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Science Lesson: Balloon Rocket Investigation (Senior Infants)
Learning Objectives:
By the end of the lesson, children should be able to:
- Recognise that a push from air can make an object move.
- Make predictions about how a balloon will move when the air is released.
- Observe and describe the movement of a balloon rocket.
- Use simple scientific vocabulary such as push, air, force, move, and balloon.
Resources:
Balloons, string, drinking straws, tape, clothes pegs or clips, pictures of rockets and balloons, and a recording sheet (optional).
Introduction
Begin the lesson by showing pictures of rockets and balloons. Ask the children how they think rockets move and what happens when they let go of an inflated balloon without tying it. Explain that today they will investigate how air can create a pushing force. Encourage the children to predict what they think will happen when the air is released from the balloon and discuss their ideas with a partner before sharing them with the class.
Development
Set up a length of string threaded through a straw and stretched tightly across the classroom. Inflate a balloon and tape it to the straw without tying the end. Ask the children to observe carefully before releasing the balloon. Repeat the activity several times, allowing different children to release the balloon and compare the results. Encourage the children to notice how the escaping air pushes the balloon forwards along the string. Ask questions such as:
What happened when the air came out?
Which direction did the balloon travel?
What do you think made the balloon move?
What might happen if we used a bigger balloon or filled it with more air?
Support children in describing what they observe using scientific vocabulary including push, air, move, force, and balloon.Conclusion
Gather the children together to discuss what they learned during the investigation. Revisit their predictions and compare them with what actually happened. Reinforce that the air escaping from the balloon created a pushing force that made the balloon move forwards. Explain that scientists investigate how different forces make objects move and that rockets also move because powerful engines create a very strong push.
That sounds like a lovely lesson Elaine. The kids would thoroughly enjoy the different subject areas. I’m going to try a similar lesson with my gang next year.
To teach the ESERO What Clothes to Wear? lesson to an Infant class in Ireland, I would begin by gathering the children on the mat for a whole-class discussion about the weather. We would look out the window to observe the day’s weather and use a weather chart to identify whether it is sunny, rainy, windy, cloudy or cold. I would introduce and reinforce weather vocabulary through questioning and a weather song. Next, I would use a teddy bear or doll and a selection of real clothing items or picture cards, asking the children to help dress the teddy appropriately for the day’s weather. I would encourage them to explain their choices by asking questions such as, “Why does Teddy need a raincoat today?” or “Would shorts keep Teddy warm?” This would promote oral language development and scientific thinking as children justify their decisions. The children would then participate in a sorting activity where they classify different clothing items according to various weather conditions, working collaboratively in small groups. To reinforce learning through play, I would include a movement activity where children pretend to put on suitable clothing as different weather conditions are called out. Finally, the children would complete an independent activity by drawing themselves wearing appropriate clothing for a chosen type of weather and sharing their work with a partner. Throughout the lesson, I would use observation and questioning to assess children’s understanding, while adapting activities to meet the needs of all learners through visual supports, real objects and peer collaboration. This lesson integrates Science, Geography, Oral Language, SPHE and Mathematics while providing meaningful, play-based learning.
Infant Lesson: Starry Nights. ( Couldn’t edit above post so I’m resubmitting)
Children will explore the night sky through painting and simple discussion. First, give each child an A4 sheet and ask them to paint a night sky using dark colours such as blue, purple, black, and grey. Encourage them to mix colours and talk about what they see. Say, “This is the night sky.”
Next, create stars using white or yellow paint. Children can use toothbrushes, combs, or lolly sticks. Dip the tool into paint and flick, tap, or scrape it onto the paper to make star shapes. Demonstrate first. Say, “These are stars in the sky.”
Gather the children for discussion. Ask, “What did we make?” “What colour is the sky?” and “When do we see stars?” Let children share their pictures with the group.
Finally, introduce simple counting. Point to groups of stars and count together from 1 to 5. Encourage children to repeat the numbers as they count.
Optional: sing “Twinkle, Twinkle, Little Star” or display finished artwork on a classroom wall
Infant Lesson: Starry Sky.
1. Paint the Night Sky
Give A4 paper.
Children paint a night sky (blue, purple, black, grey) Discuss colours and patterns.
Talk: “This is the night sky.”2. Make Stars.
Use toothbrush/combs/lolly sticks.
Dip in white/yellow paint.
Flick or scrape to make star dots.
Say: “These are stars in the sky.”3. Discussion
What did we make?
What colour is the sky?
When do we see stars?
Share a few pictures.4. Counting Stars.
Count simple groups of stars (1–5).
Say numbers together.The sun and shadows:
How can you design and make a sundial? (What will happen to a shadow from a shadow stick throughout the day?) Children can apply their understanding of shadows throughout the day to design and make a stick sundial. Children will have to find a suitable location (in sunlight for most of the day). Markings can be made each hour to show the time. Draw a graph to show how length of the stick’s shadow changes over time. How well does it keep time? Can the sundial be used all year long? What direction does the shadow point at mid-day? Can you use the sundial if you move it? Take the Next Step Applying Learning Making Connections Thoughtful Actions Junior Classes: Read the book ‘What Makes a Shadow?’ (Let’s-Read-and-Find-Out Science 1) by Clyde Robert Bulla (Author), June Otani (Illustrator) As a whole group ask them for ideas for a story entitled ‘Me and my Shadow’. Ensure to incorporate the following words: Sun, Day, Night, Cloudy, Sunny, Summer and Winter. The children can draw pictures showing the different stages of the story including the Sun in their pictures.
Exploring Space: The Sun, Moon and Stars
Class: Infants
Learning Objectives:
- Recognise the Sun is seen during the day and the Moon and stars at night.
- Observe and describe the sky.
- Ask questions and share their ideas.
Inquiry Cycle
Activities:
- Show pictures of the daytime and nighttime sky.
Discuss: What can you see? What is different? - When do we see the Sun, Moon and stars?
Investigate
Use a torch (Sun) and globe/ball (Earth) to demonstrate day and night.
Children sort picture cards into Day and Night and explain their choices.
DiscussShare observations.
Introduce vocabulary: Sun, Moon, Stars, Day, Night, Sky, Light, Dark.
ReflectChildren draw a daytime sky on one half of a page and a nighttime sky on the other.
Follow on activtities:Observe the sky at home or school.
Read a space-themed story or explore shadows outdoorsHi, I’m Lora and I’m the SET teacher. As I live by the sea I find the relationship with the moon and the tides fascinating so my fun fact is how the moon’s gravity pulls on the earth’s ocean causing the tides.
That sounds like a lovely lesson and the children would feel so proud to have a connection with one of the most famous buildings in the world. I also like the idea of the children designing their own structure.
Three years ago, we proudly celebrated the 125th anniversary of our school. To mark the occasion, we undertook a special project exploring the history of the school and its place in the local community. Using resources from Dúchas.ie alongside photographs and archived materials, the children engaged in meaningful historical research. One of the highlights was interviewing grandparents, past pupils, and members of the wider community, gathering personal stories and memories of school life through the decades. The most memorable interview was with the oldest surviving past pupil, who was 99 years old at the time and shared vivid recollections of walking to school barefoot and bringing turf for the classroom fireplace.The pupils compiled all of this into a beautifully illustrated book, showcasing the evolution of the school and the strong sense of community that has shaped it. The project was a wonderful blend of local history, oral storytelling, and creative writing.