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Hi Clodagh, I really like your idea of introducing the topic by using a story. I also like how you have integrated Maths and Drama into your lesson with the count down.
Activity Set- Rockets
Class Level- Junior/ Senior InfantsIntroduction-
I would begin the lesson by asking the children to close their eyes and imagine that they are going on a super exciting journey…. They are going to space. Imagine how you get there, what do you see and hear during the journey. Ask the children to draw a picture of how they got to space. I will ask them to act out their journey to space. Then together we will listen to the story ‘Roaring Rockets’ by Tony Mitton.Development-
Following on from reading the story. I would ask the children how do you think the rockets go so high in the sky? I would encourage the children to think of their own questions based on space. We will now watch ‘A StoryBots Space Adventure’ on Netflix. It will give an insight about rocket ships and what it’s like being an astronaut in space. I will then explain to the children that they are going to be investigators for the day. I will show then a selection of materials, different shapes bottle and mouse template. I will ask what do you think we are going to make. I will show the children a prototype. I will explain the aim of the experiment is to find out which bottle make the mouse go highest. I will ask the children to draw a picture of which one they think will go highest before beginning.Conclusion-
Once the children have completed experiment I will ask the children to record (draw) their findings in their experiment copy. I will ask the children does this remind them of anything, can they make any connections.Hi Clodagh, I really like the idea of the mystery box and the sorting activity into cold place and warm place box. It is a great way of integrating maths in to a STEM activity.
Activity Set- Weather- Animals in the Cold
Class Level- Junior/ Senior InfantsI would base the lesson on ESERO 07- Animals in the Cold- Climate
Learning Outcomes-
Know there are different sorts of weather
know the characteristics of animals living in a cold environment
know the characteristics of animals living in a warm environmentIntroduction-
The children have been learning about zoo animals. They have been learning about a variety of different animals and interesting facts about each animal. To begin the lesson I will use the song ‘Polar Bear, Polar Bear What do you Hear?’ By Bill Martin Jnr and Eric Carle. I will ask the children to recall any interesting facts about the different animals from the song.Development-
I will show the class a globe. I will ask the class to recall where is the North Pole/ South Pole? What weather might we find there? I will then ask the children to identify where the equator is? What weather might you find there. I will ask the class can they point to where a lion lives, where does a walrus live? I will then divide the class up into groups. Each class will have an area of the classroom where there is a set of paper with a giant globe on it. They will identify the South Pole, North Pole and equator. Following this the children will be given a selection of animals. They will sort the animals, by where they live on the globe. (Integration of maths sorting and problem solving) They will then draw the weather associated with the animal’s habitats. They will work as team to create their ‘Animals of the World Globe’.During this activity the teacher will observe and go from group to group asking various questions to assess their understanding. For example why do you think the penguins lives there? How might they keep warm? The children are then invited to walk around and look at other groups projects and ask questions and give other groups feedback.Conclusion-
The children will reflect on what they learnt with their groups and class. They will complete 2 stars and a wish as part of a discussion with the teacher. What did they enjoy (did well) about the lesson.What could have made the lesson better.I really like this lesson. The book ‘How to Catch a Star’ is a great starting point. It is real engaging. I also like the idea of using playdoh and string. Pipe cleaners might also work as an alternative. The trip to the observatory would be amazing for the children.
Activity Set- Space and Aliens
Class Level- Junior/ Senior InfantsI would base the lesson on ESERO 19 – Special Life.
Introduction-
I would begin the lesson by asking the children to close their eyes. Imagine they are visiting a planet from the solar system. Imagine they are explorers what would they like to show people about earth. What things, places, sounds. I would then given the children a template of binoculars and ask them to draw what they want to show about earth in the lens of binoculars.Development-
Explain that we are going to listen to a story called ‘ There’s an Alien in Our Book’ by Tom Fletcher. Before beginning we will discuss the title. What is an alien? I will encourage the children to close to visualise what an alien might look like. In there copy they will draw what they think an alien might look like. After completing the drawing together we will listen to the story. During the story we will pause. I will ask the children to create a friend for the alien. I will encourage the children to use tangrams to create the alien. This in turn will incorporate maths to the lesson. I will ask the children what shapes they used, to count how many shapes they used? We will then conclude the story.
Conclusion-
I will ask the children what do they think the alien in the story or aliens in general find special about earth. I would do a hot seating activity, imagine you’re the alien in the book. What did you find special/like about earth. What would we like about their planet.
I really like the idea of using the hulla-hoop, as it helps to engage the children in their learning. Perhaps some of the children could visit each planet (hulla-hoop) and discuss what it looks like and how it feels and it could be integrated as a drama lesson or oral language lesson and also work as a means of informal assessment.
Activity Set: The Sun and Shadows
Class: Junior / Senior Infants
Introduction –
I would begin the lesson by allowing the children to recall what they know about the planets and the solar system.I would then introduce the sun. Before reading a story, similar to the video I would ask the children to share facts they know about the sun. (I would begin to compile a KWL chart) The children will now compile a list of questions they would want answered about the sun. We would then listen to the story ‘I am the Sun’ by Rebecca and James McDonald.
Development-
As a group we would discuss what shadows are. How are shadows formed?
The children will discuss when they notice or see shadows. They will identify what kind of weather is needed for shadows to be formed. We will bring the class teddy bear outside and make an outline using chalk to show the shadow of the teddy. We will repeat this a few times during the day to show how the shadow has moved.Conclusion-
The following day to conclude the lesson, each group will be given and A3 piece of paper. The word sun will be placed in the centre of the sheet. Each group will write or draw what they have learnt about the sun. Each group will then present their thoughts to the class. To end the class we will complete the ‘L’ part of the KWL.I would follow this lesson with a drama, art and PE activities.
Drama- Mime- Act like a shadow. Mime what your partner is doing.
‘My Shadow’s Adventure’- Act out an adventure your shadow went on during the day.Art- Sun and Moon Art- Draw the sun on one side of the page and the moon on the other side. Use colours associated with the sun and moon to complete picture.
PE- Shadow Tag
Hi Siobhan, I think this activity is a lovely activity. It allow the children to have a hands on experience and discuss what they have learnt in the process.
Walking Rainbow
Class: Junior / Senior Infants
Subject: Science
Strand: Materials
Strand Unit: Materials and Change
Content Objective(s) / Learning Outcome(s):
— explore the effects of water on a variety of materialsResources- clear cups, food colouring, tissue paper
Engage-
The Prompt-
The teacher will begin by asking a child to get an object from a different area in the classroom. The teacher will ask how did they get from the front of the classroom to the back. The children will explain they walked. The teacher will now show the children the six clear cups, three filled with water. The teacher will ask the children how will they get the water to move from the cups into the other cups.Wondering-
The children in their group will brainstorm together to identify how the water may travel from one cup to another.Exploring-
The children will look at a number of materials, and in their groups will discuss which material they think will work best to enable the water to travel.Investigate-
Starter Question-
‘How can water travel?’
‘What are primary colours?’
‘What will happen when the water mixes together?’Predicting-
The children will be given their experiment copies to draw their ideas of how they think the water may travel from one cup to another.Conducting the Investigation-
The safety rules will be discussed with the children before experiment takes place.
Each group will be given the resources required.Food colouring will be placed (primary colours blue, red and yellow) in every second cup. The children will place a tissue with a bend into the each cup of water and empty cup. They will observe what will happen for the duration of the day.Sharing: Interpreting the data/Results
The children will discuss and record (draw) their results in their experiment copy.The Next Step-
Applying Learning, Making Connections, Thoughtful Actions
Following the completion of the experiment the children will complete 3-2-1 chart.
They will record three things they learnt, two thing they found interesting and one question they may have. This will allow the children time to reflect on what they have learnt also providing the teacher will and insight into the children’s learning.