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I think you could get a lot of nice activities for creating and alien but I think the children would especially love to make a rocket.
Building rockets with younger classes is an engaging and educational experience that sparks curiosity and creativity. The activity provides a hands-on approach to learning about science and physics, allowing children to explore concepts like propulsion and aerodynamics in a fun, tangible way.
As students design and construct their rockets, they develop problem-solving skills and teamwork, working together to overcome challenges and improve their designs. The excitement of launching their creations fosters a sense of achievement and wonder, encouraging a deeper interest in space and science.
Through this project, students not only learn about the principles of rocketry but also enhance their fine motor skillls and spatial awareness. The experience is enriched by discussions about real rockets and space exploration, broadening their understanding of the world beyond Earth. Overall, making rockets is a memorable activity that lays the foundation for lifelong learning and enthusiasm for STEM subjects.
I think this lesson could be tied in nicely with history and Neil Armstong quite nicely as well as art, PE, literacy and geography.
Margaret I have used the ‘Little People Big Dreams’ books before for other topics in school and have found that the children really enjoy them and respond well to them.
I agree about the encouraqgement to explore and investigate that Milo and Marvin provides. It is a fantastic resource.
I really enjoyed looking at the Milo and Marvin resources for younger children. Using Milo and Marvin in younger classes is a delightful way to engage students in early learning. These characters captivate children’s attention through their vibrant stories and relatable adventures. By integrating their tales iinto lessons, educators can enhance literacy skills and foster a love for reading. The interactive activities and storytelling elements promote creativity and critical thinking, allowing students to explore new concepts in a fun, accessible manner. Moreover, Milo and Marvin’s diversee scenarios encourage empathy and social development. Overall, their presence in the classroom enriches the learning experience, making education both enjoyable and impactful for young learners.
This is such a lovely idea about including the letter and would really engage the children and bring our their thoughts and ideas.
This module had some great ideas for lessons and I look forward to using many of them next year.I would base my lesson on stars around the book “The Stars” by Martha E. H. Rustad
Read the story “The Stars” to the class.
Ask questions such as: “What do you see in the night sky?” and listen to their responses.
Read the picture book aloud, discussing the illustrations and facts about stars. Explain that stars are huge balls of burning gas that shine in the sky.
Introduce the concept of constellations and how people have used them to navigate.
Hand out black construction paper and white crayons or chalk.
Instruct students to draw their own night sky filled with stars.
Encourage them to create their own constellations by connecting the stars.
Provide star stickers or cutouts for students to add to their drawings.
Have students share their starry night drawings with the class.
Ask each student to describe their constellation and what they named it.
Sing a simple star-related song, such as “Twinkle, Twinkle, Little Star.”
Conclusion:Reinforce the wonder of stars and encourage students to look up at the night sky with curiosity and imagination.A lesson on The Planets
Introduction:Gather the children in a circle and read a picture book about planets.
Discuss the different planets and their unique features, using a large solar system poster as a visual aid.
Discussion:Show images of each planet and briefly describe them (e.g., “Mars is the red planet,” “Jupiter is the largest planet”).
Ask simple questions like, “Which planet is your favorite?” or “What color is Earth? Activity:Provide each child with playdough in various colors.
Give them printable planet templates or images to guide their creations.
Instruct children to mold playdough into the shapes of planets they learned about.
Encourage them to use different colors and add glitter or beads to represent features like rings or moons.Exploration:Allow children to explore and combine colors to create unique planets.
Encourage them to imagine what it would be like to visit their planet and what they might find there. Have each child show their playdough planet to the class and share one thing they remember about it.
Display the playdough planets on a table or poster board as a class “solar system.”I think this sounds like such a fun, interesting and engaging lesson for children. I imagine the children think it is magic that the ice is melting. I love the addition of the dinosaurs too.
Here is my inquiry based lesson on the moon:
Materials:
Pictures of the Moon
Playdough or clay
Plastic craters, rocks, and other small objects
FlashlightsIntroduction:
Show pictures of the Moon.
Ask, “What do you see on the Moon?” and “What do you think the Moon is made of?”
“What does the surface of the Moon look like?”Development:
Share a short video or story about astronauts on the Moon.
Discuss the features they observed, like craters and rocks.Exploration:
Provide playdough or clay and plastic craters/rocks.
Let students create their own Moon surface models.
Use flashlights to simulate sunlight and create shadows, showing how craters and rocks cast shadows.Explanation:
Gather students and have them share their models.
Discuss how the shadows helped them see the craters and rocks more clearly.
Explain how scientists study the Moon’s surface using similar techniques.
Introduce a simple experiment: Drop small objects into a tray of flour to create craters.
Observe the shapes and sizes of craters formed.Evaluation :
Ask students to draw their Moon models and label the features.
Have a brief sharing session where students explain their drawings and what they learned.Conclusion:
Reinforce the key points: the Moon has craters and rocks, and scientists use light and shadow to study its surface. Encourage curiosity and further questions about space.Hi I am Matthew and have been teaching in the older classes but I am moving to the younger classes (1st) in September.
A space fact that I have always found fascinating is that there are more stars in the universe than grains of sand on all the beaches on earth.
To get students excited about local biodiversity and the impact of light pollution, I’d start with some fun, hands-on activities. We could go on nature walks around the neighbourhood or nearby parks to spot different plants and animals. Giving the kids simple tools like notebooks, cameras, and field guides would let them document their findings and share their discoveries with the class.
For light pollution we could compare star visibility and nocturnal wildlife activity in areas with lots of lights versus darker spots. This would show firsthand how excess lighting affects animals.
Bringing in a local ecologist to talk about these issues can also spark interest. They can explain how light pollution disrupts animal behaviours, like birds’ migration patterns or nocturnal animals’ routines.
Back in class, we’d discuss our findings and maybe even start a project to promote dark-sky initiatives in our community. These activities not only teach students about biodiversity and environmental issues but also encourage them to think about solutions and get involved in their local area.
Climate change is increasingly affecting Rathfarnham, manifesting through more frequent and intense weather events, such as heavy rainfall and flooding, and unseasonal temperature variations. The dodder river bank is currently being reinforced to prevent flood risk
To engage pupils in exploring climate change, I would start with a hands-on approach, encouraging them to observe and record local weather patterns and compare these to historical data.
Actions:
1) Promote Sustainable Transportation: Encourage walking, cycling, and the use of public transport to reduce carbon footprints.2)Implement Recycling Programs: Establish comprehensive recycling initiatives in the school to teach students the importance of waste management and resource conservation.
3) Energy Conservation Projects: Involve students in energy-saving projects, such as installing energy-efficient lighting and advocating for reduced electricity usage within the school.
Using these actions as a foundation, I would design a lesson plan focusing on practical applications of climate action. We would start with a discussion on the science of climate change, followed by brainstorming sessions where students propose their solutions. This would culminate in project-based learning, where students implement their ideas, such as starting a school garden or organising a “Walk to School” day.
Multi-cultural days are such a great idea. I remember doing one when I was a student and it was eye-opening. I also remember seeing a display in a school I visited with handprints from students of different nationalities with ‘hello’ in their native language. It must mean a lot to these students.
The Irish Refugee Council (IRC) is actively involved in supporting refugees and asylum seekers. The IRC offers various services including advocacy, housing, education, and youth work, aiming to ensure a fair and inclusive society for those seeking international protection . Additionally, the IRC also provides significant support to refugees in Ireland, working to safeguard their rights and promote their integration into local communities.
To support and welcome refugees in our community, our school could implement several initiatives. First, we could organise educational workshops to raise awareness among students about the challenges refugees face and the importance of inclusivity. This can be done through guest speakers, including refugees who can share their personal stories, or through collaborations with organisations like the IRC.
Furthermore, students can participate in community service projects aimed at supporting refugee families. This could include organising donation drives for essential items, setting up tutoring programs to help refugee children with their studies, and creating buddy systems to help new students acclimate to the school environment.
Encouraging students to take part in advocacy campaigns, such as writing letters to local government representatives to support refugee-friendly policies, can also be impactful. By fostering a culture of empathy and action, our school can play a crucial role in accelerating local-level actions to support refugees and contribute to the broader goals of sustainable development and social justice
