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Thank you Laura for the book recommendation the ‘ Mousetronaut’, I just looked it up and it makes the perfect link with the Mouse Rocket experiment!
Module 5: Rockets and Alien Chemistry
I have chosen the Rockets Activity Set as I have previously used the Balloon Rocket activity with great success in my infant class. Going forward I think using the Mouse Rocket alongside the Balloon Rocket activity and making comparisons between the two would add to exploring the topic of rockets greatly.
“How to help the Mouse get to the Moon”
Subject: Science
Strand: Energy and Forces
Learning Intentions:- Explore how air can make objects move.
- Observe cause and effect through hands-on investigation.
- Develop curiosity by asking questions and making simple predictions.
- Build early scientific language through discussion and play.
Step 1: Engage / Wonder
Begin by reading the story “Whatever Next” by Jill Murphy. Discuss with the class how the bear got to the moon and pose the question how we would get to the moon if we wanted to go?
- Invite the children to create different 3D rockets using building material around the room, choosing the materials that they would like to use and choosing to work independently or together in pairs/ groups.
Step 2: Investigate and Explore
Watch a clip from the NASA website of a real rocket taking off. Ask the children to predict what is making the rocket take off? Introduce the class to the Balloon Rocket experiment.
Encourage children to think about using force by asking questions such as:
- How will we move the straw along the string?
- What will the balloon do?
- How did the balloon move the straw?
- What would happen if we used bigger balloons?
Step 3: Make Comparisons
Ask: “What would happen if we made a different rocket?”
Children make predictions about using a Mouse Rocket and compare how far a paper mouse would go using a Mouse Rocket or Balloon Rocket.
Discuss:
- Which rocket will get the mouse further into space?
- Why do you think that happened?
Step 4: Share Findings and Communicate
Gather together and discuss observations.Prompt questions:
- What did we discover?
- What surprised us?
- What Rocket would you use and why?
Record children’s new learning on a second chart:
“What We Learned About the Rockets.”Step 5: Reflect and Create
Ask the children to recreate another 3D rocket as they did in step 1, observing how their rocket creations changed to the knowledge gained after investigating the two rocket experiments.
Well done Laura on a very comprehensive and detailed STEM plan for your school for the coming school year. I thought you had very smart and achievable goals, really thought increasing the amount of hands on activities which are STEM based with the children being a very good idea. I also liked your idea of bringing in guest speakers and involving the community in the development of STEM in the school.
I would use the Animals in the Cold ESERO 7 activity to help explore and foster the science skill development of the children in my infant class. Animals in the Cold. I think is an excellent topic and context for developing string Curious Minds STEM inquiry skills. Rather than telling children how animals survive in cold environments, I would encourage them to observe, question, investigate, predict, and communicate their ideas. Taking each inquiry skill, I wish to develop I have highlighted some suggested activities based on the topic as follows:
Activity – Animals in the Cold
Observing
Examine photographs of polar bears, penguins, Arctic foxes and seals. Bring the children’s attention to their fur, feathers, colour and feet. Ask probing questions to help further their observations. E.g. What do you notice? How are these animals different from animals we see at home?Questioning
Create a “Wonder Wall” where children ask questions about cold habitats. Ask the children, what do you wonder about penguins? Why do you think polar bears have white fur?Predicting
Show two toy animals—one wrapped in cotton wool (representing fur/blubber) and one without. Ask which will stay warm longer and why?Investigating
Conduct a simple “blubber experiment.” Children place one hand in icy water wearing a plastic glove and the other hand in with no glove. Ask the children What did you notice? Which hand felt warmer? Why do you think that hand was colder/ warmer?Comparing & Classifying
Sort animals into groups: animals that live in cold places and animals that live in warm places. Ask the children How did you decide where each animal belongs? Why do you think that animal belongs in that group?Measuring
Over a couple of days compare ice cubes wrapped in different materials (cotton wool, fabric, foil) to see which melts slowest. Ask the children Which ice cube stayed frozen the longest? Why do you think that happened?
Recording
Children draw what they observed or complete a simple chart using smiley faces, pictures or tally marks from the Measuring experiment they carried out during the week.Communicating
Children explain their investigation to a partner or the class. Prompt the children by asking Can you tell us what you discovered? What surprised you?Problem Solving
Challenge children to build a warm shelter for a toy penguin using classroom materials. What could keep the penguin warm? How could you improve your shelter?Reflecting & Evaluating
Return to the class “Wonder Wall” and discuss which questions have been answered and what new questions have arisen.Love this idea Lorraine, really liked you asking the children to explain the ‘story’ behind their constellation to the class. Giving children the opportunity to present their ideas to their peers is something I feel is really important for children to be able to do, especially at a young age.
Module 3: Stars, Space and Aliens
I would use the Stars activity with my class. I loved the discovery science lesson on Seeing Stars in particular, as my children are young I would follow the lesson plan for using straws and playdoh to create star installation of the Plough. I think the idea of sticking their star installations on the bottom of their desks and lying under to further explore is such an interesting idea and one I think the children would love.
Using this lesson as a corner stone I would integrate the theme of stars for Maths for the week. Each lesson would teach the following Mathematical StrandS:
Number
Children develop understanding by:
• Counting objects accurately.
• Comparing quantities.
• Recognising numerals.
• Estimating and checking.Algebra
Children:
• Notice and create repeating patterns.
• Sort and classify objects according to attributes.Measures
Children:
• Compare the size of objects.
• Use language such as big, small, bigger, smaller.A sample lesson for developing the Number Strand:
Wonder
Show a picture of a star-filled sky.
Ask:
• What do you notice?
• Do you think there are lots of stars?
• How could we count them?
• Would it be easy or difficult?
Children discuss ideas.Investigate / Explore
Activity 1 – Count the Stars
Each pair receives a collection of paper stars (1–10).
Ask:
• How many stars do you have?
• Can you count them carefully?
• Can you check your answer another way?
Children count by touching each star once.
Teacher encourages one-to-one correspondence.Activity 2 – Which Group Has More?
Pairs compare their star collections.
Ask:
• Who has more?
• Who has fewer?
• How do you know?
• Can you make both groups the same?
Children physically move stars to compare quantities.Activity 3 – Estimate First
Display a jar filled with stars.
Ask:
• How many stars do you think are inside?
• Why do you think that?
Children estimate.
Count together.
Discuss:
• Were we close?
• What helped us estimate?Reflect
Bring the children together and ask open ended questions such as:What maths did we use today?
What helped us count?
What pattern did you make?
What did you discover?I think the scope of this theme creates many and varied ways to explore the mathematical strands of the infant curriculum in fun and interesting ways.
Hi Louise, I love your idea for tracing the children’s shadows with chalk to create shadow art on the yard. I think the children would absolutely love this activity and really become aware of light/ dark / shade and how it changes and the sun moves.
Module 2
Activity Set: The Moon
I would expand on the lesson Man on the Moon, Journey to the moon, to explore the theme of the moon further.
I would first read the story the Darkest Dark by Chris Hadfield to the children, a gorgeous book about the life of an Astronaut and how the first landing on the moon inspired him to become an astronaut despite his fear of the dark. This would naturally lead to exploring light and dark and how the moon is not yellow / white but a reflection of the sun.
This would lead to exploring Why does the Moon shine?
Creating a darkened room as much as possible in the classroom we would investigate why the moon shines.
Using a torch for the Sun and a white ball for the Moon we would shine the torch on the ball and allow the children to move around and observe what happens.
Asking the children open ended questions to allow them to discover that the Moon reflects the Sun’s light.
- Is the Moon making its own light?
- Where is the light coming from?
- What happens when I move the ball?
Children discover that the Moon reflects the Sun’s light.
Inquiry-Based Activity: “What Does the Sun Do?” 🌞
Subject: Science
Strand: Energy and Forces
Strand Unit: Light
Learning Objective:
Children will explore the role of the Sun by observing its effects on light, warmth, and shadows.Step 1: Engage
Begin by gathering the children in a circle and showing them the picture of the Sun as shown below. Ask open ended questions such as:
- Can you guess what it might be?
- How it might feel?
- What would it smell like?
- Where would I find it?
Once we have figured out that it is the Sun explore the following questions with the children and recorded their ideas on a chart titled: What we think about the Sun
- What do you already know about the Sun?
- What does the Sun do?
- How does the Sun make you feel?
- What would happen if there was no Sun?
- Do we need the Sun?
Step 2: Investigate and Explore
Take the class outside provide opportunities for the children to:
- Stand in the sunshine and then in the shade.
- Feel the difference in temperature.
- Look at their shadows.
- Notice how their shadows move when they move.
Encourage children to ask questions such as:
- Why is my shadow following me?
- Why is it warmer in the sunshine?
- Can everyone find a shadow?
Step 3: Predict – The Ice Cube Challenge
Ask:
“What do you think will happen if we place one ice cube in the sun and one in the shade?”
Children make predictions.
Place the ice cubes in different locations and observe over time.
Discuss:
- Which melted first?
- Why do you think that happened?
Step 4: Share Findings
Gather together and discuss observations.
Prompt questions:
- What did we discover?
- What surprised us?
- What does the Sun help us do?
Record children’s new learning on a second chart:
“What We Learned About the Sun.”Step 5: Reflect and Create
The children create a mosaic effect image of the sun using tissue papers and the colours associated with the colours of light and heat (red, orange and yellow)
They can finish the sentence: “The Sun helps us because…”
Cross-Curricular Links
- Science: Weather, light, heat, shadows.
- Geography: Day and night.
- Mathematics: Comparing sizes of shadows; sequencing observations.
- Language: New vocabulary (Sun, warm, light, shadow, sky).
- Visual Arts: Sun-themed artwork.
- SPHE: Sun safety (wearing hats, sunscreen, drinking water).
Assessment
Observe whether children can:
- Describe one thing the Sun does.
- Explain that the Sun gives us light and warmth.
- Identify a shadow.
- Share what they discovered during the investigation.
Hi my name is Olga and a fact I find so interesting it that the Sun can hold up to a million planet earths!
Thank you Aisling for your lovely lesson on Shooting Stars, it would also create a really nice link to an art lesson based on Vincent Van Goghs Starry Night . Find the link below:
Lovely idea Veronica of using natural materials to recreate the biodiversity found in the park, using different materials and highlighting how we can use nature to create pieces of Art is an inspiring idea!
Module 5
Describe how you would involve your pupils in an art, music drama or creative writing project based around your local natural or scientific heritageUsing the example of Mary Ward the Naturalist, Astronomer, Microscopist, Author and Artist and her book ‘Sketches with the Microscope’ as a learning resource and stimulus, we would look to compare the local natural surroundings of the school environment with that of her recorded findings and work. I would first introduce the children to her life and connection with Parson family at Birr Castle. Then looking to the images created by Mary we would look at how we could create artistic images of similar mini beasts.
Firstly, we would need to explore the biodiversity surrounding the school using nets, bug catchers and magnifying glasses. Using i pads to take photographs of the mini beasts we find, we would then compare our findings to that of Mary’s drawings.
Using three different materials and techniques over the course of three different art lessons we would explore recreating the mini beasts we studied using the photographs as a guide;
Week 1: Pencil drawings of the mini beasts
Week 2: Modelling air drying clay/ sculptures of the mini beasts
Week 3: Fabric and fiber pictures of the mini beastsReally liked the idea Adrian of comparing the old and new bridges in Killaloe/ Ballina. The scope for such a lesson is huge, you could look at how and the way we make bridges has evolved, the materials we use, the timescale of building bridges and the necessity for change. Great idea, thank you.
Module 4: Looking to Improve Engineering
Using the suspension bridge in Birr Castle Demesne or a bridge in your local area as inspiration, describe how you would plan a class or whole school challenge to design and make a bridge. How would you integrate mathematical thinking and incorporate the maths skills appropriate to your class level.
As the location of my school is set in a large, agricultural and rural area the video about the Ned the farmer building a bridge to help his cows cross onto the island would provide great inspiration to help stimulate the children’s mind about bridges and their uses. There is a large viaduct in the parish which was built for the same reason for the transportation of cows under a new busy road, so this would also act to make a good connection for the children with Ned and his bridge.
Following the exploration and evaluation of Ned’s bridge; materials used, shape of the bridge, structure involved and time involved, we would then compare and contrast Ned’s bridge with that of the local Ryan’s viaduct under the same headings. I would then pose a new problem for the class where using google maps of our area another farmer, Pat in the parish required a new bridge built to help transport his cows just like Ned and the Ryan’s. We would investigate the map and location highlighting the size of the bridge required, volume and velocity of the flowing river and the geography of the land surrounding the proposed new bridge site.
The children would then break into small groups and using paper, blocks and toy cows’ experiment and design their new bridges. The groups would report back to the whole class about the creations they made and speak about the points of knowledge gained when making their bridges.
We would then do a follow up lesson using the Curious Minds Amazing Triangles resources to help explore 2D shapes and the valuable roles they play in engineering. The children would be tasked with using 2D magnets to create a new bridge for the cows to cross where they must incorporate a triangular shape in its design. The groups would then present to the whole class comparing and contrasting the two bridges they made for Pat the farmer.