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Space Week Plan:
Monday: Moon Day
1. Discuss and great brainstorm and video https://www.youtube.com/watch?v=K3YfLAAi3Vc
2. Story: Moon Earths Best Friend
https://www.youtube.com/watch?v=9kmN24zHLJI
3. Flour craters experiment from Universe in a box
Tuesday: Seasons
1. Brainstorm and video https://www.youtube.com/watch?v=8ZjpI6fgYSY
2. Universe in a box experiment using globe and torch to explore the seasons
3. What clothes would you wear? Relay race to dress for the season
Wednesday: Stars
1. Learn about constallations and the children draw their own constallation ESRO resource
2. Make a star lantern ESRO resource
Thursday: Rockets
1.Marvin and Milo balloon cartoon strip
2. Make the Marvin and Milo rocket
Friday: Rockets
1. Read the story about Sadie building a rocket https://www.youtube.com/watch?v=V8QXnpBch2Y
2. Design and build their own rocket using the different materials.
Amazing Tracy love all of your resources. The videos are so fun they are so catchy and the kids absolutely love them!
Thanks for sharing!
Chloe
I love getting book recommendations for topics and lessons. These are absolutely great thanks Niamh!
Chloe
ESRO resource ‘Where do you live?’
For these series of lesson I would start off by doing a class trip to our local village. The children would make drawings of the things they see in their village.
As a class will compare and contrast ariel maps of three other villages in Ireland.
Then we would start using the ESRO resource by thiking about or homes. What is it made of, what location is it in in the village, how many doors and windows and what are the main parts of the house.
Children will make their house using recycled materials. Children from 5th class will come and help the class with this.
Once we have made our houses we will put them on display. Drawing attention to what is missing from our village children will brainstorm what they would like to have in their village to make it a community.
Children will make models of the things that they want to add to their community; parks, playground, bakery, restaurants, cafe, pharmacy, schools, clubs and community centre.
The Sun: Make a sundial:
Learning outcomes:
• know that you can tell the time using a sundial
• tell the time using the Sun
• discover that long ago it was much more difficult to tell the time than it is today end product • a small sundial indoors
• a large sundial outdoorsPreparation For the activity The large sundial you will need a playing field that is in sunlight most of the day. What time is it? 5 min. Ask if any of the children is wearing a watch. Why is it handy to have a watch? Explain that 600 years ago nobody had a watch. Ask how the people back then knew what time it was. Before the mechanical clock was invented, people sometimes used the sun to tell the time. They did this using a sundial. Have any children ever seen a sundial? Do they know how it works? Explain that a sundial has a stick or pointer that makes a shadow. This is called the gnomon. It is important that in the Northern hemisphere the gnomon always points North, or you will not be able to read the sundial. Explain that the Earth turns on its axis. This means that the position of the Sun with regard to the Earth is always changing. If necessary demonstrate this using a torch and an orange. Explain that the shadow of an object also changes as the Earth rotates. The sundial uses this fact. By looking at the position of the shadow of the gnomon on the sundial, you can tell what time it is. The children make two sundials
The large sundial:. Make a large sundial with the children. Take the children outside to a location where the sun shines most of the day. Mark the direction of North, using a compass if necessary. Stand the large protractor upright on its long side in the grass. Use it to measure the correct angle to the ground, as described above. Stick the stick firmly in the ground at the chosen angle, facing North. See the picture for how this should be done. Every hour the children place a large stone on the ground where the shadow of the stick falls. One of the children uses the marker pen to write the number of the hour on the stone. You can use the smaller stones to mark the quarter and half hours. If you don’t want to take the children outside every hour, you can just place two stone markers, one in the morning for example at 9.00) and one in the afternoon (for example at 14.00). Of course your sundial will be less accurate. To finish the sundial, the rest of the day after school-time needs to be divided using the stones. In the example shown here, five hours have passed and so the time in between needs to be divided into five. Encourage the children to write the numbers of the hours on the stones and place them in the correct position. The next day, take the children outside to see if they can read what time it is. How accurate is their sundial? The children then make their own sundials at home as part of home/school links. Encourage the children to share their sundials on see-saw.
Love love love this lesson!! So much fun for the kids. The lessons in this course are absolutely brilliant, really inspiring!
Chloe
Mind map: Constellations, telescope, stars, plough, spectroscope, refactor, orrery, martian canal, landscape,. surface, stargazing
I loved so many of the lesson ideas in the module. It really shows how easy it is to make learning about space fun and engaging. The lesson I am going to choose to explore is:
Space and Aliens: Special life- Life in SpaceLearning outcomes To:
• know that as far as we know there are no alien beings in space • know what they find special about life on Earth • dramatise their own drawings • use their imagination to draw an alien beingExplain to the children that we live on Earth. Earth is a planet. There are many more planets in space. As far as we know there are no people living there. But if people did live there, what would the children like to show them here on Earth? What objects or animals here on Earth are so special that visitors from other planets should see them? Encourage the children to make a range of suggestions, and then decide what message to draw and act out. Give each child a sheet of A4 paper and colouring pencils. Encourage each child to draw what he or she has thought of, without letting the other children see. This maintains an element of surprise about what they will be acting out.
Sit in a circle with the children. Ask a child to act out what is in their drawing, without showing the drawing to anyone. Let the other children guess what is being enacted. Does it match the drawing? Make sure every child has a turn.
Discuss how successful the enactment was. Was it difficult? Discuss with the children whether acting something out made it easy for them to show what they think is so special about Earth. Draw an alien 15 min. Ask the children if they know what an alien is. What do they think an alien would look like? Encourage them to make a drawing of this. When they have finished, discuss what they have drawn. Why does their alien look like that? Explain that no-one has found any real aliens yet, so we don’t know if they exist or what they look like.Hi Michelle,
I loved this lesson also. It’s really interactive, creative and visual and has great math integration too. It also has great scope for home school link as you mentioned. Cant wait to bring this one to my staff!
Chloe
Hi,
My name is Chloe and I will be teaching senior infants in September.
My favourite space fact is that it would take 9 years to walk the moon.
Mind map: galaxy, stars, planets, orbit, moon, solar system, sun, satellites, exploration, gases, cool, heat, gravity, rings, fast, slow.
Experiment:
Which Paper absorbs best:
Questioning:
You are going to be investigating –
What do you want to find out? (which paper absorbs the best)
What will you change? (the paper)
What will you keep the same? (size of piece of paper, amount of water, time)Materials absorb water through capillary action. This means that water is attracted to the surface of the fibres and is drawn up into the spaces between them. The coarser the fibres the more easily the material absorbs water because there are more air spaces for the water to go into.
Give the children 3 different kinds of paper and ask them to investigate scientifically which is the most absorbent. Show them what equipment is available to do it.
Encourage the children to think of various ways in which this could be done with the available equipment. They need to design and make a support for their fair test. Then they need to see which paper absorbs the best.Hang the three pieces of paper from the ‘crossbar’ or the string using blu-tack or plasticine. Put water into the butter carton (and a few drops of food colouring, which helps to show up the water) and hang the three pieces of paper so that they are just dipping into the water. Watch what happens.
Display against the light for the best effectReflection and observation:
What do you see?
What does this tell you about absorbing?
