Forum Replies Created
-
Posts
-
Module 3- Activity set The Stars
Here is a lesson I did with my 1st/ 2nd class this year. They really engaged with all parts of the lesson and it lended itself to so many cross- curricular subjects
Lesson Introduction (10 minutes)
1. Darken the classroom slightly and display pictures of a starry night sky.2. Ask:
-What do you notice?
-When can we see stars?
-What do you already know about stars?
-Why do you think we cannot usually see stars during the day?3. Record the children’s ideas on a KWL chart
Investigation (20 minutes)
Children work in mixed-ability groups.
Each group explores:
• Picture cards of different stars and constellations.
• Simple fact cards or books.
• A short teacher-selected video.
Children discuss:
• What do stars look like?
• Are all stars the same?
• What new facts have you discovered?
Teacher Demonstration
Use a torch to represent the Sun and a globe or ball to represent the Earth.
Demonstrate:
• Day and night as the Earth rotates.
• Why stars are easier to see at night.
• Explain that the Sun is our closest star.
Activity (15 minutes)
1st Class
• Create a picture of a night sky using black paper and star stickers.
• Draw the Moon and stars.
• Label “stars”.
2nd Class
• Create a simple constellation using stickers or chalk.
• Write three facts about stars.
• Invent and name their own constellation.
Plenary (10 minutes)
Children share:
• One thing they learned.
• One question they still have.
Complete the L section of the KWL chart together.I uploaded a similar lesson Catriona but am loving the idea of “Shaow Tag”. I will be adding this to my lesson shadows this year. It is so great to get the children outside in a lesson while also making it fun!
Activity 2- The Sun and Shadows (Active lesson)
Starter – Shadow Hunt (10 minutes)
Take the class outside on a sunny day. Ask the children:
• Can you find your shadow?
• Can you make it bigger? Smaller?
• Can you make it disappear?
• Why do you think shadows appear?Inquiry Question: How does the Sun affect the size and direction of our shadows?
Children predict:
• When will my shadow be the longest?
• When will it be the shortest?
Activity: Shadow Tracing Investigation (20 minutes)Resources
• Playground chalk
• Clipboards
• Recording sheet
• Measuring tape (optional)
Children work in pairs-One child stands still while their partner traces their shadow with chalk. Repeat later in the day (e.g., morning, lunchtime and afternoon).
Children compare:
• Length
• Direction
• ShapeThey can record their findings on a simple table provided by teacher on a clipboard.
This active lesson encourages children to investigate through play, observation and experimentation, helping them discover for themselves how the Sun creates shadows and why shadows change throughout the day.
This is a really interesting lesson Antonia and very well laid out. The children in younger classes love the idea of seeing things push and pull and they can see it as a force theough their investigations. I will definitely add this lesson to my mind map.
Thank you.
Inquiry based Activity- Module 1
I would introduce the lesson by showing pictures or a short video of flooding (depending on the class level and ask the question:“How can we reduce the impact of flooding?”
Students will work in small groups to investigate which materials absorb the most water. They would test different materials, such as sand, gravel, soil, grass, and sponges, by pouring the same amount of water onto each and observing what happens. Before the investigation, students would make predictions and explain their reasoning.
During the activity, students would measure and record their results, compare observations, and discuss why some materials absorbed more water than others. They would then use their findings to suggest ways people / governements could reduce flooding, such as planting more green spaces or using permeable surfaces.
To conclude the lesson, each group would share its results and explain how the evidence supported its recommendations. Teacher would facilitate a discussion linking the investigation to real-world environmental issues and sustainable practices.
This inquiry-based activity encourages students to ask questions, investigate, analyse evidence, and draw conclusions.
Rather than giving the children answers, my role would be to guide students through the inquiry process, encouraging them to reflect on their learning and make connections to real-life situations.