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  • in reply to: Module 3 – Stars, Space and Aliens #216787
    Niamh Kenny
    Participant

      Activity Set: Space and Aliens

      In introducing this topic with a junior class, I would use ‘The Way Back Home” by Oliver Jeffers as a stimulus. Following on from the life in space resource, I would ask the children to imagine the Martian was coming to Earth to visit the boy, what would be the best things to show him about the Earth.

      I would also discuss with the children that not all Martians look the same. I would use an oral language alien drawing game. I would model first describing an alien (e.g. long arms, 5 eyes, green head and red body etc). The children will all draw based on what they hear (without looking at anyone elses) and at the end we will reveal them all. Some children will then be invited to be the leader.

      I would then engage the children in creating their own aliens. Once these have been created, during maths time, we would engage in sorting the aliens based on different features (by colour, size, number of legs, eyes, etc.)

      In SESE, I would invite the children to submit questions to the Martian about life on Mars (children dictating questions and with me notetaking). These question and answers would provide the basis for learning about life on Mars/about Mars (along with some fun questions).

      In a following art lesson, we could work on creating the Mars landscape. Once completed, it can serve as a display and basis for a discussion for the difference between Earth and Mars.

      in reply to: Module 3 – Stars, Space and Aliens #216786
      Niamh Kenny
      Participant

        Activity Set: Space and Aliens

        In introducing this topic with a junior class, I would use ‘The Way Back Home” by Oliver Jeffers as a stimulus. Following on from the life in space resource, I would ask the children to imagine the Martian was coming to Earth to visit the boy, what would be the best things to show him about the Earth.

        I would also discuss with the children that not all Martians look the same. I would use an oral language alien drawing game. I would model first describing an alien (e.g. long arms, 5 eyes, green head and red body etc). The children will all draw based on what they hear (without looking at anyone elses) and at the end we will reveal them all. Some children will then be invited to be the leader.

        I would then engage the children in creating their own aliens. Once these have been created, during maths time, we would engage in sorting the aliens based on different features (by colour, size, number of legs, eyes, etc.)

        In SESE, I would invite the children to submit questions to the Martian about life on Mars (children dictating questions and with me notetaking). These question and answers would provide the basis for learning about life on Mars/about Mars (along with some fun questions).

        In a following art lesson, we could work on creating the Mars landscape. Once completed, it can serve as a display and basis for a discussion for the difference between Earth and Mars.

        in reply to: Module 2 – The Moon, the Earth and the Sun #216751
        Niamh Kenny
        Participant

          Module 2 assignment: the planets

          To begin this topic (aimed at Second Class), I would probably begin this topic with a whole class discussion. Building on the idea of discussing Earth as a planet, I would also present the children with named pictures of the planets and ask them to share any knowledge that they might already have about the individual planets. Something that worked well the last time I covered this topic was allowing the children to note down the facts that they found interesting in their SESE copies. This time I would probably build on that by creating dedicated booklets which a page for each planet where the children could draw the planet and write some facts.

          I would encourage the children to seek out their own facts that they can share with the class during this time. I would make space related books/ booklets (fiction and non fiction) that I can source or print out available for the children to look through as early finishers work/ during DEAR time or for whole class storytime.

          I would integrate this topic as much as possible, for example using games mentioned in the planet resources during PE (planet game and planet dance), the planet song for music, art creation of the planets, oral language and presenting in English etc. I have found when a topic is integrated in this way, it encourages the children to really engage with the subject. The completed booklets could be a great addition to our class library, encouraging the children to take pride in their work and learn from each other.

          in reply to: Module 2 – The Moon, the Earth and the Sun #216739
          Niamh Kenny
          Participant

            Hi Ursula,

            This all sounds like a great way to teach about the planets. Using a variety of methods such as using large displays, books, games and building knowledge slowly over a period of time will really allow the children to interact with the lessons. I have definitely found when teaching about space in the past that you need to take it slowly with teaching about the planets as it is a lot of information to take in and can be overwhelming if you try to fit too much into your lessons. A fun art activity that we also did was where the children designed their own planet. This was completed after we had covered the planets and it was interesting to see the children draw on what they had learned to make their own planet.

            in reply to: Module 1 – The Curious Minds/ESERO Framework #215049
            Niamh Kenny
            Participant

              Hi Michelle,

              I completely agree. I think it makes the learning more real world for the children and it is much easier to engage them. It also allows them to take charge of the discovery. I have found that it makes the lessons more enjoyable for everyone and is a great opportunity to support and challenge children working at all levels.

              in reply to: Module 1 – The Curious Minds/ESERO Framework #215044
              Niamh Kenny
              Participant

                Hi, my name is Niamh and I will be teaching first class this year. An inquiry based lesson style that I have found successful in the past is creating a challenge as a stimulus. I sometimes use books, videos or something that has come up in classroom discussion for this. One lesson creating ramps and the goal is to figure out how to make it go the furthest. The children are free to use materials in the classroom (once they check it with me first) and they have autonomy over what way they design it. They have opportunities to trial it and make adjustments before the final test. It was really great to see the children take charge and work together to solve this. They came up with such inventive ideas and really thought outside the box.

                A space fact I found interesting is you wouldn’t be able to walk on Jupiter as it does not have a solid surface.

                in reply to: Module 1 – The Curious Minds/ESERO Framework #215039
                Niamh Kenny
                Participant

                  Hi Eimear, that sounds like such a great idea. I really like the intention of building what the children are interested in to promote curiosity and autonomy in learning. I am also a fan of using picture books as a base/prompt for science investigations. I feel that it provides something to the children to relate to as they engage in the lessons.

                Viewing 7 posts - 16 through 22 (of 22 total)
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