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Hi Cormac, I like how you built the lesson around something that the children are already familiar with. The balloon rocket is fun and hands on, I would imagine the children would have lots of fun testing the rockets.
One activity I would choose from this module is the Rockets activity. I think this would be an exciting and engaging way to introduce STEM concepts while encouraging children to investigate, predict and problem-solve. In a hospital school, many pupils are unable to take part in longer projects or practical science experiments, so I would adapt the activity to suit the individual child and the time available.
I would begin by asking the children what they already know about rockets and how they think rockets travel into space. This would encourage discussion and allow me to identify their previous knowledge and any misconceptions. The children could then design their own paper rockets, making predictions about which designs might fly the furthest before testing them. Afterwards, we could compare the results and discuss why some rockets travelled further than others, encouraging the children to think about concepts such as shape, balance and air resistance.
One aspect I particularly like about this activity is that it naturally develops scientific enquiry skills. The children are encouraged to ask questions, make predictions, test their ideas and reflect on their findings rather than simply being given the answers. It also provides opportunities to develop communication, mathematical thinking and problem-solving skills.
As a teacher in a hospital school, I value activities that are flexible and can be adapted for children of different ages, abilities and medical needs. Some pupils could simply decorate and launch a rocket, while others could investigate how changing one feature affects the distance it travels. This allows every child to participate successfully while still experiencing the excitement of discovery. I think this activity would create a positive learning experience and help children see science as something that is fun, creative and accessible.Hi Jean,
I have experience teaching junior infants too and like how you said you would place more emphasis on developing skills, that certainly would help build confidence and curiosity.
The activity I would choose from this module is “Investigating Children’s Coats”. I like that it uses an everyday item that every child is familiar with while encouraging them to think scientifically. It allows children to investigate, make predictions and test their ideas in a meaningful way.
I would begin by asking the children what they think makes a coat warm and waterproof. I would encourage them to examine different types of coats, looking at the materials, thickness and design before making predictions about which coats would keep a person warm or dry. The children could carry out simple investigations, such as testing which materials repel water best or discussing which coat would be most suitable for different types of weather. Throughout the activity I would ask open-ended questions and encourage the children to explain their thinking and compare their findings.
As a teacher in a hospital school, I think this activity would work very well because it can be adapted to suit individual pupils and requires very little equipment. Children could investigate materials at their bedside or work together in a small teaching space depending on their medical needs and energy levels. The activity also links naturally with science, oral language and everyday life, making it relevant and engaging for a wide range of ages. I like that it encourages children to think critically, solve problems and justify their ideas rather than simply being given the answers. It is an activity that I would feel confident using and one that I believe would promote curiosity and active learning in my classroom.Hi Laura,
I love the alien lesson, it would really appeal to children in the junior end of a school.
The activity I would choose from this module is the Constellations activity. I think it is an excellent way to introduce children to astronomy while also encouraging creativity, imagination and problem-solving. Many children are naturally fascinated by stars and the stories behind constellations, making this an engaging starting point for learning.
I would begin by showing the children images of some well-known constellations, such as the Plough, and asking them what they notice. I would encourage them to look carefully for patterns and discuss why people long ago created pictures and stories from groups of stars. The children could then use star stickers, black card or small lights to recreate simple constellations before designing one of their own and explaining the story behind it. This would allow them to make observations, develop their imagination and communicate their ideas while learning about the night sky.
As a teacher in a hospital school, I feel this activity would work particularly well because it is flexible and can be adapted for children of different ages and abilities. Some pupils could complete the activity at their bedside using simple art materials, while others could work together in a classroom setting. It also provides opportunities to integrate science, art, oral language and storytelling, making learning meaningful and enjoyable. I like that the activity encourages curiosity while allowing children to explore scientific concepts in a creative and accessible way. It is an activity that I would definitely use in my own teaching.Hi Kelly,
That is a lovely lesson. I would imagine you would get lots of discussion from your 2nd class bunch. They would really enjoy that.
The activity I would choose from this module is “What Makes Shadows?” as I think it would really capture children’s interest while encouraging them to investigate and think for themselves.
It is based on something they see every day, making it a very accessible starting point for scientific inquiry.
I would begin by asking the children what they think a shadow is and how it is made. I would encourage them to share their ideas and predictions before carrying out the investigation. Using a torch and a range of everyday objects, the children could explore which objects make shadows, how shadows change when the light source is moved and why some shadows are bigger or smaller than others. Throughout the activity I would encourage the children to explain what they notice and discuss whether the results matched their predictions.
Working in a hospital school, I feel this activity would be particularly suitable because it is flexible and can easily be adapted to meet the needs of individual pupils. It can be completed at a bedside, in a small teaching room or with a group of children, depending on each child’s circumstances. It requires very little equipment, making it practical in our setting, while still giving pupils the opportunity to investigate, question and discover. I also like that it naturally links with oral language, prediction and observation, allowing children to develop scientific skills in an enjoyable and meaningful way. It is an activity I would feel confident using and one that I think would encourage curiosity and active learning.Hi Olga, I think pupils in the junior end of school would really love the ice cube experiment! Lots of lovely ideas in your post. Michelle
<div dir=”auto”>Reflective Piece – Using an Inquiry-Based Activity in the Classroom</div>
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<div dir=”auto”>One inquiry-based activity I would use in my classroom is asking children, “What do you think is in space?” before beginning a unit on space. I would encourage the children to share their own ideas and record them on a class mind map using drawings, words and discussion. This would allow me to identify their prior knowledge and any misconceptions while giving every child an opportunity to contribute.</div>
<div dir=”auto”>As the topic develops, the children could maybe revisit the mind map and add new learning after each lesson. This would help them recognise how their understanding has changed over time and encourage them to reflect on their own learning. Rather than simply giving the children facts, I would ask open-ended questions, encourage predictions and provide opportunities for investigation and discussion. This approach promotes curiosity, communication and critical thinking, while also supporting language development.</div>
<div dir=”auto”>As a teacher in a hospital school, I appreciate the flexibility of inquiry-based learning, as activities can be easily adapted to suit the needs, interests and abilities of individual pupils. I believe this approach encourages children to become active learners who enjoy asking questions, exploring ideas and discovering answers for themselves.</div>Hi, my name is Michelle. I have a very interesting role teaching in a hospital school. I teach pupils from junior infants right up to 16 years old. I am a primary school teacher. I think it is interesting that space is silent!
That is a very good point regarding the pressure that Kahoot can place on children, plus it reminds me of covid times!
Lesson plan ‘Talking to a robot’- exploring how technology listens
Class- Junior Infants
Subject -Oral language /SESE
Theme- Myself and technology
AI Link- Voice recognition
Objectives
- To explore how technology can listen and respond.
- To practise speaking clearly and taking turns.
- To build awareness of everyday AI tools.
Materials- tablet or device Which Voice Assistant, for example Siri, Google Assistant, Alexa in child safe mode.
Lesson-
- Discussion What is a robot? Have you ever seen one that talks back to you?
- Demonstration -show the class how to ask a Voice Assistant a simple question. For example, what is the weather today?
- Activity- in pairs or small groups. Children take turn asking the assistant their names or favourite colours
- Reflection. Did the robot understand you? How did it know what to say?
I think this would be a simple introduction for an infant class and some of the children would be familiar with the likes of |Alexa from home which would be helpful.
Hi Vikki, that is a very good point you made about checking out school policies before engaging with these tools in the classroom.
As an infant teacher in a school with a diverse background, I’m always looking for creative ways to engage my pupils. I would start by using Scratch Junior on our ipads perhaps during Aistear or maybe during station teaching time when I would have a 2nd teacher with me. the children could create simple stories, move characters around by pressing blocks. It seems visual and hands on and does not require strong language skills which is perfect for my children who are learning English and would be great for them as a way of learning sequencing and communication. Although unsure at first, I’m coming around to the fact that even young children can be introduced to basic coding through simple, age appropriate tools like the Scratch Junior app.