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A lovely lesson. I like that the children get to make predictions and test their rockets several times, as it encourages them to think like scientists and change up how hard they blow and see what happens to their rockets.
This Senior Infant activity is based on the rocket mouse video
How Can We Make Our Rocket Mouse Fly Higher?
Children will:
- explore, through informal activity with toys, forces such as pushing and pulling
- recognise that a push can make an object move
- investigate how changing the strength of a push affects movement
- predict, observe and communicate their findings using appropriate scientific vocabulary.
ENGAGE
The Trigger: I would begin by showing the children a short video of a rocket launching into space. We would discuss what rockets are used for and how they travel into space. I would then introduce the challenge: Our Rocket Mouse wants to travel to space, but we need to work out how to make it fly as high as possible!
I would demonstrate squeezing an empty plastic bottle and ask the children what they think will happen when I hit the sides of the bottle with the Rocket Mouse sitting on top.
Wondering: I would ask questions like:
- What makes the Rocket Mouse fly?
- Is it a push or a pull?
- What do you think would make it fly higher?
- What happens after it reaches the top?
Exploring: Children examine the Rocket Mouse launcher and discuss how it works. They decorate and assemble their own Rocket Mouse before making predictions about how it will travel.
INVESTIGATE
Starter Question: How can we make our Rocket Mouse fly higher?
Predicting: Children predict what might happen if:
- they hit the bottle gently,
- they hit the bottle more firmly,
- the Rocket Mouse is decorated with different materials.
Conducting the Investigation: Working in small groups, children place their Rocket Mouse onto the bottle launcher. They gently hit the side of the bottle to launch it into the air. They repeat the investigation using different amounts of force and observe how the height of the Rocket Mouse changes. Children compare launches and discuss which push made the Rocket Mouse travel the highest.
Sharing: Interpreting Results: Each group shares what they discovered. Together we discuss how squeezing the air inside the bottle creates a pushing force that launches the Rocket Mouse into the air. We conclude that changing the strength of the push changes how the rocket moves.
Scientific vocabulary such as push, pull, force, air, launch, higher and lower is reinforced throughout.
NEXT STEP
Applying Learning: Children investigate other classroom toys that move using pushes and pulls, such as toy cars, construction toys and balls. They compare how different forces make objects move.
Making Connections: We discuss how real rockets also move because gases are pushed out of the bottom of the rocket, causing it to travel upwards. We compare this with squeezing shampoo or ketchup from a bottle, helping children connect the investigation to everyday experiences.
Thoughtful Actions: Children reflect on how engineers test their designs many times before they are successful. We discuss why it is important to keep trying, improve our ideas and learn from our investigations.
Maths Follow-up: Before launching, children predict which Rocket Mouse will travel the highest. After each launch, the class compares the height reached using non-standard measures (e.g. “higher than the table”, “higher than the whiteboard”) or by defining criteria for high, medium and low and, using 3 hula hoops, sorting each rocket mouse into the corresponding category after it’s launch. Together, the class could then create a simple graph showing how many rockets landed in each category.
I think the Vaseline investigation is a brilliant hands-on way to help children understand how penguins stay dry and warm, and it’s something Senior Infants would really remember.
This activity is based on ESERO lesson 12 Hot & Cold
How Can We Stop Teddy’s Ice Cube from Melting?
Children will:
- recognise the difference between hot and cold in everyday situations
- identify ways of keeping objects and substances cold by wrapping,
- covering or placing them in the shade
- investigate which materials best keep an ice cube cold
- predict, observe and communicate their findings using appropriate scientific vocabulary.
ENGAGE
The Trigger: I would introduce Teddy, who wants to bring an ice cube on a picnic to keep his drink cool. Unfortunately, the ice cube keeps melting before he gets there. I would ask the children if they have ever seen an ice cream or ice cube melt on a warm day and discuss why this happens.
Wondering: I would ask questions like:
- Why do ice cubes melt?
- Can we stop an ice cube melting?
- Which material might keep it cold for longer?
- Would it make a difference if it was in the Sun or in the shade?
Exploring: Children handle a selection of materials including bubble wrap, fabric, newspaper, aluminium foil and cotton wool. They discuss how each material feels and predict which one might keep the ice cube cold the longest.
INVESTIGATE
Starter Question: Which material will keep Teddy’s ice cube cold for the longest?
Predicting: Each group chooses one material and explains why they think it will work.
Conducting the Investigation: Each group wraps an ice cube (or a small cup containing an ice cube) in a different material. One unwrapped ice cube acts as the control. The children observe the ice cubes over time, noticing which melts the quickest and which stays frozen the longest. They record their observations using simple drawings or by placing picture symbols beside each material.
The class could also place one ice cube in the sunshine and another in the shade and compares what happens.
Sharing: Interpreting Results: Groups share their findings and discuss why some materials helped keep the ice cube cold for longer. Together we conclude that wrapping, covering and keeping objects in the shade can help slow down melting. Vocabulary such as hot, cold, warm, cool, melt, Sun and shade is reinforced throughout.
NEXT STEP
Applying Learning: Children look at everyday objects such as lunch boxes, cool bags, insulated bottles and picnic coolers. We discuss why people use these items and how they help to keep food and drinks cold.
Making Connections: Children talk about how they keep themselves cool on hot days by wearing hats, sitting in the shade, drinking cold water or eating ice cream. We link this to the ESERO discussion about feeling warmer in the Sun than in the shade.
Thoughtful Actions: Children discuss why it is important to keep certain foods cold to stop them spoiling. We also talk about making sensible choices on sunny days, such as playing in the shade and drinking plenty of water.
I like how you got the children thinking about how many stars there are before explaining just how enormous the number is. The night sky painting sounds like great fun too, and I think the toothbrush splatter technique would be a big hit with Senior Infants!
This activity was inspired by the Mars classroom resource from SpaceWeek.ie
Can We Design a Martian?
ENGAGE
The Trigger: I would begin by reading Life on Mars by Jon Agee to the children. I would explain that scientists have never found life on Mars, but today we are going to become space scientists and imagine what a Martian might look like if it lived there.
Wondering: I would ask questions like:
- What do you think Mars is like?
- Is Mars hot or cold?
- What would an alien need to live there?
- Would it look the same as people or animals on Earth?
and the children can brainstorm ideas or what aliens might look like
Exploring: Children explore photographs of Mars, noticing that it is rocky, dusty and dry. Give them a selection of different modelling materials to explore (e.g., toilet roll/kitchen roll, small cardboard boxes, egg cartons, bottle tops, yoghurt pots, plastic containers, cereal boxes, corrugated cardboard, play-dough, pipe cleaners, googly eyes, pom-poms, lollipop sticks, card/paper, felt, tissue paper, crepe paper, feathers, gems, etc.) and discuss which ones they might use to create their Martian.
INVESTIGATE
Starter Question: What would a Martian need to survive on Mars?
Children draw a simple picture of the Martian they plan to make and explain why it has certain features, e.g., My Martian has big feet so it can walk on rocks; It has big eyes so it can see in the dark; It has long arms to climb over mountains.
Working individually or in pairs, children create a Martian using their chosen materials. Throughout the activity, I would encourage children to explain how each feature helps their Martian survive on Mars.
Sharing: Children present their Martians to the class, describing their special features and explaining why they designed them in that way. Together we compare the different ideas and discuss how living things often have features that help them survive in their habitats.
NEXT STEP
Applying Learning: Children create a simple habitat for their Martian using sand, rocks, and recycled materials. They test whether their Martian can stand, move or fit inside its habitat.
Making Connections: We compare our imaginary Martians with animals on Earth, discussing how camels, polar bears and fish all have different features that help them survive in their own environments. This reinforces that living things are suited to the places where they live.
Thoughtful Actions: We discuss why scientists continue to explore Mars and search for signs of life. Children reflect on how looking after our own planet is important because, as far as we know, Earth is the only planet that supports so many different forms of life.
Maths Follow-up
Children sort and classify their Martians according to different features (e.g. number of eyes, legs, antennae or colour). Together, the class creates a simple pictogram showing the different features of the Martians. The children compare quantities using language such as most, least, tall, short, wide, narrow, etc.Considerations for Inclusion: Provide a wide range of modelling materials that are easy to manipulate, along with visual prompts and picture vocabulary cards (Mars, planet, habitat, rocky, hot, cold, alien). Children can work in small mixed-ability groups if appropriate and are encouraged to explain their ideas verbally, through drawings or by demonstrating with their model.
I enjoyed reading your activity, Fionnuala. I like how it encourages children to observe, describe and discuss the Moon’s changing appearance in a simple, age-appropriate way. It reminded me of an activity I did with an older class that could also be adapted for Senior Infants. I covered half of a football with a black sack and placed it on a cone. The children sat in a big circle around it and each drew what they could see of the white part of the ‘moon’ using black paper and chalk. Some saw a full moon, others crescents of different sizes, and some couldn’t see the white part at all. It was a great visual way of showing how the Moon can appear different depending on our viewpoint and bonus we had a display of the phases of the moon made quite easily!
Senior Infant enquiry-based activity: Where Does Bear’s Shadow Go?
The children will:
- discuss differences between day and night, light and shade
- explore how shadows are formed
- investigate how changing the position of a light source changes the size and position of a shadow
- predict, observe and communicate their findings using appropriate scientific vocabulary.
ENGAGE
The Trigger: I would begin by reading Moonbear’s Shadow by Frank Asch. Throughout the story, I would encourage the children to find Bear’s shadow and the Sun in each picture and discuss what they notice. We would talk about how Bear tries to escape his shadow and why it always follows him.
Wondering: I would ask question like:
- Why does Bear have a shadow?
- What do we need to make a shadow?
- Does your shadow always stay the same?
- What happens to your shadow during the day?
Exploring: Children would explore using a toy bear, a flashlight (representing the Sun) and a small tree. They can freely experiment by shining the light from different directions and observing the shadows before beginning the investigation.
INVESTIGATE
Starter Question: How can we change Bear’s shadow?
Predicting: Children predict what will happen when the flashlight is moved higher, lower or to a different side of Bear.
Conducting the Investigation: Working in small groups, children use a toy bear and a flashlight to investigate how shadows change. They move the flashlight to represent the Sun at different times of the day and use challenge cards to encourage exploration, for example:
- Can you make Bear’s shadow long?
- Can you make it short?
- Can you make the shadow appear in front of Bear?
Children observe how moving the light changes the shadow’s size, shape and position. They record their findings using simple drawings or picture recording sheets.
Sharing: Interpreting Results: Groups compare their observations and discuss what they discovered. Together we conclude that a shadow is formed when an object blocks light and that changing the position of the light changes the shadow. We reinforce the vocabulary like: light, shadow, shade, day, night, long, short, position, high and low.
NEXT STEP
Applying Learning: Children use chalk outdoors to trace a partner’s shadow in the morning and again later in the day. They discuss where the sun is each time they are tracing their partners shadow and compare how the shadow has changed and discuss why this happened.
Making Connections: Children identify shadows they see in everyday life, such as their own shadow on the playground, shadows from trees and buildings, or shadows made by objects indoors using lamps or torches. We discuss why shadows are easier to see on sunny days than at night.
Thoughtful Actions: Children reflect on why light is important in our everyday lives and identify ways to stay safe around strong light sources, such as never looking directly at the Sun and using shade or hats to protect themselves on bright days.
Maths link: Children compare the lengths of Bear’s shadow at different times of the “day” (morning, midday and evening). Using cubes or linking blocks, they measure each shadow and record the results. Together, the class creates a simple pictogram or bar chart to compare which shadow was the longest and which was the shortest. As a class, they could also measure one or two of the children’s shadows from the chalk activity outside each time and compare these
Considerations for Inclusion: Provide children with visual supports, picture vocabulary cards (light, shadow, day, night, shade) and opportunities to work in mixed-ability pairs. Model each stage of the investigation and provide adult support where required. All children can participate by holding the flashlight, moving Bear, recording observations or sharing ideas verbally.
Hi Doireann. I think this inquiry question is very appropriate for Senior Infants. I like that you challenge the common misconception that all heavy objects sink and all light objects float. As a follow-up to a floating and sinking lesson I did with SI last year, I got my class to design and test a small boat using different materials to see which one could hold the most counters before sinking.
An inquiry-based activity I would like to use with my Senior Infants is Which Material Keeps Teddy Dry?
ENGAGE
The Trigger: I would introduce the lesson using a teddy bear dressed innapropriately for a rainy day (shorts, t-shirt, sun hat, etc.) I would tell the children that Teddy wants to go outside but it’s raining and he doesn’t know which material will keep him dry. I would show different materials such as tissue, paper towel, newspaper, plastic, foil, cotton fabric and felt.
Wondering: We would discuss where children have seen waterproof materials in everyday life, such as raincoats, umbrellas, wellington boots and tents and I will create a mind map of their ideas.
Exploring: Children would handle each material, describing how it feels and discussing whether they think it would keep Teddy dry.
INVESTIGATE
Starter Question: Which material will keep Teddy dry in the rain?
Predicting: Each child chooses one material they think will be waterproof and explains their thinking, drawing on their real world knowledge, e.g., I think plastic will keep Teddy dry because raincoats are made from plastic. I think tissue won’t keep teddy dry because when it’s wet it tears easily.
Conducting the Investigation: Working in small groups, children stretch one material over the top of a cup using an elastic band. Using droppers or small pipettes, they carefully add water and observe whether the water stays on top or passes through the material. They repeat this with each material. The children record their findings on a record sheet using smiley faces, ticks and crosses, or simple drawings.
Sharing: Interpreting Results: Groups compare their results and discuss which materials absorbed water and which were waterproof. We introduce vocabulary such as waterproof, absorbent, leak, dry and wet. Discuss whether anything surprised the children.
Together we conclude that some materials are better suited for different purposes because of their properties.
NEXT STEP
Applying Learning: Children design and make a raincoat or umbrella for Teddy using the material they discovered was most waterproof.
Making Connections: We discuss where waterproof materials are used in everyday life, including clothing, umbrellas, school bags, tents and outdoor equipment. Children explain why different materials are chosen for different jobs.
Thoughtful Actions: Children discuss how keeping dry helps us stay healthy and comfortable.
Maths link:
Children estimate and count the number of drops of water each material absorbs before it leaks through. They record the results using cubes or tally marks and create a simple class pictogram or block graph to compare which material was the most/least waterproof.Considerations for Inclusion:
Provide mixed-ability groups, visual supports and real materials to handle. Model the investigation step-by-step and use picture vocabulary cards (e.g. waterproof, absorb, wet, dry). Children with additional needs can contribute by pouring water, placing materials, recording with symbols or verbally sharing observations.Hi, I’m Méabh. I will be teaching Senior Infants next year. A fact that I like is that a day on Venus is longer than its year. I had to look up the specifics but because Venus rotates so slowly, it takes about 243 Earth days to complete one rotation on its axis, but it takes only about 225 Earth days to orbit the Sun. Bonus fun fact, Venus also spins backward compared to most planets in the Solar System.