[Doireann Nolan]

I love the idea of linking this with art. I think the children would enjoy creating moon pictures.

[Doireann Nolan]

Senior Infants Science Lesson: The Sun and Shadows
Learning Outcome:
Children will explore how shadows are formed and investigate how the size, shape and direction of a shadow change when the position of the light source changes.

Materials
Bear’s Shadow book
Torches (one between two or three children)
A selection of toys of different heights, shapes and sizes
Large sheets of white paper
Pencils or crayons (to trace shadows)

Inquiry Question
What makes a shadow long or short?

Introduction (10 minutes)
I would gather the children and read Bear’s Shadow.
Pause throughout the story to discuss Bear’s shadow and ask:What is Bear wondering about?
When do you see your own shadow?
What do you think makes a shadow?
Introduce the inquiry question:
“What makes a shadow long or short?”
Encourage the children to share their ideas and predictions.
Investigation (15–20 minutes)
Place different toys on a large sheet of paper.
Give each group a torch.
Ask children to shine the torch at the toy from different positions.
Encourage them to observe:What happens when the torch is close to the toy?
What happens when the torch is moved further away?
What happens when the torch is held higher or lower?
Children trace some of the shadows onto the paper and compare their sizes and shapes.
If possible, take the class outside to investigate their own shadows in the sunshine. Ask them to notice:How long is your shadow?
Which direction does it point?
Can you make it longer or shorter by moving?
Discussion (10 minutes)
Bring the class together and discuss their findings.

Questions:

What made the shadow bigger?
What made the shadow smaller?
Did the shadow always stay the same shape?
Did the direction of the shadow change?
What do all shadows need to be made?
Record children’s ideas on the board.

Guide children towards the understanding that:

A shadow is made when an object blocks light.
Moving the light source changes the size, shape and direction of the shadow.
Without light, there is no shadow.
Conclusion (5 minutes)
Review the investigation by revisiting the inquiry question:

“What makes a shadow long or short?”

Allow children to explain what they discovered using their own words.

Conclude that:

Shadows are made when light is blocked.
Shadows can become longer, shorter or change direction depending on where the light source is.

I think this would be a lovely lesson with any senior infant class.

[Doireann Nolan]

Senior Infants Science Lesson: Floating and Sinking
Learning Outcome
Children will investigate and identify that some objects float and some objects sink. They will make simple predictions, carry out an investigation and talk about what they discovered.

Materials
Clear container filled with water
Small objects (e.g. plastic spoon, coin, cork, toy block, leaf, stone, sponge, bottle cap)
Towel for spills
Prediction chart with two columns: Float and Sink

Inquiry Question
What makes some objects float while others sink?

Introduction (5–10 minutes)
Show the children the container of water and a selection of objects.
Ask:
“What do you think will happen if we put this object in the water?”
“Will it float or sink?”
Encourage children to make predictions and place each object on the prediction chart before testing.
Investigation (15 minutes)
One at a time, children choose an object.
They predict whether it will float or sink.
Place the object carefully into the water.
Observe what happens.
Sort the objects into two groups: Float and Sink.
Encourage children to use simple scientific language such as:
float, sink, heavy, light, water, predict, observe

Discussion (10 minutes)
Ask questions such as:

Which objects floated?
Which objects sank?
Were any of your predictions correct?
Did any objects surprise you?
Do all heavy objects sink?
Do all light objects float?
Guide children to notice that weight alone does not always determine whether something floats or sinks.

Conclusion (5 minutes)
Review what the children discovered.
Reinforce that scientists make predictions, test their ideas and observe carefully.
Finish by asking each child to name one object that floated and one that sank.
Extension: Invite children to find another object in the classroom and predict whether it would float or sink before testing it later.

[Doireann Nolan]

Hi, my name is Doireann and I will be teaching senior infants next year.  My space fact is that the moon is moving away from us little by little every year (around 3.8cm per year!)

[Doireann Nolan]

Thanks for that Sarah, I never knew space was silent!

[Author]

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