bag when teaching materials. I find it works so well with the younger children and they can get so excited when exploring the different touches. It is also so beneficial for language development.
My name is Alex and I will be teaching the junior ASD class this year, as I was last year. This will include children from senior infants up to third class.
One fact I love about space is how each planet has its own set of moons. Some with hundreds and some without any at all.
I would use a KWL chart for my inquiry- based learning. I use these all the time when starting a new theme in SESE and I think they work so well for both the children and teacher.
They help to guide the learning based on what the children want to know and act as a resourceful tool for assessment at the end of the lesson.H
Hi, I’m Alex and I have been and will be teaching the junior ASD class in my school from senior infants to 3rd class.
I find it so interesting that all the different planet have their own moons, some with hundreds and some with none at all.
