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I love the sock puppets idea Sarah! It would provide a great link between their learning about space and an imaginative art activity.
Typo!
I would explore the Day and Night sky with my Junior Infant class – using the suggested activity on page 14 of the sun booklet. I would probably start the lesson with a story about bedtime and discuss the pictures (why is the lamp on? What colour is the sky? What can you see at night? Do you have a lamp, why? Etc). I would give half of the class a long piece of paper and ask them to draw the night sky and everything they see and do the same with the other half re the sky during the day.
To address the misconception that stars are only present in the sky at night, I might use a dark box and a torch to show them how white dots are not visible when the torch is shone through a window as it is too bright. I would leave the dark box in the play area to encourage further exploration during free play.
I would explore the Day and Night sky with my Junior Infant class – using the suggested activity on page 14 of the sun booklet. I would probably start the lesson with a story about bedtime and discuss the pictures (why is the lamp on? What colour is the sky? What can you see at night? Do you have a lamp, why? Etc). I would give half of the class a long piece of paper and ask them to draw the night sky and everything they see and do the same with the other half re the sky during the day.
To address the misconception that stars are only present in the sky at night, I might use a dark box and a torch to show them how white dots are visible when the torch is shone through a window.
I also really love the idea of playing catch the shadow at the end – children really enjoy this game and it is a great way to tie in their learning with their play.
My inquiry based activity would investigate temperature and changing states. It would be a hands on activity that aims to engage a junior infant class in problem solving.
Prompt: I would show the children that some of our resources (e.g. maths manipulatives) were frozen in ice: I would have put them in an ice cube tray the night before.
Question: How can we remove the ice from the resources so we can start our maths lesson?
Exploring: Different groups could try different approaches based on our discussion (wrapping them up/banging them/chipping ice off/ putting them on the radiator etc).
Reasoning: Ice is frozen water – it returns to liquid from a solid when it warms up.
Reflecting: which approaches were the most effective, why? Follow on discussions about warm clothes, ice in cold drinks etc.
The different ideas raised by the children during this activity could be a guide for future inquiries.
That’s a great fact for infants Anne! I will remember that for my junior infants in September, it would open up great discussions about earth and space.
