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I would use these activities as fun, hands-on science lessons to introduce solids, liquids and gases. They would work really well for Science Stations for Science week. I would begin by asking pupils what they know about fizzy drinks and bubbles, encouraging predictions. We would then carry out the Dancing Raisins demonstration, followed by the vinegar and baking soda experiment to observe carbon dioxide being produced. Pupils would work in small groups to make a foaming “volcano” and discuss their observations. Finally, they would create alien slime (oobleck) to investigate non-Newtonian materials. Throughout the lesson, pupils would record predictions, observations and conclusions, developing scientific inquiry and teamwork skills.
The Hot and Cold lesson would engage junior infants through simple, hands-on exploration of the Sun’s heat. I would begin with discussion and questioning to activate prior knowledge, encouraging children to predict and explain their ideas. The ice cube investigation would develop observation and scientific thinking as children compare what happens in sunlight and shade. Taking the class outdoors would provide meaningful, real-life learning and help children experience temperature differences firsthand. The hot and cold corner game would reinforce understanding through movement, drama, and active participation while developing listening skills. Overall, the lesson promotes curiosity, prediction, observation, communication, and early scientific understanding in an enjoyable way.
This lesson would work well in my junior classroom because it encourages imagination, creativity, and communication. I would begin by discussing Earth and space in simple language, encouraging the children to share ideas about what makes our world special. The drawing activity would allow every child to express their own ideas, while the drama element would build confidence, listening skills, and turn-taking. Acting out their drawings would be enjoyable and promote language development as children describe and guess each other’s ideas. The alien drawing activity would further develop creativity and curiosity, helping children understand that space is still full of mysteries and possibilities.
I really like your idea of using songs as part of your lesson. It shows how this topic can integrate across other curriculum areas
This inquiry-based activity on the Sun and shadows would encourage children to explore, observe, and ask questions. I would begin by asking the children what they notice about their shadows and what they think causes them. They would predict what might happen to their shadows at different times of the day before going outside to observe, measure, and draw them. We would compare our findings, discuss patterns, and encourage the children to explain their ideas. Through questioning and hands-on investigation, they would discover that the Sun’s position affects the length and direction of shadows. This approach develops curiosity, observation skills, and scientific thinking.
Hi Niamh. There’s a great book by David Walliams called The First Hippopotamus on The Moon. It would tie in nicely with this theme and senior Infants would love it!
A solar eclipse is a wonderful way to spark curiosity and encourage inquiry in a junior classroom. Inspired by the recent eclipse, I would begin by asking the children what they noticed or remembered about it and encourage them to share their ideas and questions. Together, we would record these questions, such as “Why did it get darker?” or “How does the Moon cover the Sun?” The children could then investigate using storybooks, short videos, and simple models with a torch and balls to explore how the Sun, Moon, and Earth move. I would encourage them to make predictions, observe, discuss, and explain their thinking. The lesson would finish with the children drawing and describing what they discovered. This inquiry-based approach promotes curiosity, communication, and scientific thinking while helping children develop a deeper understanding through hands-on exploration rather than simply being given the answers.