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I really like this idea.
The book ‘Mousetronaut’ is a great way to engage the children. Most of the time children would associate space travel with human astronauts or perhaps Laika the dog. Showing them that a group of mice have also been involved in space exploration will certainly be something that they will remember. And a great stimulus for the rocket mice lesson.
There is also so much room as you have mentioned in a lesson like this for linkage between other subjects- maths especially, counting, measuring, estimating in the junior classes.
Module 5
The activity I have chosen is Rockets. And how to make a paper rocket and Launcher
Engage
I would first Gather the children and ask, “Have you ever looked up at the night sky and wondered how rockets travel all the way into space?”
Then Blow up a small balloon, hold the end tight without tying it,- ask what do they think would happen if I let it go? Then, let it go.
Watch it zip across the room! Ask the children what pushed the balloon? (the escaping air). Explain that real rockets and our paper rockets need a powerful push—or thrust—to lift off into the air.Investigate
Tell the children they are now aerospace engineers whose mission is to design, build, and test a paper rocket.
Materials Needed:
Paper strips
Thin plastic straws or thick paper tubes (to act as the launcher)
Crayons or markers for decorating
Tape
Scissors
Step-by-Step Construction:
Roll: Wrap a strip of paper tightly around the upper part of a straw or tube.
Tape: Secure the edge of the paper roll with tape so it keeps its cylinder shape.
Cap: Take one end of the paper cylinder and fold it over, taping it shut so air cannot escape out the top.
Decorate: Use crayons to add fins, windows, and bright colours to the rocket body.
Launch: Slide the paper rocket onto the straw, point it safely away from faces, give a quick puff of air through the straw, and watch it fly!Next Steps
Test and Modify: Encourage the children to experiment with changes to see how it affects their rocket’s flight. Try asking:
What happens if we add paper fins to the bottom of our rocket? Does it fly straighter?
What happens if we make the rocket longer or shorter?
(Integration with Maths) Measuring Distance: Use a long tape measure or blocks to see whose rocket travels the farthest. Count how many steps or blocks away the rocket landed.Reflect
Group Discussion: Children share what they discovered.
Guiding Questions:
What made your rocket fly the farthest?
Did any rockets tumble over instead of flying straight? How could we fix that next time?
How did it feel to be a rocket scientist today?Neasa,
I really like your idea of getting the children to dress up. Learning through play is always more meaningful for the children. The idea that they have the freedom to explore different types of materials though dress up and drama and match clothing to different scenarios and seasons will certainly be something that sticks in their mind.
Combining this with stories, poems and art will embed the scientific concepts associated with seasonal change and the weather.
Module 4
Activity Set-Where do you live? and Weather
I chose this activity set as I know how engaging it would be for not just Junior Classes but could be used also right up through the school.
As I teach and live in Kerry we are no strangers to four seasons in one day and this activity is a perfect way to explore such a phenomenon.What clothes to wear?
Engage (Introduction & Storytime)
Objective: Connect students to their local geography and introduce the concept of changing weather.
Discuss that Kerry is located in the South West of Ireland, bordered by the wild Atlantic Ocean on one side and high mountains (like MacGillycuddy’s Reeks) on the other.
Explain that because of where Kerry is located, the weather likes to play tricks—it can change multiple times before lunchtime!
Storytime:
“The Rain Came Down” by David Shannon – A fantastic book to show how sudden weather changes affect everyoneInvestigate
Objective: Explore why Kerry’s weather is unique and unpredictable.
The Atlantic Ocean and the Mountains
Moisture travels across the ocean, bringing soft rain that keeps Kerry’s countryside famously green. Mountains catch clouds, which is why places like Killarney or the Dingle Peninsula can see rain and sunshine within minutes of each other.
Discuss how wind, sun, clouds, and showers happen back-to-back.The Next Steps
Objective: Apply engineering and design thinking to solve a real-world problem -Design the ultimate all-weather coat for an outdoor adventure in Kerry.
Provide students with a blank outline of a coat template on paper. Prompt students to include features that protect against Kerry’s specific elements:
How do we keep dry? (e.g., shiny waterproof coating).
How do we stay warm when the Atlantic breeze blows? (hoods, snoods).
What about when the sun pops out suddenly? (a built-in cap peak on the hood).
Let students use crayons, markers, cotton balls (for cosy lining), or tin foil (for shiny waterproof elements) to bring their coats to life.
Reflect
Check for understanding and encourage verbal expression of scientific ideas.
Questions for the Class:
What type of weather did we notice outside today in Kerry?
Why do our coats in Kerry need to be ready for both rain and sunshine?
Which special feature on your coat design is your favourite and why?Ciara,
Great lesson. Story is such a good resource especially in the junior classes. The children can use their connection skills and the learning then really becomes meaningful to them personally. I love the idea of creating their own constellations so they can share their own stories with their peers. A great way to integrate with history and story telling as our ancestors used the stars and also I love the link between 2 D shape and maths too.
I chose Activity Set: Space and Aliens
Introduction
I would used this lesson to introduce the children to Mars The Red Planet, I would explain how robotic rovers explore it, and pose to them the big question of alien life.
Introduction -Gather the children in a circle. Ask them to close their eyes and imagine stepping into a giant sandbox where everything—the ground, the rocks, the dust—is bright red! This is Mars “The Red Planet.” it is one of our neighbour planets in space, but unlike Earth, it has no trees, no oceans, and is very cold.Development:
Meet the Mars Rovers! Because Mars is too far and dangerous for people right now, scientists send robot helpers called Rovers to explore for us. Think of them as remote-controlled monster trucks with super-smart science cameras!
Some resources that could be used here -“Meet the Mars Rovers!” (YouTube) to show kids what rovers look like and how they drive around.
Children will then be given their own chance in ‘Think Pair Share’ to discuss the following after watching the Mars Rover in action: “If you built a robot to explore a strange new place, what special tool would you give it?” (e.g., giant grabbers, a flashlight, wings).
Are There Aliens on Mars? (10 mins)
From watching the videos I will explain that scientists are looking for ‘Alien life’ but when scientists talk about ‘aliens’ or life on Mars, they usually aren’t looking for monsters. They are looking for tiny, tiny living things—so small you’d need a microscope to see them, kind of like space germs or space plants!Conclusion: Build a “Rover” Obstacle Course
Activity: Turn the classroom or living room into the surface of Mars.
Scatter pillows, blocks, and soft toys on the floor to act as “space rocks” and “craters.”
Divide children into pairs. One child is the “Scientist on Earth” and the other is the “Mars Rover.”
The Rover closes their eyes or wears a makeshift paper-plate helmet and has to follow gentle, verbal directions from the Scientist (“Take two steps forward, turn left, step over the crater!”) to safely cross the Martian landscape and collect a “space rock” (a beanbag or ball).
Switch roles so everyone gets a turn being the robot! (Integration with Shape and Space in Maths)
Reflection – Ask the children wrap-up questions: For Example-
What colour is Mars? (Red!)
Who explores Mars for us? (Robot rovers!)
What are scientists looking for clues of? (Water and tiny space life!)Activity Set – The Moon
Moon Phases in the Junior ClassesIntroduction
Discover what children already know, and introduce the idea that the Moon changes appearance (phases).Gather the children in a circle and show a picture of the Moon. Ask open-ended questions to drive inquiry:
“Have you ever seen this in the night sky? What does it look like?”
“Does it always look the exact same shape every single night?”
Let the children share their thoughts freely and acknowledge their ideas. Explain that today they are going to become space scientists to figure out why the Moon seems to change shape!Development and Activity
Use hands-on modelling to explore how light and position create the phases of the Moon.
Materials Needed: A small desk lamp (representing the Sun)
A grey or white foam ball on a craft stick for each child (representing the Moon)
A dark room or dimmed lights
1.Place the “Sun” in the centre of the room. Explain that the Sun gives off light, while the Moon doesn’t make its own light—it reflects the Sun’s light, just like a mirror.
2.Give each child their Moon-on-a-stick. Have them stand a few feet away from the light source. Ask the children to hold the stick out in front of them, slightly above their head, facing the light. “What do you notice about the side of the ball facing the light versus the side facing you?”
3.Guide the children to slowly turn in a circle while holding their Moon out in front of them. Encourage them to observe how the shadow moves across the ball. “When you move the Moon to this side, do you see a crescent? What about a full circle when it’s behind you?”Conclusion
Discussion: Bring the group back together. Ask guiding questions to help them draw conclusions:
“Did the Moon actually change its shape, or did just the part we could see change?”
“What made the dark parts dark?”
Explain that just like walking in a circle around the light, the Moon travels around Earth, which is why it looks different to us over the course of a month.This is a fantastic lesson Monica, I really like the use of playdough and biscuits. Its often the use of simple materials that can bring meaning to a lesson, especially with the younger classes.
I can imagine my own son coming home telling me all about the moon phases as he was eating biscuits, a great way to engage younger classes and make their learning meaningful and relatable to them.
Hi Martha,
I love the idea that the children get to explore the planets with this question. It will really get them thinking about what goes on on each surface and justify their answers as to which planet they choose. It promotes critical thinking even at such a young age.
Inquiry Based Investigation
Stargazing in the Junior Class
Engage
Use the interactive white board to look at a picture of a starry night sky. Ask the children “Have you ever looked up at the night sky and seen shiny dots? If you connect the dots with your finger, what pictures do you think you can make?” Storytime: Read a short story or rhyme about the night sky, like Twinkle, Twinkle, Little Star or How to Catch a Star by Oliver Jeffers.
Investigate
Activity – Constellation Connect-the-Dots (Fine Motor Skills)
Setup: Give children dark blue construction paper with white star stickers placed on it in the shape of a simple constellation (like the Big Dipper).
Action: Have the children use a white crayon or chalk to draw straight lines connecting the stars, just like astronomers do when they map the sky.
Observation: Talk about how people long ago looked at these star pictures to tell stories.
Take the Next Step
Cardboard Tube Telescopes: Give each child an empty paper towel tube or toilet paper roll. Let them decorate it with stickers, markers, and foil. Take their “telescopes” outside or to a dark corner of the room to practice looking closely at things far away. Ask the children to bring these home for Bedtime Stargazing: get the children to look out their window right before bedtime with an adult to find just one bright star or the Moon.
Reflect
Circle Time: Gather the children together with their telescopes and constellation activity Ask some questions : What picture did your star dots make?, What sound do you think a zooming shooting star makes? Would you like to fly to space?