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I would choose to use the Globe at Night citizen science programme with my class as I think it is a brilliant way to help children understand light pollution through a real-life investigation. I like that it encourages children to become scientists by observing, collecting information and comparing their findings with others.
I would begin by discussing the difference between natural and artificial light and asking the children if they have ever noticed that it is harder to see stars in some places than others. We would explore what light pollution is and talk about some of the sources of unnecessary lighting around our school and local community. Before carrying out the investigation, I would ask the children to make predictions about where they think the darkest skies would be.
If possible, I would encourage families to take part by observing the night sky at home and recording how many stars they could see using the Globe at Night resources. Back in school, we could compare everyone’s observations and discuss why some areas were darker than others. We could also use maps to identify places in Ireland that are recognised for their dark skies and think about simple ways we could reduce light pollution in our own community.
I think this activity would work really well because it links Science with Geography, Maths and environmental awareness while encouraging children to investigate a real-world issue. It also gives them an opportunity to collect and interpret data, share their findings and understand that even small actions can make a positive difference to the environment.
Hi Colm, I really enjoyed reading your post. I’d never used Stellarium before this module either, but I can definitely see myself using it in the classroom. I like your idea of getting the children to compare what they can see at school and at home, as it makes the learning much more personal and meaningful. It would also be really interesting to revisit the activity at different times of the year and see how the night sky changes.i
I would choose the “Draw Your Own Constellation” activity as I think it would really capture the children’s imagination while helping them to understand what constellations are. I like that the activity combines Science with Art and oral language, making it accessible and engaging for younger children.
To begin, I would show the class photographs of the night sky and ask them if they recognise any groups of stars or have ever looked up at the stars on a clear night. We’d discuss how people long ago joined stars together to create pictures and stories, and how these became known as constellations. I would introduce a few well-known constellations, such as The Plough, before giving the children the opportunity to create their own.
Working in pairs, the children would use dot patterns to design a constellation before joining the stars together and deciding what they could see. They would then create a short story about their constellation and share it with the rest of the class. I think this would encourage lots of creativity and discussion while also developing observation and communication skills.
Hi Anna, I really enjoyed reading your post. I like how you’ve started with the children’s prior knowledge by using diurnal and nocturnal animals before introducing the concept of day and night around the world. I think the cut-out activity and using a globe would really help to make what can be quite an abstract idea much easier for children to understand. The demonstration with the orange is a lovely hands-on way to finish the lesson too. It sounds like a really engaging activity that would encourage plenty of discussion.
One activity that I would enjoy carrying out with my class is observing and recording the position of the Sun at different times throughout the day. I think this investigation would really capture children’s curiosity because it allows them to discover something they see every day but may never have stopped to think about.
I would begin by asking the children where they think the Sun goes during the day and whether they think it moves across the sky or if the Earth moves instead. I would encourage lots of predictions and record their ideas before beginning the investigation. We would then choose a fixed location in the school yard and, at different times during the day, observe where the Sun appears in the sky and the direction and length of the shadows it creates. The children could use chalk to trace shadows, take photographs using iPads and record their observations in a simple table.
Back in the classroom we would compare the photographs and measurements, discussing any patterns that emerged. This would provide an excellent opportunity to introduce the concepts of day and night, the Earth’s rotation and how shadows change as the Sun appears to move across the sky. I also like how naturally this activity integrates Maths through measuring, comparing and recording data, while developing important scientific skills such as observing, predicting, questioning and communicating.
I feel this activity would work particularly well in the primary classroom because it is practical, engaging and encourages children to learn through first-hand investigation rather than simply being told the answers. It also follows the Curious Minds/ESERO inquiry approach by allowing children to ask questions, investigate and reflect on their learning.
I like how you’ve used <em data-start=”142″ data-end=”161″>The Way Back Home to introduce the lesson, as it’s a lovely way to spark the children’s interest before moving into the investigation. The foam rocket activity sounds like great fun and gives the children lots of opportunities to make predictions, test their ideas and work together. I also like how you’ve linked it to other flying objects at the end, as it would really help the children make connections with what they’ve learned. It sounds like a really engaging lesson.
I would choose the Balloon Rockets activity because I think it would be a really exciting way to introduce the topic of rockets while encouraging the children to investigate how things move. I know my class would love seeing the rockets zoom across the classroom and would be really eager to test out their own ideas.
I’d begin by showing the children a short video of a rocket launch and asking them what they think makes a rocket move. We’d chat about their ideas before introducing the balloon rockets. Working in small groups, the children could make predictions about what might happen if we changed the size of the balloon or the length of the string. We’d then test the rockets and compare the results.
After each launch, I’d encourage the children to talk about what they noticed and whether their predictions were correct. We could also discuss whether it was a fair test and what we might change if we were doing the investigation again.
I like this activity because it is very hands-on and gives every child an opportunity to investigate and problem-solve. It also links really well with Science, Maths and oral language, and I think it would create lots of excitement in the classroom. I could also see it fitting in really well during Space Week.
Hi Sharon, I really enjoyed reading your post. I love how you’ve linked the lesson to Tom Crean, I think the children would really engage with the story before exploring Antarctica and the animals that live there. The ice cube investigation is a great idea too as it gives the children the chance to make predictions and test their own ideas. I also like that you’ve brought in so many different curriculum areas without it feeling forced. It sounds like a really fun and meaningful way to teach the topic.
Hi, I really enjoyed reading your post. I like how you’ve started with something familiar to the children before introducing different types of homes from around the world. I think the picture cards and class discussion would encourage lots of oral language, especially in the infant classroom. The drawing activity at the end is a lovely way for the children to make personal connections with the lesson while also reinforcing what they’ve learned. It sounds like a really engaging and age-appropriate activity.
I would choose the Investigating Children’s Coats activity because I think it would be a really engaging way to introduce children to scientific investigations using everyday objects. Rather than just talking about waterproof materials, the children would have the chance to investigate and discover the answers for themselves.
I’d begin by asking the children what they think makes a good coat for rainy weather. We’d look at a selection of different materials and make predictions about which ones would keep us dry. Working in small groups, the children could test each material by carefully adding water with pipettes or droppers and observing what happens. They could record whether the water soaked through, stayed on the surface or was absorbed.
Afterwards, we’d come together to discuss the results and compare our predictions with what actually happened. I think this activity would naturally encourage lots of questioning and discussion while also developing the children’s observation skills. We could finish by talking about why waterproof clothing is important in Ireland and what materials are used in our own coats.
I like that this activity links Science with real life. It also gives every child an opportunity to investigate, make predictions and communicate their findings. I think it would be a lovely activity to do during the winter months when the children can make direct links with their own experiences of the weather.
I would choose the Constellation Shapes & Stories activity as I think it would really spark the children’s imagination while also helping them to develop their observation and communication skills. I like that there isn’t just one correct answer, and every child has the chance to be creative.
I would begin by showing the children pictures of a few well-known constellations and talking about how people long ago used the stars to tell stories. We’d discuss how different people can look at the same group of stars and see completely different shapes. I think the children would really enjoy this part because they often have brilliant imaginations.
I’d then give each pair of children a set of star cards or dot patterns and ask them to create their own constellation by joining the stars together. Once they had decided what they could see, they would make up a short story about their constellation and share it with the class. We could even display all of the constellations around the room to create our own classroom night sky.
I like this activity because it naturally brings together Science, oral language, art and even early maths through pattern and spatial awareness. It gives every child a chance to contribute, regardless of ability, and encourages them to explain their thinking. I think it would be a lovely way to introduce constellations while keeping the lesson fun and engaging.
love the idea of using the polar bear and penguin as part of the lesson. I think the role play would really grab the children’s attention and get them thinking about why we don’t fall off the Earth. It’s a great way to challenge some of the misconceptions they might already have.</p>
I also like your idea of creating the Earth mosaics. I think that would make the concept much more meaningful for the children as they can physically move around and see that there isn’t really an “up” or “down”. It’s a lovely hands-on activity and one I could definitely see working well in an infant classroom.I would choose the Sun and Shadows activity as I think it would really capture the children’s interest while also encouraging them to investigate and ask questions. It is such a simple activity to set up but there are so many opportunities for discussion and learning.
I would begin by asking the class what they already know about shadows and why they think they change throughout the day. I’d record some of their ideas before heading outside to investigate. Working in pairs, the children could trace each other’s shadows with chalk in the morning and then return later in the day to compare them. Before retracing their shadows, I’d ask them to predict what they think will happen and explain their reasoning.
I like that there isn’t one “right” answer straight away. Instead, the children have a chance to observe, question and make sense of what they see. Afterwards, we could come back to the classroom and discuss why the shadows had changed, linking it to the Earth’s movement and the position of the Sun.
I think this activity would work really well with infant classes because it is active and hands-on. It also lends itself to plenty of oral language as the children explain their thinking and compare their observations with others. I’d probably extend it by asking the children to draw or write one thing they noticed and one question they still have. I find that when children are encouraged to ask their own questions, they’re often much more invested in finding the answers. It’s definitely an activity I could see myself using as part of a wider Space topic.