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This is a fantastic experiment and enables the young children to use many scientific skills like predicting, observing and discussing, while having lot of fun at the same time! Well done!
Space Week Lesson Plan – Second Class
The lesson will begin with a discussion about the night sky. Children will look at pictures of stars and simple constellations and share what they already know. They will learn that constellations are groups of stars that form patterns and that people have given these patterns names for many years.
Children will then create their own constellation using black paper and white crayons, chalk or star stickers. They will join the stars with lines, give their constellation a name and explain what it represents to a partner or the class. This encourages creativity, communication and scientific thinking while allowing children to make their own discoveries.
To support all learners, I will provide star templates and visual supports where needed, while children who require more challenge can write a sentence or short story about their constellation. Throughout the lesson, I will observe children’s participation, questioning and explanations, using discussion and the completed constellations to assess their learning.
I really like your investigation. It’s a great idea to use the marigold gloves and the vaseline. It gives the students an opportunity to imagine what it feels like for the animals in colder climates.
I would begin by discussing different types of houses and explain that some examples are not common in Ireland. Pupils would identify the type of house they live in and then use play dough to create a model of it. We would place all the houses together to make a class community and discuss what is missing, such as roads, schools, shops or parks, encouraging pupils to think about their local area.
I would extend the activity by having pupils design and build other features of their community using different materials. They could investigate what makes buildings strong, create simple maps of their local area, and work collaboratively to solve design challenges. This supports the new Primary Curriculum by developing creativity, problem-solving, communication and engineering skills through hands-on, inquiry-based learning.
You have so many wonderful ideas here that I would love to use in the future. I like the idea of introducing a walking gallery at the end of the lesson. I think station teaching would work really well in this lesson and the students will really enjoy it.
How I would use this activity in class
After discussing what children already know about stars, I would show examples of simple constellations. Pupils would then draw their own constellation by joining stars with lines and give it a name. They would share their constellation with a partner and explain what it represents. This encourages creativity, observation and oral language.
How I would adapt it to meet the needs of my students
- Provide constellation templates or dot guides for pupils who need support.
- Use larger stars and simple instructions with visuals.
- Pair pupils for discussion and sharing ideas.
- Challenge early finishers to write a short sentence about their constellation or create a story about it.
This is a super hands – on activity that the students would really enjoy. It would be very effective for visual learners to make the characters and stick them on the surface of the globe. I hope to use this lesson in the future.
To teach this activity in 2nd Class, I would use an inquiry-based approach linked to the Primary Curriculum Framework (2023) under the Science and Technology curriculum area, particularly the Understanding the Natural World strand. I would begin by showing images of Earth taken from space and invite the children to observe and discuss what they notice. I would ask questions such as, “What shape is the Earth?”, “How do we know?” and “Why do you think the Earth looks blue from space?” The children would then work collaboratively to create an Earth mosaic using small pieces of coloured paper to represent the land, oceans and clouds on a circular template. During the activity, we would discuss continents, oceans and the Earth’s spherical shape while encouraging children to justify their ideas using evidence from the images. We would conclude by sharing our mosaics and revisiting our inquiry questions. This activity develops observation, communication, collaboration and scientific thinking through active, hands-on learning.
Class: Senior Infants
Curriculum Area: Science, Technology, Engineering and Mathematics (Primary Curriculum Framework 2023)
Learning Intention
We are learning to investigate which material is best for keeping us dry in the rain.
Success Criteria
- I can make a prediction.
- I can test different materials.
- I can talk about what I found.
- I can choose the best material using evidence.
Inquiry Question
Which material would make the best rain jacket?
Resources
Squares of cotton, felt, plastic, foil, sponge and wax paper, water, pipettes/spoons, paper towels, recording sheet, teddy or doll.
Lesson
Engage (10 mins)
Show the children a raincoat and ask:- Why do we wear raincoats?
- What makes a good rain jacket?
- Which material do you think will keep Teddy dry?
Children make a prediction.
Investigate (25 mins)
Working in groups, children place each material over a paper towel and add a few drops of water. They observe whether the paper towel stays dry or gets wet.Inquiry Questions
- What do you notice?
- Which material lets water through?
- Which material keeps the paper towel dry?
- Was your prediction correct?
- Which material would you choose for a rain jacket? Why?
Children record their results using pictures, smiley faces or simple words.
Share and Reflect (10 mins)
Discuss the findings as a class and revisit the inquiry question.Conclusion
Children explain which material is best for a rain jacket using evidence from their investigation.Assessment
Observe children’s ability to:
- Make predictions.
- Carry out a simple investigation.
- Describe what they observed.
- Explain their choice using evidence.