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I really like these ideas! The dancing raisins activity sounds like great fun for the children, and I love the idea of linking the fizzing experiments to volcanoes. It’s a great way to make the learning feel exciting and real for them. The glittery explosion would definitely be a big hit too! 😊
I chose the “Making Rockets” activity for Junior and Senior Infants. I think this would be a fun and engaging way to introduce children to STEM and space while also developing their creativity and problem-solving skills.
I would begin by talking to the children about rockets and asking what they know about space and how rockets travel into the sky. We could look at pictures or a short video of rockets launching and discuss what they need to do to reach space. I would then provide the children with a range of simple materials, such as cardboard tubes, paper, card, foil, tape and recycled materials, and allow them to design and create their own rockets.
The children could work individually or in small groups, making predictions about which rockets might travel the furthest. We could test their designs and discuss what happened. This would encourage them to explore, experiment, make observations and improve their designs.
I would also link the activity to Space Week by displaying the children’s rockets and photographs of their work in the classroom. This would celebrate their learning and encourage further interest in STEM and space.Hi Una, I really like this idea! The sorting activity sounds like a great way to get the children involved and thinking about where different animals live. I also like the use of pictures and the drawing activity, as it makes the lesson fun and easy for the children to understand. Great idea!
I chose the “Investigating Children’s Coats” activity from the weather activity set. I think this would be a useful hands-on STEM activity because it connects science to something familiar and relevant to children’s everyday lives. I would begin by asking the children what makes a good coat for different types of weather. We would look at a range of coats and discuss their materials, thickness, waterproof qualities and ability to keep us warm.
I would then encourage the children to make predictions about which materials would provide the best insulation. Working in groups, they could carry out a simple investigation using containers of warm water and different materials to represent the coats. They could observe and record temperature changes and discuss their results. This would develop important STEM skills such as predicting, observing, measuring, recording data and drawing conclusions.
As part of a STEM-focused School Self-Evaluation, I would use evidence from the activity, including photographs, children’s observations, predictions and completed investigations. This could help identify how effectively children are developing scientific thinking and problem-solving skills across the school. It would also support future planning and encourage more opportunities for practical, inquiry-based STEM learning.Hi sarah, I really like this lesson idea! It sounds like a fun and engaging way to get the children interested in space while also allowing them to use their imagination. I especially like how you have linked the activity with different subjects such as Maths, Art and Oral Language and music with the song at the end of the lesson.
I would choose the activity set: Space and Aliens for my junior classroom. I think this would be a fun and engaging way to introduce children to space and encourage their curiosity. I would gather all of the children at the carpet area. I would begin by asking the children what they already know about space and aliens. I would then show them pictures of planets, stars, rockets and astronauts and allow them to share their ideas and ask questions. I would then use the activities to encourage the children to explore and ask questions about what they see.
I would give the children opportunities to work together and share their ideas. For example, they could design their own alien or create a picture of what they think an alien’s planet might look like. I would ask open questions such as, “What do you think is on your planet?” and “Why did you choose these features for your alien?” etc. This would allow the children to use their imagination while also developing their communication skills.
I feel this activity would work well because it is hands-on, creative and allows children to learn through play. It would also help me to see what the children already know and use their questions to guide further learning.
I really like this lesson idea. The home observation activity is a great way to get children involved in their own learning, and the movement activity at the end is a fun way to help them remember the different phases of the Moon. It is engaging, hands-on, and encourages lots of discussion.
I would use the ‘Sun and Shadows’ activity to help the children learn about the Sun, light, and shadows in a fun and active way.
First, I would bring the class outside on a sunny day and ask simple questions like, “What do you notice on the ground?” and “Why do you think you have a shadow?” I would encourage the children to share their ideas before we begin the activity.
The children would then explore by making different shapes with their bodies and looking at how their shadows change when they move. They could work with a partner to trace each other’s shadows using chalk.
Next, we would use different classroom objects to find out which ones make shadows and which ones do not. I would ask the children to predict what will happen before testing each object.
After the investigation, we would talk together about what we discovered and compare our results with our predictions. This inquiry-based activity allows children to ask questions, make predictions, observe, investigate, and share their ideas. It also helps to develop their scientific thinking, communication skills, and curiosity through hands-on learning and play.
Introduction:
Hello, my name is Alison. I am living and teaching in Wexford at the moment. I hope to have Junior and Senior infants next year. My favourite space fact is that footprints left on the moon by astronauts will stay there for millions of years because there’s no wind or weather to blow them away.
Mind Map:
What is space? : sun/moon/planets/stars/aliens/rocket/astronauts/galaxy/comets/solar system/rocks/gravity
Inquiry based activity:
An inquiry-based activity suitable for the younger children of a school that relates to gravity and falling things can be introduced through a fun space theme for Junior and Senior Infants. I would begin by showing pictures of astronauts, rockets, and planets, before asking the children questions such as, “Why do things fall to the ground?” and “Would objects fall the same way on the Moon?” The children would make simple predictions about which objects will fall faster, such as a feather or a toy astronaut. They would then investigate by dropping different objects from the same height and observing what happens. I would encourage them to discuss their observations using simple scientific language, such as fall, fast, slow, and gravity. Through questioning, exploration, and sharing ideas, the children would develop their understanding that gravity pulls objects towards the Earth. This hands-on, play-based approach would support curiosity, communication, and the development of early scientific inquiry skills.
Introduction:
Hello, my name is Alison. I am living and teaching in Wexford at the moment. I hope to have Junior and Senior infants next year. My favourite space fact is that footprints left on the moon by astronauts will stay there for millions of years because there’s no wind or weather to blow them away.
Mind Map:
Space: sun/moon/planets/stars/aliens/rocket/astronauts/galaxy/comets/solar system/rocks/gravity
Inquiry based activity:
An inquiry-based activity on gravity and falling things can be introduced through a fun space theme for Junior and Senior Infants. I would begin by showing pictures of astronauts, rockets, and planets, before asking the children questions such as, “Why do things fall to the ground?” and “Would objects fall the same way on the Moon?” The children would make simple predictions about which objects will fall faster, such as a feather or a toy astronaut. They would then investigate by dropping different objects from the same height and observing what happens. I would encourage them to discuss their observations using simple scientific language, such as fall, fast, slow, and gravity. Through questioning, exploration, and sharing ideas, the children would develop their understanding that gravity pulls objects towards the Earth. This hands-on, play-based approach would support curiosity, communication, and the development of early scientific inquiry skills.