Forum Replies Created
-
Posts
-
My lesson is based on The Sun and Shadows activity set with Senior Infants.
Strand: Energy and Forces
Strand Unit: Light
- explore how shadows are formed
Lesson: To create a shadow puppet show
Introduction:
We will begin by recapping what we have learned about the sun being a lightsource.
Children will investigate a sample of small world objects including cars, people, animals that have been provided. They can also collect other items from around the room. We will predict and then observe how the size/ shape of the shadow changes as it moves closer to and further away from the light source – projector/ torch.
Development:
Children will create their own puppet character and stick it to a lollipop stick. Working in their groups they will create a moving small puppet show by holding their puppets up to the light source.
Conclusion:
Children present their moving puppet stories to the class. We will review what we have learned about shadows and that they are created by objects blocking the light.
Extension activities:
Art: Children could trace the shadow of their puppet by fixing it in front of the light source and drawing the outline on black sugar paper. These could then be displayed in a shadow museum.
I love this idea Lorraine. I like that there is a simple activity to accompany the lesson too and Niall’s suggestion looks fun too.
I completed an inquiry based lesson this year with senior infants that was similar to the waterproof lesson described in the module. Our ‘problem’ was that Teddy needed an umbrella to go outside in the rain. Children worked in groups to examine some different materials that might be appropriate. They predicted which ones would be waterproof and they constructed their umbrellas. We set up a “rain station” with water spray bottles and tested their umbrellas by placing their teddy bears under them and spraying water.
Hi, my name is Grace and I am moving from senior infants to junior infants this year. I’m hoping to get some good ideas from the course about how to introduce the topic of space in the younger classes. My favourite space fact is that stars only appear to twinkle once they have passed through Earth’s atmosphere.
Part 1: Lesson Prompt:
Rapunzel has had a hair cut and she is trapped in her tower with no way to get out. Build a ladder to allow Rapunzel to leave her tower.
Part 2: Summary:
The text explores the role that computational thinking plays in Early Childhood education. The authors state that introducing young children to computational thinking skills can benefit children’s overall cognitive, social and emotional development and prepare them for a future in a digital age. The skills children learn by engaging with computational thinking activities introduce them to a way of thinking that lends itself to the digital age. By focussing on activities that promote problem solving, analytical thinking and creative expression at a young age, children build the foundational skills that they to approach tasks across the curriculum and into adulthood in careers including in the areas of computer science. Choosing developmentally appropriate tools are also important and educators should consider a variety of resources to cater to different learning styles and needs of children, the text outlines the various tools, resources and technologies that can be used to promote computational thinking skills including unplugged resources.
https://docs.google.com/document/d/1EiKMPCDSCMS-_F6nHVa7RpA-7e6RRzZmi1GMMxuef8M/edit
I have planned a lesson for Senior Infants based on mapping the locality in Geography. By incorporating Beebots into this lesson, children will develop important spatial awareness and problem-solving skills while working collaboratively in a fun, engaging way.
Future extension activities could include:
1. Creating a map of the school or classroom.
2. Children design their own obstacle courses and program their Beebots to navigate them.
3. Incorporate different types of obstacles, such as tunnels or ramps, to challenge students’ programming skills.https://docs.google.com/document/d/1EiKMPCDSCMS-_F6nHVa7RpA-7e6RRzZmi1GMMxuef8M/edit
I have planned a lesson for Senior Infants based on mapping the locality in Geography. By incorporating Beebots into this lesson, children will develop important spatial awareness and problem-solving skills while working collaboratively in a fun, engaging way.
Future extension activities could include:
1. Creating a map of the school or classroom.
2. Children design their own obstacle courses and program their Beebots to navigate them.
3. Incorporate different types of obstacles, such as tunnels or ramps, to challenge students’ programming skills.Digital tools can help create engaging and interactive learning experiences by making them more interesting and appealing to children and helping to cater to different learning styles and needs. They can also encourage collaboration amongst students as they develop their communication, critical thinking and problem solving skills.
The digital strategy for schools ensures that children have access to teaching and learning that incorporates necessary digital tools that will allow them to gain the skills they need in an ever evolving technical age. By embedding digital technology across the curriculum we can enhance the learning experiences for children and allow all learners to reach their full potential including those with additional educational needs and equip them for the future in a digital world.
Through SSE and CPD on digital tools and technology, teachers can learn to provide more engaging, interactive content, learn to offer more individualised experiences for children and help students to connect to the real world problems and scenarios they might face in STEM careers or life in the future.
