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Module 3 Assignment – Activity Set: Stars
For this assignment, I chose the Activity Set: Stars, focusing on the “Draw Your Own Constellation” activity. I believe this lesson would be an engaging and creative way to introduce Senior Infants and First Class pupils to astronomy while developing important STEM and mathematical skills.
I would begin the lesson by discussing what stars and constellations are and showing images of familiar constellations such as The Plough. We would talk about how people have used the stars for thousands of years to tell stories and navigate. This introduction would encourage curiosity and provide opportunities for questioning and discussion.
Each child would receive black paper and star stickers or white chalk to design their own constellation. They would connect the stars with straight lines, give their constellation a name and create a short story explaining how it came to be in the night sky. This activity integrates Science, Mathematics, English and Visual Arts, as pupils recognise patterns, count stars, compare shapes and use positional language while expressing their creativity through storytelling.
To extend the lesson, pupils could share their constellations with the class and compare similarities and differences. They could also work in pairs to identify patterns and discuss why they chose particular star arrangements. This promotes communication, collaboration and confidence while reinforcing mathematical thinking.
I particularly like how this ESERO activity promotes inquiry-based learning. Instead of simply learning facts about stars, children actively investigate, create and explain their own ideas. The activity is inclusive and can be differentiated to meet the needs of all learners. It links well with the Primary Mathematics Curriculum through pattern, spatial awareness and problem-solving while also encouraging creativity and scientific curiosity. Overall, this would be an enjoyable, hands-on lesson that inspires children to explore the wonders of space while developing valuable STEM skills.Great idea, Michaela. I like how your lesson encourages pupils to predict, observe, measure and discuss their findings. The cross-curricular links and inquiry-based approach will make learning meaningful, engaging and memorable.
Module 2 Assignment
I chose to use the ESERO Activity Set ‘The Sun and Shadows’ as I feel it is an excellent way to introduce young children to scientific inquiry through meaningful, hands-on learning. I would use this lesson with a combined Senior Infants and First Class setting, adapting the questioning and recording activities to suit the different age groups. At the beginning of the lesson, I would encourage pupils to share their own ideas about shadows and make predictions about when shadows are long, short or disappear. They would then investigate using torches, everyday objects and outdoor observations to test their ideas.The ESERO approach places children at the centre of learning by encouraging them to ask questions, predict, observe, investigate and discuss their findings. Throughout the lesson, pupils would work collaboratively, record observations through drawings, simple tables or labelled diagrams, and use scientific vocabulary such as light source, opaque, transparent, shadow and observe.
I particularly like how the ESERO resources integrate naturally with other curriculum areas. Children can measure shadow lengths in Mathematics, develop oral language through discussion, and strengthen teamwork and communication skills through collaborative investigations. This activity promotes curiosity, critical thinking and problem-solving while making science enjoyable and accessible for all learners. I believe it would be a valuable addition to my classroom and would help foster a lifelong interest in STEM.
Hi Evelyn. I’m teaching senior infants and first class next year. I love all things relating to space and how the planets, the moon, sun etc work!
Science Lesson: Floating and Sinking
Senior Infants & First Class
Learning Intent
Children will investigate why some objects float while others sink by making predictions, carrying out a fair test, recording their observations and discussing their findings using appropriate scientific language.Success Criteria
I can predict whether an object will float or sink.
I can test my ideas safely.
I can observe and describe what happened.
I can sort objects and explain my thinking using words such as float, sink, heavy, light, material, surface and observe.
Materials
Large transparent tub of water, towel, prediction chart, recording sheet, assorted objects (coin, cork, plastic spoon, stone, leaf, sponge, wooden block, bottle cap, toy car, rubber ball, shell etc.).
Inquiry Question
What features of an object help it float or cause it to sink?Introduction (10 minutes)
Display the objects and encourage pupils to handle them. Invite children to discuss what they notice about each item. Ask: ‘Which objects do you think will stay on top of the water? Which will go to the bottom? Why do you think that?’ Record each prediction on a class chart and encourage children to justify their ideas.Investigation (20 minutes)
Working individually or in small groups, children choose one object at a time, predict the outcome, gently place it into the water, observe carefully and record the result. Pupils then sort the objects into ‘Float’ and ‘Sink’ groups and compare their findings with their original predictions. Encourage repeated testing and discussion if results are unexpected.Discussion (10 minutes)
Which objects floated? Which sank?
Were your predictions correct?
Did any results surprise you?
Do all heavy objects sink? Do all light objects float?
Does the material or shape make a difference?
What did you learn from today’s investigation?Differentiation
Senior Infants: focus on predicting, observing and sorting using simple vocabulary.
First Class: encourage children to explain reasons for results, compare materials, record findings independently and identify simple patterns.Conclusion and Extension (10 minutes)
Review the investigation and emphasise that scientists make predictions, test ideas and learn from evidence. Invite pupils to find another classroom object, predict whether it will float or sink, explain their reasoning and test it. Extend learning by asking children to design a small boat from foil or recycled materials that can float while holding counters.Using the ‘Climate Detectives’ Research Question Planner, it would be my goal to guide children to explore real-world issues relevant to their environment. We might focus on “How does plastic waste in our local area affect the climate and wildlife?” This question encourages investigation, observation, and meaningful action.
To engage children, I would start with a nature walk or litter survey around the school, helping them see the issue first hand. Discussions, storybooks, and videos about climate change would build their curiosity and understanding. I would create opportunities for hands-on activities like recycling projects, creating posters, or writing letters to local representatives.
Giving children a sense of responsibility and voice makes the topic real and empowering. They become young scientists and problem-solvers, developing teamwork, empathy, and environmental awareness. By connecting learning to their world, we foster not only participation but a lifelong commitment to climate action.
Hi Niamh, I love your ideas for incorporating the spread of the Sahara Desert beyond its previous outer limits, as a topic of research, and how specific animals have been affected by the spread of a barren landscape.
Using the ‘Climate Detectives’ Research Question Planner, it would be my goal to guide children to explore real-world issues relevant to their environment. We might focus on “How does plastic waste in our local area affect the climate and wildlife?” This question encourages investigation, observation, and meaningful action.
To engage children, I would start with a nature walk or litter survey around the school, helping them see the issue first hand. Discussions, storybooks, and videos about climate change would build their curiosity and understanding. I would create opportunities for hands-on activities like recycling projects, creating posters, or writing letters to local representatives.
Giving children a sense of responsibility and voice makes the topic real and empowering. They become young scientists and problem-solvers, developing teamwork, empathy, and environmental awareness. By connecting learning to their world, we foster not only participation but a lifelong commitment to climate action.
Ask ChatGPT
Hi Avril,
I also cannot believe the amount of satellites that pass over Ireland on a regular basis! My students will be amazed by what is happening in the night sky when we return to school and investigate Climate and Space!
Here is a list of 5 satellites which have passed over Ireland recently and what they are doing:
The first satellite is EIRSAT 1 – Ireland’s first CubeSat which was launched on December the 1st, 2023. It is currently testing three Irish-developed technologies: a gamma ray sensor (GMOD), surface coating experiment (EMOD), and wave based attitude control, sending data back to UCD and amateur radio operators
The second is Copernicus Sentinel 1C. This is a sun synchronous radar satellite, and it imaged Dublin and its surroundings contributing to environmental and Earth surface monitoring.
The third satellite is Copernicus Sentinel 2. This is an optical Earth observation satellite which captured visible light imagery including recent views of cloud clearing over Wexford and Strangford Lough
The fourth satellite is Meteosat 11. This is a geostationary weather satellite and provides infrared and precipitation radar data over Ireland every 15 minutes approximately for Met Éireann forecasts..
Lastly, the Starlink Satellites is SpaceX’s internet satellite and its “trains” frequently pass over Ireland. These LEO satellites deploy then slowly spread out, reflecting sunlight and lighting up the night sky..
Hi Christina. I agree that ‘Home’ is probably too much for the younger classes and I think ‘Happy Feet’ would suit them better.
“Home” by Yann Arthus-Bertrand is a powerful documentary that presents breath taking aerial footage of Earth, highlighting the beauty of our planet while exploring the serious environmental challenges we face, especially climate change, deforestation, loss of biodiversity, and overconsumption of resources.
The film shows how industrialisation, agriculture, and fossil fuel use have altered landscapes and ecosystems—directly tying to increased greenhouse gas emissions and global warming.
It shows how developed nations use a disproportionate amount of Earth’s resources, while poorer communities suffer the worst effects of climate change
Images of deforestation and shrinking wetlands show how Earth’s ability to absorb CO₂ is diminishing.
The film encourages collective responsibility and highlights the urgent need for sustainable living and policy changes to protect the planet for future generations.
Teacher could use still images from the film to show natural wonders like forests, oceans, and deserts and then use effective questioning like
“What do you see?”, “Why is this place important?”, What makes Earth special?”, Why should we take care of it?”, “What do you think happens when trees are cut down or the air gets dirty?”.
They could follow this by participating in an art lesson or composing a poem on how to change the planet.Climate Aid 2000 highlights how climate change affects people, particularly in poorer countries—through droughts, floods, food shortages, and displacement. The organisation promotes a message of fairness and global responsibility, encouraging those in wealthier countries to help those who are most affected but least responsible for climate change.
For younger classes, the teacher could introduce Climate Aid 2000 with a simple story using puppets, visuals, or picture books to explain complex ideas.Children could be introduced to Greta Thunberg by using simple, child-friendly language:
“Greta is a girl from Sweden who loves nature and wanted to protect the planet. When she was just 15, she started sitting outside her country’s parliament to ask leaders to help stop pollution. Her small actions inspired millions of people around the world.”Hi Robert, I like your idea of using Activity 3 for a countries of the world project. They could use the tool for focusing on climate and weather and predicting future temperatures.
Paxi is a child-friendly educational video produced by the European Space Agency (ESA) featuring Paxi, a cartoon alien character who explains science topics in an engaging way for children. Paxi explains what greenhouse gases are, how they are increasing, and how they affect Earth’s temperature by trapping heat in the atmosphere.
Climate Reporters is a story-based, interactive learning tool that introduces children to the science of weather and climate using ESA’s Earth observation satellite data. Children play the role of climate reporters investigating environmental and climate-related issues around the world.The tool doesn’t necessarily predict future temperatures in the way a scientific climate model would, but it helps children understand trends in, global temperature rise, sea level changes, ice sheet melting and deforestation and land use.
In the classroom children can compare historical temperature data (e.g. 1980–2020), identify trends and patterns in temperature over time. They can then relate these trends to climate impacts, such as extreme weather or habitat change. It also helps them to understand how global datasets are used in climate prediction models.
They can explore temperature maps to describe changes. It lets them create simple graphs showing how temperatures have changed over 30+ year and it allows children the opportunity to do role play and become “Climate Reporters” and to then create a report for their local area.
