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For this lesson I would focus on space suits and what materials are used to make them. To get the children thinking like scientists, I’d begin by showing them pictures of planets, stars and astronauts and ask them what they already know. We could use their answers to make a simple KWL chart. After this, we would carry out a small investigation based around the question: Which material would protect an astronaut from the Sun the best? In small groups, the children would wrap ice cubes in different materials such as tin foil, fabric, newspaper and bubble wrap. They would then make a prediction about which ice cube they think will melt the slowest. Once they have recorded their predictions, they would observe what happens, record their results and discuss why they think some materials worked better than others. This gives the children a chance to share ideas, compare results and work as a team. I think it would keep them interested because it is hands-on and everyone can take part. At the end, we would discuss the results together and talk about how scientists can change their ideas after testing something, even when their first prediction wasn’t correct.
Hypathetical Science Week Class Plan : 1st or 2nd Class
Broadly based on the constellations and dark sky modules.
Monday: What are constellations?
We would start the week by having a chat about what the children already know about space. I’d then introduce constellations and explain that they are groups of stars that make patterns in the night sky. We would look at a few famous ones like Orion and the Plough and Orions belt, and talk about how people used them long ago and for storytelling etc. The children would then use black paper and white pencils or chalk to recreate one of the constellations. For homework, I’d ask them to look at the night sky with a parent or guardian and, if they can, take a photo of any stars or constellations they spot. They can upload their photos to ClassDojo for us to look at during the week.
Tuesday: Looking at the night sky
We would begin by looking through the photos the children shared on ClassDojo and talk about what they noticed. We could also discuss why some children might not have seen many stars because of clouds or bright lights. After that, the children would complete a constellation matching activity where they match the star patterns to their names. They would then create their own simple star map using stickers or dot markers.
Wednesday: Design your own constellation
The children would imagine they have discovered a brand new constellation. Using star stickers or white dots on black paper, they would create their own pattern before joining the stars together. They would give their constellation a name and write a few sentences explaining what it is and why they chose that design. I think this would be a lovely way to mix science with a bit of creativity. We might also be able to create a Giant sky on some large sheets to replicate as many stars as possible.
Thursday: Build ( or design even) a space rocket
To link science with STEM, the children would work in small groups to build a paper rocket using materials like paper, straws, cardboard, tape and recycled items. Once they are finished, we would see which rockets can stand the tallest or which design is the strongest. The groups would talk about what worked well and what they might change next time. Its a very simple activity but it gets everyone working together, discussing and solving problems. It can also be done at their own level.
Friday : space celebration
To finish the week, we would look back at everything we have learned about space and constellations. We would create a class display using the children’s constellation drawings, their own constellation designs and any photos shared on ClassDojo. We would finish with a fun space quiz and let the children share what they enjoyed the most during Science Week. I think ending the week this way would give the children a chance to celebrate everything they learned while showing off their work. Maybe let them do 2 stars and a wish and assess each others work.
I decided to choose the hands-on classroom themed activities because I think younger children learn best when they are busy and involved in what they are doing. One lesson I would use with my Junior Infant class would be based around the Ice Age. I think its a topic that most children would find really interesting because they usually love learning about mammoths and other animals that lived a long time ago.
To start the lesson, I would show a few pictures of what the Earth looked like during the Ice Age and have a chat about why it was so hard for animals to survive. We would talk about things like how cold it was, how difficult it would of been to find food and why some animals couldnt survive in those conditions and create a simple KWL chart to check back in on.After that, I’d bring the class outside and hide picture cards of different animals around the yard. The children would work in small groups to find them and decide if they think the animal could survive during the Ice Age, explaining their reasons to the rest of the class.
To finish the lesson, I’d add a simple STEM challenge. I’d tell the children that the animals need to get across an icy river to find food before winter gets worse. Using lollipop sticks, paper straws, cardboard and tape, each group would work together to build a bridge that was strong enough for the toy animals to cross. Once everyone had finished, we would test each bridge and see which ones worked the best. I think this would be a really fun way to finish the lesson because it gets the children thinking, working together and solving problems while still linking back to the Ice Age topic. Ive done the bridge builing one before and the kids always love it.
I love this activity. Ive done it a few times with different classes. Always amazes me to see how different children collaborate etc.
Space and aliens.
Hypothetical lesson,
I’d make this lesson all about friendly aliens and the different planets they might live on. We would start by chatting about the Solar System and learning one or two easy facts about each planet. For example, Mercury is really hot, Mars is called the Red Planet, Saturn has rings and Neptune is very cold. I wouldnt spend too long on each one, just enough so the childrens have a few facts to use in the activity. Perhaps even leave them in plain sight to help support children who may need that, or even leave a fact book down to allow children to further their info.
For the main activity I’d bring the class outside and hide pictures of different aliens around the yard. Each alien would look a bit different, maybe one has thick fur, another has really big eyes, long arms or even rings around its body. The children would work in small groups to find an alien and decide which planet it belongs on. They would have to explain their answer using the facts they learned about the planets. For example, they might say a furry alien belongs on Neptune because its so cold, or an alien with rings would be happier on Saturn. I think using the outdoor classroom would make the lesson much more fun because the children are moving around, talking together and using their imagination while learning about space.
Planets.
Firstly as a prompt we could respond to the planet song! ( never heard that before)
I’d use this lesson as an exciting way to introduce the Solar System to my Junior Infant class. We would begin by chatting about what the children already know, asking questions like, “Have you ever looked at the Moon?” or “Does anyone know what our planet is called?” Once everyone has shared their ideas and we have made a KWL chart, I’d introduce the eight planets as well as the dwarf planets, explaining that Pluto is now known as a dwarf planet and showing a few simple pictures to help them spot the difference.
To make the lesson interactive, I’d place hoops around the yard to represent the planets and a few dwarf planets. The children would listen carefully as I describe or name a planet, then move to the correct hoop by tiptoeing, hopping or marching. After that, I might give easy instructions using positional language, such as “stand between Earth and Mars” or “sit beside Pluto.” We would finish by pretending to orbit the Sun, with each child slowly walking around their hoop. I think this would be a really enjoyable way for the children to learn because its outdoors, active, visual and gets everyone involved at their own level.