Forum Replies Created
-
Posts
-
<p data-path-to-node=”2″>This is a great adaptation for Senior Infants. Incorporating the origami ship to work on fine motor skills first is a really clever way to get them invested before doing the actual experiment.</p>
<p data-path-to-node=”3″>You’re so right about this age group, it’s much more about building curiosity and encouraging them to describe what they see than worrying about abstract physics concepts.</p>I’m planning to try the Sun and Shadows activities with my Second Class group this year. At seven and eight, they’re at that great age where they’re curious about how the world works, but space concepts can still feel a bit abstract to them. Bringing them out to the yard with chalk to trace each other’s shadows is such a simple, hands-on way to make it real. They would get a real kick out of seeing how their shadows shrink and stretch throughout the day. We would then go back inside and use a globe and torch to show that we’re actually the ones spinning, not the Sun. I’m sure this would be a lightbulb moment for the students. Plus, linking it to maths by measuring with metre sticks and doing a bit of creative shadow writing afterwards keeps it tied right back into ou curriculum goals without feeling overly scripted.
Exploring Gravity with Second Class:
<p id=”p-rc_f5a060828bc485b2-131″ data-path-to-node=”3″>Looking at how to run the Falling Things activity with Second Class, the goal is to shift the kids from just watching things fall to actually thinking about why it happens and what changes the speed. Using the Curious Minds/ESERO inquiry framework gives a solid structure to keep the lesson hands-on without losing control of the class.</p><ul data-path-to-node=”5″>
- <p id=”p-rc_f5a060828bc485b2-132″ data-path-to-node=”5,0,0″><b data-path-to-node=”5,0,0,0″ data-index-in-node=”0″>Engaging the Kids:</b> I’d kick off with a quick hook: dropping something heavy like a brick and a feather at the exact same time. Right away, it gets them debating. Why did the brick smash down while the feather drifted? Is it just weight, or is something else acting on it?</p>
- <p id=”p-rc_f5a060828bc485b2-133″ data-path-to-node=”5,1,0″><b data-path-to-node=”5,1,0,0″ data-index-in-node=”0″>Hands-on Investigation:</b> Working in small groups, the children will get a tray of everyday items like sponges, paperclips, flat sheets of paper, and scrunched up paper. Before dropping anything, they’ll fill out a simple prediction sheet. The real lightbulb moment usually comes when they drop a flat piece of paper versus a scrunched-up piece of the same paper. They realize the weight hasn’t changed, but the shape has, introducing the idea of air pushing back up.</p>
- <p id=”p-rc_f5a060828bc485b2-134″ data-path-to-node=”5,2,0″><b data-path-to-node=”5,2,0,0″ data-index-in-node=”0″>EXtension Ideas:</b> To bridge the concept into real world application, we’d end by designing simple paper helicopters or parachutes. They can tweak the blade sizes or add paperclips to see how it alters the drop rate.</p>
Hi my name is Brian and I will be teaching second class next year. My favourite space fact is that there are more stars in the universe than grains of sand on Earth.
Grainne, I love how you’ve adapted the idea of a Dark Sky Place to suit your classroom setting. Using creative materials like black paper and chalk makes the night sky come alive for children, while linking it to nature and sustainability is such a thoughtful touch.
Implementing a version of “Design Your Own Dark Sky Place” in my classroom would be an engaging way to blend science, creativity, and sustainability. I would begin by introducing students to the idea of dark sky parks and the problem of light pollution, using images of star-filled skies versus light-polluted cityscapes. Students could then take on different stakeholder roles—such as conservation rangers, stargazers, local residents, and light designers—to understand multiple perspectives. Working in groups, they would design their own “Dark Sky Place” using drawings, maps, and models. Each group would need to consider factors like biodiversity, safe viewing areas, light-friendly designs, and educational resources for visitors.
To make the project creative, students could create brochures or posters to “promote” their park, highlighting nocturnal wildlife, constellations, and sustainable lighting practices. This activity would not only develop scientific thinking but also foster responsibility for environmental stewardship and encourage imaginative connections with the night sky.
Hi Grainne, I love your idea of making the children “Nature Detectives” — it’s such a fun and age-appropriate way to get them curious about biodiversity. Using red torches is a great touch too, as it really models how we can observe without disturbing wildlife. The link to small actions, like switching off lights, makes the learning very real and empowering.
I would engage my learners in exploring local biodiversity by beginning with a simple biodiversity walk around the school grounds. The children could make lists, sketches, or take photos of plants, insects, and birds they see during the day. This helps them connect with the living things that are part of their everyday environment. We would then extend the discussion to nocturnal species such as bats, owls, and moths, using videos, online resources, and storybooks to imagine the hidden biodiversity that becomes active after dark.
To make the link with light pollution, I would introduce a simple class experiment using torches of different brightness and colours to see how light affects both insects and our own ability to see. The children could compare results and reflect on how too much artificial light might confuse or disturb animals. As a project, we could design a “Dark Sky Friendly School Garden” that includes wildflowers for pollinators, hedges for shelter, and ideas for using shielded, low-level lighting. This would give the learners a sense of ownership while showing them that human choices can directly support local biodiversity.
Hi Rebecca, I really like how you linked the change in bat activity to the increase in local lighting — that’s such a powerful, real-life example of how light pollution impacts wildlife. I also love your idea of using a wildlife camera at school. It would make the issue very real and exciting for the children.
In my local area, light pollution is obvious — even late in the evening the sky glows from street and shop lights, and it’s rare to see many stars. I’d like to explore this with my class by first looking at pictures of truly dark skies and comparing them with what we usually see. During school, we could experiment with torches and “shields” to model how light direction affects visibility. For homework, families could take part in a simple star count from their garden using the Globe at Night website, recording how many stars they see. We’d then share results back in class.
Hi Grainne, I really like your idea of involving parents in the evening observation. The worksheet and drawings sound like a brilliant way for younger children to record what they see, and the class “Planet Sky Map” will make it a shared project they’ll be proud of.
For this assignment, I would plan to focus on observing the Moon in the morning sky with my class. Many children assume the Moon is only visible at night, so this activity would be a great way to challenge that misconception. Using the ESERO 62 Phases of the Moon resource, I would first model the Moon’s phases in class with a lamp (the Sun) and a ball (the Moon) to show how different phases appear depending on its position relative to Earth. We would then use Stellarium to predict when the Moon would be visible in the mornings. Together, we’d create a simple Moon calendar to highlight the best dates for observation.
When the time comes, I’d bring the class outside in the morning to spot the Moon and sketch what they see in a Moon journal. This could be followed by comparing drawings over time, noticing how the shape changes and linking it back to their earlier model. I think this mix of ICT (Stellarium), hands-on modelling, and real-world observation would make the learning both memorable and exciting.
