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Rockets
I found the activities on rockets very engaging.
Lesson: Build and Launch your own rocket.
Through engagement in this lesson, the children should understand:
What a rocket is and what it does
Describe the basic forces involved in a rocket launch
Follow steps to make a simple paper or straw rocket
Test their rocket and make observations
I like that there is so much scope for cross curricular integration with this lesson,e.g.
Science, Maths, Art and SPHE.
Using a stimulus, e.g. Story ‘Ailens in Underpants Save the World’ creates a nice introduction to a lesson or a conclusion.
The video links are very useful also, e.g.Launch of Vega.
The Rocket Mice video is a lovely resource to complement any lesson. There’s lots of scope for testing and predicting. It’s also cost effective and accessible to all
This is a fantastic plan Veronica. You have listed lots of hands on activities. I think sometimes the fear of planning such events is not having the resources readily available but what you have listed here is all very practical and there is lots of cross curricular activities which ticks all the boxes.Thanks
I found the Stellarium website very interesting. It’s definitely something I will use. It is easy to access and there’s numerous ideas for lessons.
An introduction to the Sky – it’s nice for showing sky changes throughout the day and night, sunrise/sunset and constellations.
An observation of the Moon phases could be done over a month. As a class, we could draw or take screenshots of what it looks like each week.
I like the feature showing the constellation lines and artwork.
Explore planets-it’s interesting that the planets can be seen from different stars.
Using the projector /interactive whiteboard the class could take turns ‘driving’ Stellarium.
It’s an interesting resource to encourage curiosity enabling the children to ask questions and explore.
This video is very interesting Frances. A lovely visual resource to use to explain to the children about the size and scale of the universe. It’s a lovely way to show perspective and visualise distance.
I have chosen “The Stars”, based on themes used in ESERO.
This activity could be done over a fortnight of work.
1. Introduction to stars and constellations
Learning Objectives:
By the end of this lesson, students will be able to:
- Describe what stars are.
- Identify that the Sun is a star.
- Recognize that stars form patterns called constellations.
- Understand that stars are very far away.
2. Development posing questions such as:
1. What Are Stars?
2. Why Do Stars Twinkle?
3. Constellations:
Explain that stars form patterns, called constellations.
Show a few (e.g., the Big Dipper, Orion).
Tell a simple constellation myth (e.g., Orion the Hunter).
3. Activity – Make Your Own Constellation
Children create a constellation pattern and name it.
Encourage them to draw lines connecting stars.
4. Discussion
Ask:
“What is the Sun?” (A star!)
“Can we see stars in the daytime?” (No, because the Sun’s light is too bright.)
“Are stars close to us?” (No, they are very far away.)
Summarize key learning points.
Some other useful additions to the lesson could be:
- Watch a video from ESA or ESERO about stars.
- Night Sky Journal – draw the stars they see at home.
- Introduce a storybook like How to Catch a Star by Oliver Jeffers
<p style=”text-align: left;”>Great ideas Louise. Really nice to use the episode of Peppa Pig as an introduction to the lesson. Lots of ideas for cross curricular integration.</p>
The Moon
Using the ESERO documents and resources as a stimulus, I would firstly would introduce : The Moon – Our Natural Satellite
The focus of the lessons (could be developed over a month) would be:
For the children to understand basic facts about the Moon.
Understand that the Moon orbits the Earth.
Identify some features of the Moon’s surface (e.g. craters, grey color).
Know that humans have visited the Moon.
Use imagination to describe a trip to the Moon.
Using materials, e.g. Pictures or videos of the Moon (ESERO/ESA images or NASA resources) A globe and small ball (for Moon orbit demo)
Worksheet based on the ‘Man in the Moon’ showing the Moon phases or drawing task.
‘Meet Our Neighbours’ activity is very hands-on and is a great activity to further extend the understanding of the moon and its features.
Using flour and small stones for crater-making activity.
Drawing activity – “If I went to the Moon…” Pupils draw themselves in a spacesuit on the Moon.
Writing prompt, “If I visited the Moon, I would see…” Encourage them to use adjectives (grey, dusty, round, dark, bumpy, cold). (word bank words as stimulus)
Hi Sarah,
That’s a great lesson stimulus and a nice practical /hands on activity for making moons. Will add this to my resource bank for next year. Thanks
Hi all, I’ll be teaching 2nd class this coming Sept. There are lots of very useful ideas throughout module 1 so looking forward to learning more as I progress through the other modules.
My random space fact is: Stars come in different colours depending on their temperature. Cooler stars appear red, while hotter stars look blue or white. Our Sun is a medium-hot star, so that’s why it appears yellow.
There were lots of ideas for inquiry based learning in the module but one I have used in the past is: What do plants need to grow?
Identify the basic needs of plants.
Make predictions based on observation.
Record simple data from an experiment.
Communicate findings with peers.
It can be done with cress seeds and needs very little materials for the lesson. The finger print activity was really well explained and it was great to see the progression at all class levels.
This is brilliant Fiona. Great to have modern day Irish scientist on the door step. Highlighting Dr Patton’s work is an inspiration for the children and a great series of lessons can come from this topic.
I have chosen Eamon N. Doyle. Eamon is an Irish scientist, science promoter, and painter. He is based in County Clare and is the official geologist for The Burren and the Cliffs of Moher and the geopark encompassing them. In 2017, a new species of brittle star from 435 million years ago, Crepidosoma doyleii, was named after him and he identified a further new species in 2019. Eamon was born in Dublin in 1963 and moved with his family to County Clare when he was ten years old.
Even though Dr Doyle is a current example of a famous scientist / researcher , I consider that by engaging the children’s learning of a current scientist’s achievements and maybe having visited the place (The Burren) in which he currently works may enable to the children to become more engaged with his work.
Using Dr Doyle as the stimulus further study can be linked with a study of the Burren, e.g. how caves are formed, features of caves, a study of rocks / limestone, investigation of rock samples, climate change and the study of the flora and fauna of the area. Cross curricular integrations between Literacy, SESE and Art.
1. Using the suspension bridge in Birr Castle Demesne as inspiration, I would display photographs of the bridge on the interactive whiteboard, detailing how it was one of the first to be built in Ireland.
2. Brainstorm on the whiteboard: I would then elicit from the children any other famous suspension bridges that they are familiar with or are there any bridges near their homes etc. List out the functions / uses of a bridge.
3. Photographs of other famous suspension bridges; Carrick a rede Rope bridge (Link to the You Tube video), the Golden Gate bridge in San Francisco, the Verrazano- Narrows in New York City and the Humber Bridge, near Hull, in England.
4. Planning Stage: Arrange the children into small groups; Task; to design and make a Suspension Bridge. The children decide within their groups how they will design their bridges. At this stage, they draw plans, decide on the appropriate materials and best format of design ensuring that they follow the main criteria for the creation of a suspension bridge; stiffening girders/ trusses, suspension cables, main towers, anchorages for the cables at each end of the bridge.
5. Making; the children construct their bridges using recycled materials or whatever materials they may have brought from home to assist their creations.
6. Evaluate; at this stage the groups can reflect upon their designs and the creations of their peers. Questions at this stage are important; e,g. Was the bridge strong enough to carry a load? Would you use any other materials in the construction phase? Did you encounter any problems and how did you overcome them?
7. Mathematical skills explored: Shape and Space; 3 D shapes; Length; using rulers, calculating the length and height of the bridge. Problem solving and reasoning.
8. Linkage with: Oral Language: new vocabulary explored. Visual Arts; construction .
I really like this idea Barbara of using this story as stimulus to the lesson. It’s a very engaging and hands on lesson and integrates many areas of the curriculum.
I would focus on the ‘Birds’ as a seasonal biodiversity project.
1. Observation of birds in the school garden. Use of the Birds of Ireland website as a stimulus. Create a checklist of birds in the school garden.
2. Brainstorm with the class ideas for the creation of bird feeders and determine the appropriate feed to use.
3. Arrange the children into small groups. Determine the appropriate materials that are accessible within the classroom / home that are durable bird feeders.
4. Each group designs their appropriate feeders, decorates and presents their feeder to the class. During this stage the children will assess the suitability of their feeders, e.g. using recycled materials, access to the feed for the birds etc.
5. The feeders are placed in the garden and monitored daily. In rotation a child from each group, will check on the feeders daily to access the level of feed taken from the feeders, ensuring that the feeders are remaining intact etc.
This project could continue throughout the school year and could also encourage the children to create a similar feeder at home and monitor the number/ type of birds coming to their feeders.
