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I would begin the lesson by reading ‘Roaring Rockets’ by Tony Mitton. Before reading, I would encourage the children to predict what the story might be about from the cover and discuss what they already know about rockets. During the story, I would pause to ask open-ended questions and encourage observations about how rockets travel. Following the story I would explain that, unlike aeroplanes, rockets can travel through space where there is no air. I would then invite the children to investigate how they might make their own rockets blast off using an effervescent tablet and water. (My last class were aware of the Mentos/Coke experiment so I know the notion of anything blasting off would excite any junior class!)
I would then introduce the idea that rockets are different from aeroplanes because they travel in space, where there is no air. Using simple questioning, I would guide the children to predict what they think might make a rocket move. I would demonstrate the activity before allowing the children to decorate their own effervescent tablet tubes with paper fins and a nose cone, integrating the lesson with Art through designing and constructing their rockets. Children would work in small groups so that they could support one another, with adapted materials, pre-cut templates and additional adult assistance available where required. Once the rockets were complete, I would carefully model how to add one-third of a tube of water, half an effervescent tablet and securely replace the lid before placing the rocket upright for launch. Safety expectations would be clearly explained and reinforced throughout. The excitement of waiting for the unexpected launch would naturally promote curiosity and scientific thinking.
Following each launch, I would encourage the children to observe, describe and discuss what they noticed, introducing simple scientific language such as reaction, gas, pressure and force. The class would compare results and consider how changing one variable, such as the amount of water or tablet, might affect the launch. This would develop their prediction and enquiry skills while reinforcing the concept of fair testing.
What Clothes to Wear?
In my First Class classroom, I would introduce this lesson by reading Froggy Gets Dressed to engage pupils and prompt discussion about why we wear different clothes in different weather. We would then explore the four seasons using photographs and a class weather chart before matching seasonal clothing to each season. Children would work collaboratively to dress a class mannequin or paper figure for different weather conditions, explaining and justifying their choices using seasonal vocabulary. We would discuss how clothing protects us from the cold, keeps us cool, or keeps us dry, and explore the importance of layering in Ireland’s changing weather. The lesson would conclude with the weather movement story, allowing pupils to respond through drama and active learning, before drawing themselves in their favourite season and labelling the appropriate clothing and weather. Throughout the lesson, questioning, discussion, and observation would provide opportunities for assessment while supporting oral language, science, and SPHE learning.
Yes! I was going to say the same. I’ve never thought before to construct homes, just to draw them. This is lovely lesson – I’d imagine the children would love to put all of their houses together to make a little village of their classmates’ homes.
Lesson: Alien Life? (First Class)
I would introduce the lesson by reading Aliens Love Underpants to the class. I would remind the children them that it is a fictional story but nonetheless, they should enjoy it. Afterwards, I would ask, “Do you think aliens are real?” and “What does the story make you wonder?” I would explain that scientists have searched for signs of life beyond Earth, but so far, they have found no evidence that alien beings exist. I would reassure the children that asking questions and wondering are important parts of science.I would invite the children to think about what makes Earth liveable for humans, plants and animals. Together, we would discuss air, water, sunlight, plants and animals, and wonder whether other planets might have everything needed for life. I would then challenge the children to imagine an alien that could survive on a different planet. Showing a variety of pictures of wild animals, I would encourage them to think about how an alien might move, eat, communicate or protect itself before drawing.
The last thing I would do before the drawing part of the lesson is to invite each child to dramatise their alien by moving, speaking and introducing themselves to the class. I would encourage them to explain which planet they live on and how their special features help them survive there. (It might take too long to go through everyone so we might pair up here).
Throughout the lesson, I would encourage the children to observe, wonder, imagine and explain their thinking, celebrating creativity while reinforcing that there is no evidence yet of alien life in space.
Valerie, I would love to see any itinerary a child would make for a visiting alien! This lesson encompasses so much – oral language, geography, creative writing, etc.. – and drama too with your idea of extending to including animals and acting each one out for their classmates to guess. Brilliant! Thank you for the link.
Sabrina, I love all the opportunities for inclusion in this lesson. Sometimes we focus too much on a written activity in a workbook in the conclusion of a lesson but by focusing on group work, oral language, art and music we see that all children have the chance to be included and have a voice. Thank you for the reminder!
<p style=”font-weight: 400;”><span style=”text-decoration: underline;”>Activity Set: The Moon (First Class)</span></p>
<p style=”font-weight: 400;”>I would begin by showing the children a series of photographs of the Moon (NASA) and inviting them to share what they notice and what they wonder. I would encourage every idea, recording their questions on a ‘Moon Wonderings’ chart reinforcing the idea that scientists begin by asking questions. (Special mention would have to go to the Man in the Moon and I would weave in the song ‘I See the Moon’ at some point.)</p>
<p style=”font-weight: 400;”>I would explain that we’re going to investigate one of their wonderings by exploring how craters are formed (rocks from space crashing onto the moon’s surface). Working in small groups, I would provide trays of flour dusted with cocoa powder and get the children to drop different objects from the same height (fair test). I would encourage them to observe carefully, compare the craters and measure them using cubes or another non-standard unit of measurement.</p>
<p style=”font-weight: 400;”>Throughout the investigation, I would ask open-ended questions such as, “What do you notice?”, “Why do you think that happened?” and “What are you wondering now?”.</p>
<p style=”font-weight: 400;”>I would finish by allowing the children to share their discoveries and revisit our Moon Wonderings chart. I would encourage the children to reflect on what they learned, which questions they answered, and what they would like to investigate next, reminding them that science begins with curiosity and continues through exploration.</p>I love this, Mairéad. It would be so exciting for your class to get to visit the telescope after doing this lesson in class!
Lesson: Which Material Makes the Strongest Bridge?
Integration: maths, oral language, visual arts and wellbeing
I would use this lesson to teach that materials have different properties and to guide the children in investigating which material is strongest. They would work in groups to solve the problem and explain their thinking as they go.
Vocab: material, strong/weak, stiff, bend, fold, support, bridge, test, predict, improve
I would make the following materials available: paper, card, newspaper, straws, tape, scissors, toy car, cubes/books for weights.
The children would be challenged to rebuild a bridge that washed away in a flood to get Dolly’s car across the river so she could visit her friend.
We would chat about bridges – what are they? Where have they seen one? What makes them strong? What could we build one from? I would record their ideas.
Having distributed the materials, the children would predict which would be strongest (using teacher prompts).
Investigation is next – rules include the bridge can only be made of one material (tape allowed), the bridge must span two books, it must hold the toy car. Cubes will be added one at a time until the bridge collapses.
Discussion – why did you choose that shape? What happened? What might make it stronger? What have you notice? Can you change your design?
Results recording and sharing follow that, then explanation by Teacher – paper bends easily, card is stiffer, straws are hollow.
Nicole, this is a mad fact! The children would love to hear it. I’d love to know what their surfaces are made up of …
Hi there, my name is Marie. I’ll be teaching First this year. As a child, I had an irrational fear of getting lost in space (!). Children often pose taxing questions about space so hopefully I’ll learn a good bit from this course whilst also getting great ideas for hands-on learning in the classroom. I’ll be honest, I’ve had to google space facts but my favourite one is that it rains solid diamonds on Neptune & Uranus thanks to intense pressure and extreme heat within their atmospheres. Amazing!
