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Kevin, I love this idea of Space Passports and getting the whole school involved in the Planets. Such a fabulous idea on Space Travel and one children would talk about for a long time. Even the idea of having a passport, as some children/adults may not have an actual real passport. Thank you for sharing.
Again, may I add I’ve learned so much from this course, that I now won’t be shying away from doing experiments. So much fun activities for doing.
I have chosen to discuss Space Week. This is something I tried with a multi-class of 1st, 2nd and 3rd class before, so I think it would fit perfectly now as a whole school activity.
Prior to Science Week, all children in the school would be encouraged to think about Science and come up with ideas/experiments they would like to showcase to children in their class.
Science Dragon’s Den – During Space Week, a Scientist from the local area/factory would visit the school, with two others from their team and come to assess and watch the experiments happening in the different classes. All children are encouraged to enter. On the Final Day of Space Week, all children would know they have to have their equipment ready for assembly, as the local scientists would announce their favourite experiments from each class grouping(obviously this depends on the size of the school), and there those children would be invited after break to showcase their experiment to the whole school. Here, there’s a whole school collaboration and the children are involved in their own learning all about Space. This could be altered to suit Science Week also. This is what I did two years ago, althought it was a class based activity and not an assembly showcase. However, I did have Science Dragon’s to monitor the whole showcase.
Frances,
I love this idea of the Friday Box. I used to do this and announce it on a Monday, but never thought about it by naming it by such a title on a Friday. Such a great way to get the kids involved in preparation. They actually love being involved in this. It’s such a great thing. I’m definitely putting a name on mine now. Thanks for the tip.
I have gained quite alot from this module and in particular the focus on SSE and online resources for the classroom.
I know in a school I was covering a Maternity Leave recently they were focusing on STEM and Curious Minds awards and were looking at their SSE in STEM and the six step approach here is a great asset and shows how to undertake the SSE. I know we used the knowledge from parents, teachers and students to survey the teaching of STEM and from there we worked and developed it.
I love the resources outlined here to be used. For children who don’t like the Academic subjects, and have quite an interest in Science and STEM, it’s great to be able to put up an Astronomy picture of the day just to get children thinking or even during their eating time at break. I also in particular like the Milo activities and how it’s a Do try this at home activity too.
Breda,
I love your ideas and it’s such a lovely way to create this lesson in an Autism class. Children love playing with foam and it’s all so sensory. I love the idea about the shaving foam sensory table to include the sensory stars. There’s so much learning in that for the children. Such a lovely idea.
Introduction – Start with a song “Twinkle, Twinkle, Little Star. From there have a discussion on the song and what you see in the sky at night. Here we can discuss what can be seen at night in the sky and how the sky does be so bright at night. Also, a discussion on “Has anybody every counted the stars at night?”
From there, as a two teacher school, have a whole school collaboration and have the whole school divided into equal groups of all class levels, where the groups then work to make the plough. Great teamwork and school interaction between all levels here, and a lovely whole school activity.
From there then, the classes would go back to their own groupings a make a collage of a starry night sky, as an Art activity.
As a follow-on, children would be encouraged to look out for stars that night and see if it is quite possible to count the stars in the sky.
Katie,
I agree with you that children do love the lesson on shadows. It’s so interesting to see children out on yard at lunch, and we may have covered a lesson on it the previous week, and they’re still looking and playing around with their shadows on the yard. Other jumping over shadows etc., and it’s such a lovely thing for them to work with socially also.
Firstly, I must add that I’ve gained so much from this module alone already. From all the different areas, it’s great to see all that can be done with the Moon and the Sun, with very little expensive resources.
I found it hard to choose one, but I’ve gone with the idea of “Day and Night”. Circle time is essential for all these activities, so that it is more inclusive rather than sitting at their tables.
Firstly, I would read a story as an intro, to get the children interest and stimulate their thinking.
I love the idea of the Day and Night concept where the earth globe has two teddies, one on the day section and the other on the night section, where children can see clearly the rotation of the sun/moon and how even though it’s day here, it’s also night somewhere else.
With Aistear in the Junior classes, it’s an ideal time for children to explore this further when they are using the various themes and it may be bedtime in the Roleplay, with torches etc., under blankets.
Have everybody in a semi-circle around with the blinds down in the classroom, using a table lamp, where children can be positioned in the light to show day and when they turn around their in the night. Also, having children move around different areas within the zone will show them the way they can see light and not, and show when it could be day/night in other parts of the world.
Finally, we would finish up with a song about Day and Night or a little video as a recap, following some talk and discussion on it.
Hi Eimear,
I love this idea of building a Space Home and designing a home for another planet. It gets the children thinking about the food/drink and how it would grow etc. The fact that they get to design first and then make the house is such a collaborative process. And as you said, a great use of recycled products.
Prompt: Packet of baby wipes left on the experiment table
Wondering: I wonder how long it would take for a baby wipe to dry up
Exploring: Discuss various brands of baby wipes / wet wipes
Starter Question: How long would it take for a wet wipe to dry up?
Prediction: Various packets of branded wet wipes / baby wipes / fragranced / non-fragranced
Conduct investigation: Lay various wipes out on the experiment table listing as A, B,C,D,E and monitor how long it takes for them to dry up and which is the longest to stay wet. Children monitor at breaks, at home time over 3-4 days.
Interpret Data: Data noted on the whiteboard and afterwards all the wipes that are dry are hung up on the Science wall on a chart showing how long it took for each one to dry up
Applying learning: Discussing at home which wipes stay wetter for longer
Making connections: Connecting with Maths and the price of certain wipes and whether cost is a factor for wipes to stay wetter for longer
Thoughtful Actions: Consider the environment and the use of wipes0
Reflection: Teacher/Student reflection and discussion on what would happen if this experiment was carried out in June vs December and the weather conditions.Hi,
My name is Áine and I am currently looking for work next year. Over the past year, I have subbed in various schools across the Munster region. I’m delighted to start this course, as Science is a subject I find hard to teach. Give me Gaeilge any day. So hence, why I’ve chosen this course. Thanks.
