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Activity: Fizzing and Foaming volcano
class: Junior infants
Learning objectives:
Children will observe what happens when 2 substances are mixed
Children will make simple predictions
Children will use descriptive words to tslk about what they see
children will develop curiosity and scientific thinking
Materials:
small plastic cu or bottle, baking soda, white vinegar, food colouring, washing up liquid, shallow tray to catch overflow, spoon and measuring cup.
Method:
Place cup on the tray
Add baking soda to cup
Ad few drops of food colouring and washing liquid
Ask the children to predict what will happen
Slowly pour in the vinegar
Watch the mixture fix, foam and bubble over the sides
Questions to ask:
What can you see? hear?
How does the foam move? What colour is the foam?
What happens when we mix 2 ingredients?
As a follow up activity get the children to use different amounts of vinegar or baking soda and discuss whether the reaction changes.
There are many cross curricular links in this simple chemistry lesson such as maths through measuring and comparing, Art children could draw their predictions and observations or draw their interpretation of the Volcano, oral language and science observing changes and investigating materials.Niamh l particularly like the lesson conclusion how you draw comparison between rocket fins and darts so relatable for the children.
Katie l agree, l think it’s very important to observe the children so as to be able make informed decisions in planning and in turn school planning as whole.
To promtote a sSTEM focused SSE and my focus in junior end of school one would need to take practical, age appropriate steps that encourage the children’s curiosity, problem solving and exploration.
Try and provide hands on learning opportunities for children so they can play with blocks, magnets, water, sand and natural objects. This would link well with Aistear, perhaps through the theme Construction.
Integrate Stem into daily play through counting, sorting, measuring, pattern making etc. This would link well with maths.
Develop the engineering design process by giving children simple challenges such as can you build a bridge for Teddy to cross over the river or make a shed for your animals-link this to farm, making a shed for your cows in winter.
Another step l might take would be to create a stimulating stem environment by setting up a designated Stem area in classroom or in Aistear room where children can explore through play using magnifying glasses, measuring tools, recycled materials etc.
I think it would be important to keep a record of children’s engagement with STEM materials by observing them. One could take photographs, worksheets, record the childrens’s responses etc and this will inform teacher’s planning and set achievable improvement targets for the children’s learning.Junior infant lesson on Stars
Following on from the Activity on stars, with a focus on constellation.
Star Constellation;
Learning objectives:
Children will:
Know that stars are seen in the night sky
Understand that some stars make patterns called constellation.Materials: Black paper, chalk, gold stickers, pictures of simple constellation such as the Big dipper.
Discussion:
Have you ever looked at the sky at night? What can you see? Have you seen stars?
Talk about how long ago that people noticed that some stars made pattern called constellations.
Show children short you tube clip on constellations.
Spot the pattern:
Show a picture of a constellation, Count the stars, trace the line between the stars with your finger or a pencil.
Children create their own constellation. Name their constellation- rocket, bike, dinosaur etc.
Children in pairs or groups discuss their constellation, how many stars in their constellation, why did they name it…..
Cross curricular links:
Art, maths-counting and pattern work, music Twinkle, Twinkle little star, Oral language.This is a fantastic lesson and l think there are so many intercurricular links too. These lesson could be spread out over a month , covering art lesson, SESE, oral language etc.
Junior infant lesson on the Planets.
Key learning objectives:
Know that planets are in Space
Recognise the Earth is a planet in which we live
Name few planets-Mars, Jupiter , Earth
Describe planets using simple words like big, small, hot, cold etcIntroduction:
Have you looked at stars at night?
Show a picture of Earth, where do we live?
Explain that Earth we live in is a planet. There are 8 planets that travel around the sun.
Introduce the 8 planets.
Mercury closet to the sun, Earth is our home, Mars the red planet, Saturn has beautiful rings etc. Pupils will not need to know all the planets but by giving each planet an explanation they might remember that there are 8 in total.
Art Activity:
Each pupil is giving a planet to paint and stick it on to a black background. Pupils can add stars or glitter . These are displayed in classroom under the title ‘ planets’.
Finish the lesson with this song -The Planet Song -8 planets of the solar system.
https://share.google/5fIE9BchC4MjegJJE
https://share.google/5fIE9BchC4MjegJJEAlyson, l love this lesson . The simplicity but effectiveness of teaching the idea of light and shadow through oreos is so clever . I think this would be a great topic to do in October combining both Space week and Halloween too, as there is a mystique to the moon that kids would enjoy learning about.
Junior infant lesson: Magnets- What sticks?
Learning objectives:
Use science vocabulary like magnet, magnetic, sticks not sticks.
Explore magnets through play and investigation
Identify objects that are magnetic and are not.
Materials:
Magnets, coins, paperclips, keys, plastic spoon, rubberbands, lego, tin foil, thumb tacks.
Sort the materials under labels Magnetic or Non Magnetic. Predictions can be recorded pictorially too.
Inquiry Question: What is a magnet? What does it do?
Introduction/ raising curiosity:
Show a magnet ? What is it? Have you ever seen one at home etc What does it do ? What might stick to it?
Magnetic detective:
What objects will stick? Pupils choose objects such as plastic spoon, thumb tack etc. Children could work in pairs . one investigates and the other records. Pupils than swop roles. This could be further elaborated by going for magnetic hunt around the classroom. Drawing the pupils attention to key words as magnetic, sticks, non magnetic, falls off .
Cross curricular links:
Oral language-describing observations.
Social and emotional development: working in pairs or small groups
Maths: counting and comparing number of objects that are magnetic and non magnetic