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Lesson plan on Rockets for Senior infants.
Learning Objective: pupils will be able to:
-Recognise that rockets travel into space.
-Describe what a rocket looks like and identify its main parts.
-Understand that rockets move because they are pushed upwards by powerful gases.
-Make predictions and talk about what they observe.
-Work cooperatively during a practical activity.I would begin the lesson by showing the class a picture of a rocket.
I would assess their prior knowledge and ask if they could tell me what it is and where does a rocket go? Who travels in rockets? I would explain to them that a rocket is a special vehicle that carries people or equipment into space and provide them with some vocabulary: Rocket,Space,Launch,Astronaut,Planet.
Next we would look closely at a picture of a rocket and talk about different aspects of a rocket -Nose,Body,Fins,Fire/flames at launch. I would ask them why they think rockets are pointed at the top?I would then show them a foam rocket and explain that we will attempt to launch a foam rocket. I will ask the children to predict:Will it go high or low? Will it go far or near?
Once launched we will discuss what happened – what made it move? Did it travel as you expected? I will then explain that the rocket moved because it was pushed by air.To conclude I will ask the children to design and decorate their own rocket.
Encourage them to include:Nose cone,Windows, Fins,Flames. They will be encouraged to share their rockets with the class.Hi Elaine,
This sounds like a really fun and engaging lesson, with lots of scope for integration into other curricular areas. Art could also be included where the children could paint their potions and as space week is usually in the weeks leading into Hallowe’en this could be extended into colourful witch or wizard space potions! I’m sure they were so excited to become space scientists!
Senior Infant level- Animals in the cold
The children will be able to:
-Name some animals that live in cold habitats.
-Identify simple ways animals stay warm in the cold.
-Use new vocabulary such as fur, feathers, blubber, cold, and snow.
-Explain one adaptation that helps an animal survive in the cold.Resources:
-Pictures of a polar bear, penguin, seal, Arctic fox, snowy owl and walrus
-Pictures of warm-weather animals -lion, elephant, monkey
-World map or globe
-Cotton wool
-Crayons, scissors, glue and paper
-Animal sorting cards
-WhiteboardVocabulary: Arctic, Antarctica, Cold, Snow, Ice, Fur, Feathers, Blubber,Habitat
By way of introducing the topic I would show the class a picture of a snowy landscape. We would have a class discussion based on the picture with a few leading questions: What is the weather like? How would it feel to stand outside here? What would we wear to stay warm?
I would explain that some animals live in places that are always very cold and they have special features that help them survive. I would ask if they knew of any such places and then show the Arctic and Antarctica on a globe.
Next I would show a picture of each animal on a display or using the iwb: Polar bear, Penguin, Seal, Arctic fox, Snowy owl. When discussing each animal I would ask some questions: Where does it live and what do you think helps it stay warm? (Thick fur traps heat. Feathers keep birds warm. Blubber keeps seals and whales warm. Camouflage -White colouring helps some animals blend into the snow.)
As a short experiment I would then give each child or group a small ice cube wrapped in either cotton wool, tissue or nothing. We would discuss which one would melt the slowest and why? We would leave them on the table and see what happens. Afterwards I would explain that the cotton acts like an animal’s fur or blubber by helping to keep heat in.
To finish the lesson children will draw their favourite cold-weather animal and add cotton wool to make fur or snow.
Where appropriate some would complete the sentence:”My animal is a __________. It stays warm because it has __________. I would invite a few children to share their work with the class.Hi Doireann,
That is a really useful lesson plan with some great ideas that I will use in the coming year. The story you mentioned is such a lovely story and a great way of introducing the animals and their habitat. I have taught the topic of Arctic animal a couple of times and never once thought of Vaseline as the way of demonstrating waterproof- so clever and kids will love it!
Senior Infant activity based on stars.
We will begin the lesson by establishing what prior knowledge the children have on stars by asking some questions such as 1) what is a star – bright objects in the night sky and 2) what do stars do – they shine, are far away, appear at night.
I will then darken the classroom by drawing blinds / turning off the lights and shine a torch on the ceiling. We will continue our discussion on stars – what do we see in the dark sky, when do stars appear and I will also show them a couple of examples of a starry night sky on the iwb. Next I will give them some new information on stars – that stars are giant balls of hot gas. Stars look tiny because they are very far away. The Sun is infact a star and is the closest star to Earth.
To bring some movement into the lesson we will play a quick game. When I say <strong data-start=”1733″ data-end=”1740″>day, everyone stands tall like the Sun. When I say <strong data-start=”1789″ data-end=”1798″>night, everyone twinkles like a star.” Next we will create our own version of a starry night sky loosely based on the famous painting. I will show them the original on the iwb and then provide the paint, pages and paint brushes for their inner Van Gogh to shine through! I will encourage them to include the moon, stars and most of all to use their imagination. We will conclude our lesson by singing the song ‘twinkle, twinkle’.
This topic is so broad that there is loads of scope to elaborate each section into a lesson of its own if time allowed.Hi Sarah,
All of these lessons sound fabulous. I really love the idea of the set of 3 activities and how they are linking aliens, schools and the outside world! The opportunity for integration is also very appealing. A maths idea that was used this year was for each child to draw different number eyes on their aliens which then led onto who had more/ less/ same number of eyes.
I would choose the topic of The Moon for a senior infant class.
Learning Objectives
– to recognise the Moon as an object in the sky.
– to identify that the Moon shines because it reflects light from the Sun.
– be able to describe simple features of the Moon (round, rocky, has craters).
– discuss with their peers what they know about the Moon using simple vocabulary.
– Create a Moon-themed art activity.I would begin the lesson by showing the class a picture of the moon and asking if they have ever seen the moon? When would we usually see it and can they describe the shape of it.
I would give them a couple of facts about the moon:
-The Moon is in space.
-It is made of rock.
-It does not make its own light. The moon reflects light from the Sun.
After that I would do a short light demo by darkening the classroom and shining a torch onto a ball. I would ask the class what has happened and then explain that the torch is the sun and the ball is the moon. This demo shows that the moon looks bright because the suns light shines on it.
Finally, we would finish up with a quick art activity to demonstrate craters whereby the children can share the information that they have learnt by labelling each piece as we go. The children would paint a paper plate grey and use cotton buds dipped in white and dark grey paint to make crater marks. They could add stars on a black background if desired. Then sing ‘twinkle, twinkle little star’ to end the lesson.Hi Alyson,
This is a great lesson idea. As you mentioned, the moon is an interesting and intriguing topic for children of all ages. It can easily be integrated into many other subjects areas – English, Maths, Art, Music to name a few. It is a topic that would also be useful for multi grade teaching or for the older children to teach the infant classes. The idea of being able to eat the Oreo at the end of the lesson would be very appealing!
Hi, my name is Audrey. I am teaching Senior infants in September. A fun space fact is that because there is no wind or weather on the moon, footprints left by astronauts will last for millions of years as there is nothing there to move them.
My lesson is based on Floating and Sinking.
Learning Objectives: children will
-Predict whether an object will float or sink.
-Investigate different materials through hands-on exploration.
-Observe and describe what happens.
-Use simple scientific language such as float, sink, heavy, light, water, and predict.Materials
-Large basin of water, Sponge,Cork,Plastic spoon,Wooden block,Coin,Stone,Toy car
-Recording sheet with pictures of objects
-Towels for spillsVocabulary:Float,Sink,Predict,Observe,Water,Heavy,Light
Show the children a basin of water. Ask them what they think will happen if I put this object in the water and why? I would ask them if they have ever noticed things floating in the bath or in the sink. I would then demonstrate one object floating and one sinking without explaining why.
Next the children will have the opportunity to work in small groups. They will look at each object and firstly predict whether it will float or sink. They will then put the object in the water and observe and record what happens. I will check if their predictions were correct and ask if any of the results surprised them. We will have a short class discussion on which objects floated and which sank.
As an extension to the lesson I would read the story Who Sank the Boat? by Pamela Allen and discuss why the boat eventually sank.
Hi Mary,
That is a super infant lesson on Magnets. Some really great ideas to keep the children engaged and active in their own learning in the classroom environment. They really enjoy being detectives which can lead to some great discussion points on materials that they think might be magnetic but transpires that only part of the object is magnetic, some examples being the handle on a window or also not all coins aren’t completely magnetic (€1, €2 coins). An extension to this activity is to find something in their home which is magnetic. Magnets is a fun activity which all pupils can take part in and ideal as it is cross curricular too.
The activity I have chosen from this module is Rockets. We would start the lesson by reading the story Peter and his Rocket Ship and discussing where we might go on a rocket. We will have a whole class discussion on how we would make our very own Rocket and what would be best materials to use. We will use a cardboard tube for the body of the rocket which they can choose to paint any bright colour of their choice. While the paint is drying, they will make the top of the rocket, using a different coloured card. They will cut out a circular shape which can be rolled into a cone for the top of the rocket. Using tinfoil, they will then cut out three circles to stick on the one side of the rocket. Out of the open end, they will cut and stick red, orange and yellow crepe paper as the fire from the rocket.
To finish off the lesson we will attempt to fly our rockets!Hi Louise,
Rocket mouse is an ideal choice for infants. I love your integration with PE and using the javelins.
Thank you!Hands on activity on hot and cold. As an introduction we would look at pictures and objects related to hot and cold – ice cream, hot chocolate, a sunny day, a snowy day. We would have a whole class discussion about how the pictures make us feel. I would ask them how can we tell if something is hot or cold. Next we would take some time at a sensory table so they can experience items like ice cubes, warm water, a metal spoon, a wooden spoon. They would touch each item and describe how they feel – cold, cool, warm, hot. I would then wrap the ice cubes with a material and as them what they think might happen to the ice cubes when they are wrapped/ insulated- they will melt. Following on from the sensory experience we would investigate and sort items according to hot and cold using picture cut outs – sun, fire, ice, snow, hot soup, cold drink from the fridge. The children would be encouraged to explain why they sorted each picture the way they did. To finish we would discuss situations where they experience hot and cold temperatures – getting dressed on a winter morning, after coming out of the bath or if away in a hot country. As an extension activity they children could draw pictures of things that are hot and cold.
Hi Margaret,
I love the idea of your weather station – bringing weather into their real life and also using cut outs of weather and clothing appeals to many learner types.
thank you !
The activity that I would choose to do in my classroom would be Stars. We would begin the lesson by singing the song ‘twinkle twinkle’. I would then ask some questions to gauge what background information they have. What are stars – little bright lights in the sky. When do we see stars – at night. What are stars made of – huge balls of gas, like the sun. Do you think stars can die – yes, because the gas eventually burns out. Why do stars look so small – because they are so far away.
I would then introduce (and explain where necessary) the word ‘plough’ and see if anyone knew the meaning behind the word in the context of stars.
I will show the class a copy of the plough and ask them to stick it onto a piece of black cardboard. They will use their pencil to poke a hole through to where the stars appear on the paper. Some teacher help will be needed for the next part – measuring and cutting straws the correct length for each star. We can then stick each straw onto the black paper using blu tack and then place a small ball of yellow play dough / Marla on top of each straw. They will then (hopefully!) be able to see which star of the Plough is nearest the earth and which is furthest away.
