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Launching a rocket activity:
To introduce the topic of rockets, I would begin by showing a short, engaging video of a real-life rocket launch. This would spark curiosity and lead into a class discussion around what rockets are, what they are used for and where they go. We would talk about space and astronauts allowing the children to explore this theme with their peers. The children would then take part in a hands-on activity where they create their own “rocket mouse,” following guidance from the YouTube video Shoot a Rocket into the Air! | Wonderlab+, as referenced in the module. Each child would design their own rocket mouse using simple materials like paper, straws, milk cartons of different sizes. Once built, they would have the opportunity to explore and play with their rockets, testing how they launch. As they experiment, we would pose questions like, “Does your rocket go further if you push or blow harder?” leading into a discussion on force. This opens up inquiry into how the strength of the force affects the distance the rocket travels. The children would then conduct simple investigations to test their predictions. To conclude, they would share their results and reflect on how parts of their rockets may be similar to things they see or use in everyday life.There are lots of great ideas mentioned and so many cross curricular links all based around the theme of space. I really like the idea of making a passport for an alien.
Theme selected: hands-on classroom activity- animals in the cold. I would begin a lesson on animals in the cold by setting up a small world play area representing a cold climate like the Arctic. This area would include snow-like materials and various animal figures, some suited to the cold, like a polar bear and a penguin and others that are not, like a cat or small dog. We would begin with a general conversation about the weather we experience here and compare it with colder weather such as snow and ice. Using a globe, I would guide the children in identifying the North and South Poles as places where it is very cold all year round. We would then return to the animals in the play area and discuss where each one might live and why. I would ask questions like, “Could a small dog live in the snow?” and “Why does a polar bear live in the cold?” We would explore how cold-weather animals survive looking at features like fur, feathers and blubber. I’d explain that polar bear fur and penguin feathers are greasy to keep out water. I really liked the idea of using Vaseline to show the children how the water rolls off as seen in the activity pack and would rub it on the children’s hands and drip water on them. They would observe how the water rolls off, just like it does for these animals. We’d conclude by discussing how these animals have adapted to live in such extreme conditions.
Allowing children to reflect on one another’s work by doing an observation walk at the end is a lovely idea. Children can see the work of their peers while also getting the opportunity to explain their own designs.
To introduce the topic of space and aliens in the classroom, I would begin by reading The Boy Who Went to Mars by Simon James. This engaging story offers a fantastic starting point for discussion about space, imagination and what makes Earth unique. After reading and reflecting on the story with the class, I would bring out a globe and ask the children why they think Earth is such a special place. This would lead into a group activity where children can work together to draw, build or act out things they find special about Earth, such as the presence of animals, plants, air and water. After sharing their work with peers, we would reinforce the idea that Earth is a unique planet. Returning to the story, I would prompt a discussion about Mars, what they think it’s like, what might be found there and what a Martian/alien could be. Together, we’d create a class mind map of ideas about Martians/aliens. The children would then be invited to design and build their own 3D alien models. These aliens could be used for early maths activities such as sorting and classifying by size, colour or number of body parts. I found that the Mars Classroom Resource from Spaceweek.ie was particularly helpful in planning this lesson.
Writing a class story together to conclude this topic and bring all their ideas together is a great idea!
I would begin the lesson on ‘the sun and shadows’ by using a globe and a lamp (the “Sun”) to show how the Earth spins and orbits. Question the children on what they think is happening and following discussion, explain that the Earth moves around the Sun. Show the children that when one side of the Earth faces the lamp, it is daytime and when it turns away, it becomes night. Let the children pretend to be the Earth by slowly spinning their bodies. When they face the lamp, it’s day. When they turn away, it’s night. Next, explain that shadows happen when light is blocked. Explain to the children that when the sun shines on you and something gets in the way, like your body, it makes a shadow. They can then watch a fun Sesame Street video ‘Grover’s Furry Little Shadow Song’ about shadows to reinforce the idea. The children can then go outside in pairs to explore shadows. Have them stand with their backs to the Sun and find each other’s shadow. Ask them to describe it, then move, bend down or stretch their arms and notice how the shape changes. Next, have them face the Sun and ask where the shadow is now. Explain that shadows move as the Sun moves across the sky. On concrete, let one child trace their partner’s shadow with chalk, then try to fit back into it. This activity can be repeated at different times throughout the day and allow the children to observe how shadows change throughout the day.
I really like the idea of using chalk to trace the shadow. Noting how it would change throughout the day will really engage the children and assist them in their understanding of shadows.
An inquiry-based activity I would use for an infant class uses the familiar story of Rapunzel as a stimulus to promote literacy, oral language and early STEM skills. After reading or listening to the story, children are invited to discuss why Rapunzel is stuck in the tower and brainstorm how they could help her escape. As a class, the children can design a mind map outlining the possible ways Rapunzel could escape the tower. The class is then presented with a starter question: Can you build a ladder to help Rapunzel climb down safely? Working in pairs or small groups, children explore a variety of materials such as lollipop sticks, string, pipe cleaners, cardboard and tape and predict which material they think will be most suitable. They will then plan their designs and work together to construct a ladder. Once the ladders are built, the children test them by leaning them against a model “tower” to see if they are tall and strong enough to hold a small doll representing Rapunzel. All children will use the same tower and doll to ensure a fair test. Each group then presents their creation, explains their process and reflects on what worked well and what they might do differently next time. They will be encouraged to reflect on where ladders are used today in the real world and where they have seen them before. It could be extended with a drawing task, allowing children to document and share their design.
Hello, my name is Aoife and I will be teaching junior infants this year in Dublin. My favourite fact about space is that there is no air in space which means that we cannot hear sounds like we do on earth.
