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To “observe and record the positions of the sun when rising and setting and at different times of the day”
I would begin by sparking curiosity with a simple question: “Where is the sun right now, and how do we know?” We would go outside to make our first observation, encouraging students to describe what they see, sketch the sun’s position, and note the time. Over several days, students would work in small groups to record the sun’s location during morning, midday, and afternoon, using a compass or landmarks to note direction. I would prompt thinking with open-ended questions such as, “Why might the sun’s position change?” and “What patterns do you notice over time?” We could mark the sun’s location on a large outdoor chart or use chalk on the playground to track changes. Students would compare daily records, looking for patterns in sunrise and sunset positions. This inquiry approach promotes observation, questioning, and pattern recognition, leading students to form their own conclusions about the sun’s movement.
An activity that I would love to facilitate to engage with science week is to show the children how to make their very own rockets and learn about how rockets take off.
In the the intorduction we would discuss what rockets are. I would ask the children if they know what a rocket is. I would then show pictures of rockets and explain that rockets are vehicles that travel into space and that rockets move by pushing gas out of their engines, which makes them go up into the sky.
Experiment: I would give each child a small plastic bottle or film canister.
Let them decorate their bottles with paper and crayons/markers to make them look like rockets. This helps personalize the activity and make it more engaging.
Fill the bottles with about 1 tablespoon of vinegar.
Add about a teaspoon of baking soda to a small piece of tissue paper or similar (this will act as a delayed-release mechanism).
Quickly put the tissue-wrapped baking soda into the bottle, secure the lid or cork tightly, and then place the bottle upside down on the ground.
Stand back and watch the reaction! The baking soda and vinegar react to create carbon dioxide gas, which builds up pressure and launches the bottle into the air.
To wrap up the activity I would gather the children and discuss what happened. Ask them to describe what they saw and felt. Reinforce the idea that the gas created by the vinegar and baking soda reaction is what made the rocket go up.I would then ask the children to draw what they think a real rocket looks like when it goes into space, or what they might see if they were on a rocketHi laura,
This was an excellent idea. It is a hands on engaging activity that the children would find very engaging. I like how this activity developes a broad range of skills.
Incorporating hands-on themes into classroom instruction offers numerous benefits for both students and educators such as enhanced engagement, improved understanding and retention, development of Critical Thinking and Problem-Solving Skills, making real world connections among others.
In the past I have used many themes during aistear and linked the theme into all other curricular areas. I used the theme of the Rainforest.
To introduce the topic, I showed the children a video about the rainforest that highlighted its key features.
We then created a large poster of a rainforest cross-section, including the emergent layer, canopy, understory, and forest floor.
I then assigned the students to create cards about different animals and plants. Students then placed their cards on the appropriate layer of the rainforest diagram.
We also explored deforestation in our SESS lessons that linked in with our aistear play in socio-dramatic role play.
Having a theme resulted in a a broad range of activites experienced by the children and they got lots of opportunities to learn about the rainforest.Hi Saoirse,
Thankyou for so many great resources. I am looking forward to using these resources in the classroom.
The activity set I would choose to teach would be ‘Space and Aliens’ as it’s a topic I feel that could be reached in a fun and emgaging way. Teaching young children about Space and Aliens can be both fun and educational through an inquiry-based approach.
I would begin by facilitating a story. I would use a short picture book about space and aliens. Before looking at the book, I would ask ask the children what they think aliens might look like, where they might live, and what they might do. I would write down their ideas on a flipchart.
I would then map the earth with the children. I would show the children a globe or map of Earth. I would explain that Earth is a planet in space and ask if they know other planets. We would have a chat about the other planets.
We would then imagine Alien Worlds. I would ask the children to think about what other planets might be like and how aliens on those planets might live. For example, might an alien on a hot planet look different from one on a cold planet? The children would then create an alien and alien world.
In conclusion, we would discuss what we have learned and I would give the children a small star or planet sticker as a reminder of their alien adventure.Hi Laura, I really enjoyed reading about your lesson activity. I think the children would thoroughly enjoy creating a sundial and also studying their shadows. I look forward to trying out yoour idea myself.
Maeve
The activity set I would choose to teach would be the ‘The Moon’ as it’s a topic I feel that could be reached in a fun and emgaging way. Teaching young children about the moon can be both fun and educational through an inquiry-based approach. The inquiry method encourages children to ask questions, explore, and engage actively in their learning.
I would begin with a simple question: “What do you know about the Moon?” . I would encourage the children to share their thoughts and any experiences they have, such as seeing the moon at night.
I would then show pictures or videos of the Moon and ask, “What do you notice about the Moon?” and “How does it look?”
I would then bring the children into a darkened room to demonstrate the moon phases. In a darkened room, use the flashlight, globe, and smaller ball to demonstrate the phases of the moon. I would explain and show the children how the moon doesn’t produce its own light but reflects the Sun’s light.
I would let the children hold the balls and flashlight to explore how the moon appears differently from various angles.
We would discuss what we observed during the demonstration.I would simplify explanations, and focus on how the Sun lights up different parts of the Moon. I would introduce the concept of the Moon’s phases in a simple way, using terms like “full moon,” “crescent,” and “new moon.”I would then have the children share their drawings and describe what they learned or found interesting.
In the closure of the lesson I would ask the children “What new thing did you learn about the Moon today?” or “Why do you think the Moon looks different sometimes?”Hi Sinead,
That sounds like an amazing idea and I look forward to using this idea in the future.
I really like the way it is engaging and very appealing to a small child. Rainbows are very popular.
Thankyoou for sharing your idea.
Maeve
Hi,
My name is Maeve and I will be teaching first and second class this coming year. I am really looking forward to be back in the mainstream classroom as I was working as an SET the last school year. The main reason I am so excited as I look forward to the inquiry based approach.
My favourite science based fact is That you wouldn’t be able to walk on Jupiter, Saturn, Uranus or Neptune because they have no solid surface.
An inquiry based activity I used in the classroom was how plants absorb water and nutrients.
We used white flowers, food dye, clear glass jar.
I began the lesson by discussing with the children that plants drink water through their stems, similar to how we drink through a straw I then showed the children the flowers and asked what they think will happen if the flowers drink colored water.
The children came up with many ideeas. We completed the experiment and afterwards the children recorded their results.
Throughout the lesson the children were predictiong, observing, discussing, concluding etc.
It was a particularly enjoyable lesson and the children learned in a fun and inquiry based way.
