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Hi Marian,
Light pollution has definitely increased in recent years. I think getting the children to think what we can do as individuals and what we can do at home is definitely worth highlighting to the children in your class. I really like your list of questions which you plan to explore with the children.
1. Create an observing plan for autumn that shows which planets are visible in the evening sky.
Creating an observing plan for the evening sky can be a great way for children to engage with space and astronomy. Before organising an observing session for the kids to see which planets are visible in the evening/night sky, I would begin discussing in class with the children what planets are and how they differ from stars in the night sky. I would use Stellarium as an aid and resource for children to become familiar with the night sky. This would be the outline of the plan.
Check the Date and Time:
I would identify the best time for observing. The ideal time is just after sunset when the sky is darkening.
Research Visible Planets:
We would use Stellarium to find out which planets are visible during the chosen time. As of mid-2024, Jupiter, Saturn, and Mars are often visible in the evening sky.
Identify the Location:
I would choose a location within the locality for the stargazing event with minimal light pollution and a clear view of the horizon.
Plan the Order of Observation:
We would start with planets visible just after sunset. Venus and Mars are seen first, followed by Jupiter and Saturn as the sky gets darker.
Prepare Equipment:
Get the children to use binoculars or a telescope for better viewing, especially for Jupiter’s moons and Saturn’s rings.
Log Observations:
Get the children to keep a journal to record details like planet positions, brightness, and any notable features.Hi Sarah,
I love the idea of a stargazing night in school with family which could be ran in conjunction with science week and or STEM events in school. I think children would love this and it may become an annual event in the school calendar.
Thanks for sharing!
Create a sundial in our back yard at school.
First, I would choose a sunny, open space free from obstructions like trees or buildings that could cast shadows on the sundial. We have a open space on our back yard that is free from any obstacles. I would make sure the ground is level and accessible to allow easy viewing.
Next, I would gather the following materials. I would obtain a flat base (such as a wooden or metal plate) for the sundial face and use a sturdy stick or rod as the gnomon (the part that casts the shadow). Then, I would use a compass to find true north. Alternatively, the shadow from a vertical stick at solar noon points north in the Northern Hemisphere.
Then I would position the gnomon in the centre of the base, angled equal to my local latitude and mark the hourly lines, starting with noon, using the gnomon’s shadow as a guide.
Next, I would secure the sundial in place, ensuring the gnomon remains aligned with true north.
Finally, I would get the children to add decorative elements explaining how to read the sundial and its historical significance. I could integrate the sundial into the curriculum by using it for lessons on time, history and science and all of the classes in the school could visit it at some point.First, I would choose a sunny, open space free from obstructions like trees or buildings that could cast shadows on the sundial. We have a open space on our back yard that is free from any obstacles. I would make sure the ground is level and accessible to allow easy viewing.
Next, I would gather the following materials. I would obtain a flat base (such as a wooden or metal plate) for the sundial face and use a sturdy stick or rod as the gnomon (the part that casts the shadow). Then, I would use a compass to find true north. Alternatively, the shadow from a vertical stick at solar noon points north in the Northern Hemisphere.
Then I would position the gnomon in the centre of the base, angled equal to my local latitude and mark the hourly lines, starting with noon, using the gnomon’s shadow as a guide.
Next, I would secure the sundial in place, ensuring the gnomon remains aligned with true north.
Finally, I would get the children to add decorative elements explaining how to read the sundial and its historical significance. I could integrate the sundial into the curriculum by using it for lessons on time, history and science and all the classes in the school could visit it at some point.Hi Claire. I really like your detailed outline of how you would make your sundial. This is one I would like to try with my class and I will be noting in my own Learning Record.
Thanks for sharing!
For our class plan for space week in senior infants class we could complete a number of activities that are inspired by the content of these modules so far.
Going to Space
Create an area where children can dress up as astronauts using costumes like helmets made from cardboard and aluminium foil. Set up a space-themed backdrop for a photo booth. Kids can take turns dressing up and having their photos taken as astronauts. Use clips from ISS and NASA.
Sensory Moon Landing
We would make moon sand using 8 cups of flour and 1 cup of baby oil. Then let the children mould and shape the moon sand, and provide small space toys, astronauts and rocks for added fun. Watch the clip of the first moon landing to inspire the play.
Make Space Rockets
Provide materials such as toilet paper rolls, coloured paper, glue, scissors, and markers. Have the children create their own space rockets by decorating the rolls. They can use coloured paper for fins and windows, and draw flames at the bottom to represent the rocket blasting off. Link in with counting in maths count down from 10-0
Making a Planet Mobile of the Solar System
Help the children create a mobile featuring the planets in our solar system. Provide templates of planets, which they can colour, cut out, and attach to strings. Use a hanger or a circular piece of cardboard as the base to hang the planets from. This activity combines art with learning about the different planets.
Literacy:
Read a space-themed book such as ‘How to catch a star’ by Oliver Jeffers. Follow up the reading with a discussion about the different planets, stars, and space exploration. You can even use a projector to show pictures of the planets and stars.
Making a constellation
Provide black construction paper, white crayons, and battery tea lights. Let the children create their own night sky scenes by drawing stars, moons, and planets, and battery tea lights/sticking on star stickers. For added effect, you can use glow-in-the-dark stickers or paint, so their artwork glows when the lights are off.Thanks for sharing Sinéad. You have noted lots of fantastic ideas that link into literacy, numeracy, art and SESE subjects. I will be definitely noting these down in my own Learning Record.
Using the picture book Over and Under the Snow by Kate Messner https://www.youtube.com/watch?v=UYUQzzULHg4 I would start by reading this book with the children in senior infants. We would look at the following animals in the story; the squirrel, horned owl, shrew, deer, mice, moles, hare, bullhorn frogs, bear and chimp monk. We would discuss about how the animals in the story keep themselves warm in the snow such as their feathers/fur/fat and grease layer on their skin. We would also categorise the animals into two groups; the animals that live over the snow and those under the snow.
We could discuss about how there are different kinds of weather around the world and how animals have different features to keep them warm.
We could talk about the animals that live at the North Pole and the South Pole. Ask the children know any of the animals that live in cold places. Show them photographs of the polar bear and penguin. How do these animals keep themselves warm. Discuss the ideas that the children put forward. The children could also categorise the animals that live over and under the snow in these areas.Hi Frances,
Many thanks for sharing these photos. I have a Space themed corner in my senior infants class too. We have the following props in it; a standing rocket, astronaut suits, a control station, space food, tool kit, planet photos.
The kids loved dressing up and going to space in the rocket. We often watch clips from the NASA and inside the international space station while the kids were eating their lunch. This would inspire their play at this corner.
Activity for learning about the constellations in the sky.
Senior Infants Level
Using the picture book The Squirrel that watched the Stars by Tom Kerss. This book could be used as a stimulus for the children to learn about constellations and the patterns stars make in the sky. After reading the book the children could create the Cygnus constellation and other star constellations using the star chart in the book or pictures of the night sky. The following activity could be used to create constellations with the kids. Afterwards they could create their own constellations using ‘Draw your own constellation’
Materials: Black construction paper, battery tea lights, pictures of constellations.
Activity: Show images of simple constellations like the Big Dipper or Orion. Children can recreate these constellations on black paper using chalk or battery tea lights. Using the picture of constellations the children lay out the battery tea lights in the formation of the constellation or use templates of the constellations such as Big Dipper or Orion and place the battery tea lights on them. Use a flashlight in a dark room to simulate a night sky and the switched on battery tea lights.This is a great activity Michelle. I really like the idea of taking photos of the constellations when the children are on holidays and the night sky. I will definitely take note of this activity in my Learning Record.
Thanks for sharing!
Activity Set on the Moon
I would like to use stations in Aistear to explore the topic of the moon with my senior infants class. These stations would provide a hands-on approach to learning about the moon, integrating sensory play, art, literacy, and science.
Station 1.Exploration Station: Moon Surface Sensory Bin
Objective: To explore the texture and appearance of the moon’s surface.
Materials: Kinetic sand or moon sand, small rocks, toy astronauts, rocket, and moon rover toys.
Activity: Children can use their hands to explore the sensory bin, burying and finding moon rocks. They can create craters and imagine what it might be like to walk on the moon using the toy astronauts.
Learning Outcome: Understanding the moon’s surface and encouraging sensory play.Station 2. Art Station: Moon Phases Craft
Objective: To learn about the different phases of the moon.
Materials: Black paper, white chalk or paint, round templates, and images of moon phases. Use Moon support materials from Universe in a Box Resource pgs 31-32.
Activity: Children can use the templates to trace and colour the different phases of the moon on black paper. They can create a moon phases chart to take home. This could be used as part of their homework: looking up at the moon at night time.
Learning Outcome: Recognizing and understanding the phases of the moon.Station 3. Reading Station: Moon Stories and Facts
Objective: To foster reading and comprehension skills through moon-themed books/Teacher read aloud book such as Moon by Stacy McAnulty/Go for the Moon by Chris Gall
Materials: A selection of moon-related books (fiction and non-fiction), comfy cushions, and a reading corner setup.
Activity: Teacher can also read aloud to the group, discussing interesting facts and stories about the moon.
Learning Outcome: Enhancing literacy skills and gaining knowledge about the moon through storytelling.Station 4. Science Station: Moon Crater Experiment
Objective: To understand how craters are formed on the moon’s surface.
Materials: Flour, cocoa powder, small balls or marbles, shallow trays.
Activity: Fill trays with a layer of flour and sprinkle cocoa powder on top. Children can drop balls from different heights to create craters. Discuss how meteorites impact the moon’s surface.
Learning Outcome: Learning about the formation of craters and basic scientific experimentation.
Hi Orla.
I teach Senior Infants and love using picture books to support the teaching of the theme of Space. I will be noting this book in my learning record to use when teaching this unit of learning. The children could name and identify items they needed if they were to go to space themselves.
Thanks for sharing this post!
Hi everyone. My name is Marie Morgan and I’m teaching Senior Infants in September. One of my favourite space facts is that the sun is a star. Many of the children in my class always think the Sun is a planet so we always try and find out what makes it a star.
Inquiry-based learning can be an engaging way to introduce children to the wonders of science. The example I have chosen to share with you here encourages curiosity, observation, and discussion, key components of inquiry-based learning. I usually do this activity with any class level I teach in springtime when we plant seeds.
This activity is for senior infants level.
Topic: Plant Growth
Activity: Growing Cress Seeds or could be part of Aistear.
Question: I start with having a nature walk around our school grounds in Springtime with the children and ask the children questions to spark their curiosity. “What do plants need to grow?”
Hypothesis: Encourage children to share their ideas. “I think plants need…… water, sunlight, and soil to grow.”
Experiment: Provide each child with some cress seeds, a cup, soil, and water. Let them plant their cress seeds in the soil, water it, and place it in a sunny spot.
Observation: Over the next few weeks, have the children observe and record their plant’s growth. Prompt them to note changes in size, colour, and any other observations. Some children might put them in shade or give the pot no light.
As the weeks go by I have a discussion on their findings. “What did we notice about the plants that got more sunlight versus those that didn’t?”
By the end hopefully the children will conclude that plants need water, sunlight, and soil to grow well.
