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I have chosen to focus on The Moon activity set for 2nd class.
First, we will make a Moon Word Bank. We will watch the fun Paxi and Our Moon cartoon to learn about shapes and eclipses. Then, the pupils will brainstorm words to describe what the Moon looks like. Then, we will do the What Does the Moon Look Like? drawing activity.
To bring in art and history, we will explore the Multicultural Moon. We will read old stories and myths from different countries about the “Man in the Moon”. After that, the children will use paper circles, crescents, paint, and foam balls to make their own 3D Moon models with craters and mountains.
I like that you have included so much integration. Children would love the walk to explore different homes.
Hands on Activity:
To teach about weather I would use the resources provided in module 4. The resource “Hot and cold” is one I will definitely be trying out in my classroom.
I would teach this lesson on a warm day if possible for context. I would engage the children by discussing the weather and elicit discussion based on the following questions: How warm or cold does it feel in the classroom? In the shade? In the sun? Why do you think it is (cold/cool/warm/hot)? Is the heat of the sun helping to warm this area?We would then explore what the Sun looks like, when we can see the Sun, and when can’t you see it? We would discuss why the Sun is so important for everyone in the world.
We would then complete the “Sun gives off heat” activity using two ice cubes, explaining that we are going to put one bowl in the Sun and the other in the shade. I would ask the children which ice cube they think will melt more quickly. I would use this opportunity to emphasise the importance of fair testing and ask the children if certain scenarios would be fair to elicit if children fully understand. We would then focus on the skill of predicting. Each child will have to predict what they think will happen.
We will discuss and record the results from the investigation.
The taking the next step activities would be to relate what we learned to the children’s lives and past experiences. We would then explore what we learned further by learning about shadows and building on our knowledge.
To introduce the topic of stars I would play the following clip from The Lion King where Simba, Timone and Pumbaa discussing stars and what they think they are. This will lead on to a discussion on what the children think the stars are and will engage the children and elicit discussion.
I would then teach the children about stars. The resource Lots and lots of stars – Looking at the stars has some great ideas. Firstly I would follow the introductory activity using marbles. I would then complete the art activity using black paper instead of painting the background and use a toothbrush and paint to create the stars.
I would use the photo as a discussion point for the lesson and summarise what we have learned.
Following on from this I would teach the children about constellations. This would probably be a second lesson on this topic. Taking the plough for example, I would use the Discover Primary Science resource – Seeing Stars and follow the directions for the younger classes to make a model. Another idea would be to alter the directions and give the children marshmallows and spaghetti to create the constellations/the plough.
I would use the activity set: The Planets in my classroom. I think the activities are very suitable for 2nd class. I would engage the children by firstly showing them the planet song. I would use either the one linked in this course or this one here https://www.youtube.com/watch?v=mQrlgH97v94. This should engage the children in the topic while also teaching them about the different planets. After this, the children would be shown different fruits which will act as a model for the various planets.
For example:
Red grape for Mercury
Celery for Venus
Strawberry for Mars
Kiwi for Earth
Pepperoni for Jupiter
String cheese slice for Uranus
Ham for Neptune
Cheddar cheese for Saturn
Corn for Pluto (if you included as a “dwarf planet”)
Orange slice for the sunThe investigative activity for the planets could be to create a model of the solar system. The children could be given styrofoam balls in different shapes and sizes and asked to paint and design them for the solar system. The children would then be reminded to ensure they are in order. The children could use the worksheet ‘My tiny little books of planets’ to help them with this activity.
Engage (Prompt & Wondering): I will show the class a picture of Neil Armstrong’s footprint on the Moon and a picture of a footprint left in the school sandpit or garden. I’ll ask them: “I wonder what will happen to our footprints outside if it rains or gets windy today? Why do you think the footprint on the Moon doesn’t change?”
Investigate (Exploring, Starter Question & Predicting): We will set up trays with fine sand or flour to act as the “moon dust.” The starter question will be: “What happens to our footprints when we add wind or rain?” Children will make their own mini footprints using their fingers, and then predict what will happen when we blow on them through a straw (wind) or spray them with a water bottle (rain).
I teach 2nd class. My favourite space fact is that footprints remain on the moon for millions of years.
Hi Sharon, that’s a great idea for a lesson. I showed 2nd class astronauts doing daily tasks in space and the class were fascinated!
Describe how you would involve your pupils in an art, music drama or creative writing project based around your local natural or scientific heritage
Based on Tullamore’s natural heritage, the children will create mixed-media artwork inspired by the biodiversity of the local Grand Canal and nearby Charleville Castle woodlands.
We go on a walk to Charleville Castle woods twice annually to explore the natural environment. We will go on a nature walk in the woods and by the canal to look for native flora and fauna. The children will gather some nature and then Back in the classroom, the pupils will use oil pastels to draw the outlines of their chosen animals or plants onto heavy paper. Next, they will apply a watercolor wash over the top.
The children will glue real fallen leaves and twigs collected during our walk to the borders of their pages, adding texture and a literal piece of Tullamore’s ecosystem to their art. This project blends scientific observation with creativity, allowing children to appreciate and display their local natural environment.
I teach 2nd class in Tullamore. I would use the historic stone bridges along the Grand Canal in Tullamore as inspiration as they are well aware of and walk over daily.
After exploring the bridges and exploring how shapes affect structural strength, and linking directly to the local canal infrastructure, the children will use recycled materials such as recycled cardboard, paper cups, lollipop sticks, masking tape, and blocks or lego to make a bridge.
Working in small groups, the children will design and construct their own miniature bridges to span a 30cm “canal” gap on their desks.
Children test their structures by gradually adding toy cars or blocks to see how much weight their bridge can support before bending, encouraging basic teamwork and problem-solving.Maths would be incorporated by measuring the length of the bridge. The children could estimate how many toy cars their bridge can hold and weigh them. The children could collect and record data on the amount of cars bridges held.