Forum Replies Created
-
Posts
-
For Space Week, I would continue with the story Aliens love Underpants as a stimulus in Infants. This provides a thematic base for activities from the module: Rockets and Alien Chemistry.
We could watch a rocket launch video, followed by a balloon rocket investigation using a balloon taped to a straw on a long string. In groups children can experiment with the “rockets”. Pupils would predict what might happen depending on balloon size or angle. This introduces basic physics in a fun, active way.
The Alien Chemistry activity would be exciting for children —creating “alien goo” or simple chemical reactions using baking soda, vinegar, and food colouring. These sensory activities are a huge hit. Children would work in groups, make predictions, and observe the changes.
Pupils could record their observations and I could take photos to create a digital class book or video presentation of what they learned to share with other classes.
This is a great plan Cathal, I encourage the children to bring in a stock of recycled materials that they can use to make their rockets. They really enjoy activities like these.
Reflection – Hands-On Classroom Activities (Senior Infants)
Using the ESERO activity What Clothes to Wear is a great way to teach Senior Infants about the seasons, weather changes, and suitable clothing. I would start with a class discussion about the four seasons, encouraging children to share what they notice—like leaves falling in autumn or flowers blooming in spring. We would then look at different clothing items and sort them for each season. A cutting-and-pasting activity would let children match clothes to the correct season, supporting fine motor skills.
For added engagement, I’d provide real clothing items for role play, allowing children to “dress up” for different weather. This brings in drama and encourages imaginative play.
The ESERO lesson Hot and Cold ties in naturally, helping children understand temperature and why we wear certain clothes. Together, these activities make learning hands-on, active, and memorable, while building vocabulary and encouraging discussion about the world around them.
Rebecca, this is a great plan. I have used similar in the past and the children have enjoyed it. It also ties in nicely with teaching the Irish vocabulary for different clothing and weather.
Reflection & Lesson Plan – Space and Aliens (Senior Infants)
I would use the Space and Aliens activity to develop curiosity, vocabulary, and creativity in my Senior Infant class. We would begin by reading the story Aliens Love Underpants, which provides a fun, imaginative entry point into space themes. Before reading, I would introduce key vocabulary: planet, moon, star, spaceship, astronaut, alien, galaxy, orbit, crater, atmosphere. We would discuss each word with simple visuals so children can connect meaning to images.
After the story, I’d explain that we are going to create our own aliens using playdough. Children would decide what their alien looks like—number of eyes, legs, colours—and then imagine which planet they come from. I would prompt with questions: “Is it hot or cold?” “What colour is the sky?” “Does it have craters or rivers?” This encourages descriptive language and imaginative thinking.
Finally, each child would introduce their alien to the class, describing both its features and its home planet, helping to reinforce new vocabulary in a fun, memorable way.
Thanks for sharing, thanks for the suggestion of a book as a prompt. I love starting lessons with a good, engaging book.
I would use the Sun and Shadows activity with a playful twist to engage my Senior Infant class by using dinosaur toys outside. We would begin by taking an A3 piece of paper and the dinosaurs into the yard on a sunny day and placing them in different spots. I’d ask, “What can you see next to your dinosaur?” and, “Why is it dark on the ground there?” This would prompt children to notice and talk about shadows.
Throughout the day, we would return to the same dinosaurs to see if their shadows had moved or changed size. I would encourage predictions: “What do you think the shadow will look like later?” This hands-on, visual approach helps them understand that shadows are made when the Sun’s light is blocked and that the Sun’s position changes during the day.
The children can trace their dinosaurs shadow on the paper, reinforcing learning through art and discussion, while keeping the concept concrete and fun.A great plan Lorraine, thanks for sharing. Splitting the class and the debrief at the end is a lovely way of sharing ideas and what they learned.
Inquiry-Based Activity: Why Does the Moon Change Shape? (Senior Infants)
Prompt:
I would begin by showing a short video or images of the Moon in different shapes and ask, “What do you notice?” and “Why does the Moon look different on some nights?” This would prompt curiosity and discussion.Question:
Children would share ideas like, “Maybe the Moon is hiding” or “A cloud is in the way.” I would write their ideas on the board to explore later.Exploring:
Using a lamp (Sun), foam ball (Moon), and our heads (Earth), we’d model how the Moon appears to change shape. Children would observe how light hits the ball differently as it moves, just like sunlight on the Moon.Reasoning:
We’d discuss what they saw: the Moon doesn’t change shape, we just see different parts of it lit up.Reflecting:
In circle time, I’d ask, “Can you tell a friend why the Moon changes shape?” and have them finish the sentence, “The Moon changes shape because…” or draw Moon phases.Hi, my name is Andrea. I will be teaching infants in September. My fun fact is that if the sun exploded, we would not know for 8 minutes.
Hi Brid, I also teach senior infants. I love the idea of a 3D map. It sounds really engaging and so practical for that age group.
Taking inspiration from all the modules of this course, I would plan a class project to study the scientific and natural heritage of Tralee, Co. Kerry. The project would be called “Tralee Through a Scientific Lens” and run over six weeks. We would begin by exploring local natural sites such as Tralee Bay Nature Reserve, Ballyseedy Woods, and the Canal Walk which are a short walk from our school. Pupils would cconduct nature walks, bird and insect counts, and tree identification activities. We would also study the legacy of Emer Jones, the young scientist from Tralee, and use her work as a launchpad for simple soil and plant growth experiments. The creative element would include drawing local wildlife, writing nature journals, and designing posters on pollinator-friendly plants. Older classes could present their findings to younger students or at a school Biodiversity Week. The project would combine science, geography, art, and literacy, keeping all pupils actively engaged and connected to their local environment
