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Module 5: Post a reflective piece to the forum (150 words min). You may include digital records of the activities.
I really like the hands-on activities introduced in this module. The rocket making would be perfect for my first class students this coming year. I am also very interested in signing up for Space Week as this is not something we have done in my school. I am interested in trying out the activities set out for Junior classes on the website. The song, book and poem suggestions are fantastic and will be a great guide to my lessons. Activities such as creating aliens with pupils’ handprints and googly eyes to each finger is so lovely and age appropriate for my class. I have used many of Shel Silverstein’s poetry in my classroom in the past but now I have gained many more ideas on how to integrate these poems with activities, songs, books, etc. I have also used the Literacy Shed resource as recommended on spaceweek.ie and plan to use it in conjunction with more resources based on the topic of Space.
I also teach first class, Sinéad. Thanks for the recommendation of Chris Hadfield’s ‘The Darkest Dark’. Looking forward to trying this in September!
Module 5: Assignment
Choose one of the activities or activity sets outlined in this module – How would you use the activity in your classroom?
I would conduct a lesson with first class students on designing a balloon rocket. Students will understand the basic principles of rocket propulsion and how air pressure can propel an object forward. They will design and launch their own rocket.
I would begin by showing the Marvin & Mile cartoon on balloon rockets. Discuss what the characters are doing and how rockets work. I would explain that rockets move by pushing air out, which makes them go forward. I would demonstrate this for the pupils. Rockets would be designed using string through a straw. Stretch the string across the classroom and tape each end to a wall. Inflate the balloon, but don’t tie it and tape it to the straw.
Student launch their balloon rockets by letting go of the inflated balloon. I would encourage them to observce how the air coming out of the balloon makes the rocket move along the string. Use measuring tape to measure how far each rocket travels. Question the students on what they observces about how the balloons move, what made the balloon rocket fo forward?, how far did your balloon rocket travel?
To conclude, we would create a classroom chart to record the distances travelled by different balloon rockets and analyse the data together.
Great ideas for the use of Stellarium, Elaine. I have planned to use this resource also but hadn’t thought of some of the ideas that you have, so thank you!
I have gained a wealth of information and knowledge about how to teach the topic of Space. This course has made me aware of so many fantastic resources and sample lessons to do with younger pupils. Prior to beginning this course, I wouldn’t have known where to begin when teaching a lesson about Space to younger classes. I have been shy to conduct experiments with younger classes due to behavioural issues in the classroom and being apprehensive of how successful a Science lesson could be, but having learned how simple these lessons can be, I am excited to do many more experiments in the coming academic year. The same can be said for projects, I associate projects with senior classes, given that they are more independent and have more experience doing such tasks. However, I now understand that it is not as difficult as I thought and perhaps I need to release the responsibility on to the pupils to be free in their investigations and explorations. I am particularly keep to use resources such as ESA Kids, Stellarium Web, Marvin and Milo, ESERO activities, Curious Minds.
Module 4: Assignment –
Choose one of the activities or activity sets outlined in this module. How would you use the activity in your classroom?
I am keen to used Stellarium-web.org in my classroom in the upcoming academic year. I would use it to do a virtual tour of the night sky, fostering an interest in astronomy and enhancing their understanding of celestial objects and constellations.
I would begin by gathering the students on the carpet and asking them if they have every looked up at the night sky. We would briefly discuss what stars, planets, and the Moon are. I would then introduce Stellarium Web on the interactive whiteboard as a tool to help us explore the night sky. I would show students how to navigate the interface: how to move the sky view, zoom in and out, and identify objects. Then, demonstrate how to find the Moon, a few bright stars, and planets visible at the current time. Highlight a few constellations and explain that constellations are patterns of stars.
Students would then use tablets to explore Stellarium web on their own. I would provide them with a simple scavenger hunt list of objects of find, such as the Moon, a bright star (like Sirius), and a visible planet (like Jupiter or Saturn).
After then interactive use with tablets, students would be provided with printable star charts of a few simple constellations (e.g. the Big Dipper, Orion). Students draw and colour the constellations that they learned about.
Fantastic lesson Siobhán. I really like the materials you have chosen. I also like the integration of mindfulness with sensory bottles, and yoga practice to conclude your lesson.
I have devised this lesson based to suit my First Class students.
Lesson: The Martian Maths Helpers
Objectives:
Students will create puppet Martians inspired by “The Boy from Mars.”
Students will use their puppet Martians to engage in early number work, sorting, and classifying activities.
Students will practice counting, sorting, and classifying objects with the help of their puppet Martians.Materials:
“The Boy from Mars” storybook by Simon James –Craft supplies for making puppet Martians (paper bags, googley eyes, construction paper, markers, glue, scissors)
Assorted objects for sorting and classifying (buttons, beads, colored blocks, etc.)
Sorting trays or containers
Number cards (1-10)Introduction (10 minutes)
Gather students on the carpet.
Read “The Boy from Mars” by Simon James to the class.
Discuss the story briefly, focusing on the concept of Martians and space.
Ask students: “What do you think a Martian would look like? What kind of things would they help us with?”Activity 1: Creating Puppet Martians (15 minutes)
Explain that each student will create their own puppet Martian who will help them with maths activities.
Provide each student with a paper bag and craft supplies.
Demonstrate how to make a simple puppet using the materials provided.
Allow students to create and decorate their Martian puppets.Activity 2: Martian Math Helpers (15 minutes)
Once the puppets are ready, explain that the Martian friends will help with maths tasks.
Set up sorting trays or containers with assorted objects (buttons, beads, blocks).
Demonstrate a sorting activity: “Let’s sort these objects by color. Can your Martian help you sort all the red objects into one tray and all the blue objects into another tray?”Activity 3: Counting and Classifying (10 minutes)
Provide each student with number cards (1-10).
Ask students to count out the correct number of objects that match each number card with their Martian’s help.
For example, “Can your Martian find 5 red beads and put them next to the number 5 card?”
Encourage students to use their puppets to explain their sorting and counting process to a partner.Conclusion (5 minutes)
Gather students back on the carpet with their Martian puppets.
Ask students to share one thing their Martian helped them learn today.
Praise students for their creativity and teamwork with their Martian helpers.Extension Activity:
Create a Martian Maths Centre in the classroom where students can use their puppet Martians to engage in various maths activities throughout the week.Assessment:
Observe student participation and engagement during the puppet-making activity.
Monitor students’ ability to sort and classify objects correctly with their puppet’s help.
Listen to students’ explanations during the sharing session to assess their understanding of counting, sorting, and classifying.Niamh, I love your idea of using stations. It’s something I would find daunting in any subjects other than literacy or numeracy but you have explained it very well and make it seem easier to do than I would have thought!
I have devised this lesson to be suitable for First Class students.
Lesson: The Spherical Earth
Objectives:
Students will understand that the Earth is a sphere.
Students will learn about the North and South Poles.
Students will use role play to explore the concept of Earth’s shape and the location of the poles.Materials:
Globe or inflatable Earth ball
Pictures of penguins and polar bears
Penguin and polar bear stuffed animals or puppets
Large paper or whiteboard
Markers and crayons
Construction paper
Glue sticks
“The Spherical Earth” handout with simple facts and a globe outline for coloringLesson Outline
Introduction (10 minutes)
· Gather students on the carpet.· Show a globe and ask: “What shape is this?” Guide students to recognise it is a sphere.
· Introduce the characters: a penguin (stays at the South Pole) and a polar bear (stays at the North Pole). Show pictures or stuffed animals/puppets.
Role Play (15 minutes)
· Explain that the penguin and the polar bear live on opposite ends of the Earth. Point out the North Pole and South Pole on the globe.· Select two students to play the roles of the penguin and the polar bear, or use the stuffed animals/puppets to demonstrate.
· Role play a simple dialogue:
Penguin: “I live at the South Pole. It’s very cold here!”
Polar Bear: “I live at the North Pole. It’s cold here too!”
· Have the class repeat the roles, switching students or using the puppets.
Drawing and Colouring (10 minutes)
· Provide students with “The Spherical Earth” handout which includes simple facts and a globe outline.
· Ask students to colour the North Pole and the South Pole on the globe.
· As they colour, walk around and ask guiding questions like “Where does the penguin live?” and “Where does the polar bear live?”
Discussion and Sharing (5 minutes)
· Gather students back on the carpet with their coloured handouts.
· Have students share one thing they learned about the Earth, the North Pole, or the South Pole.
· Encourage them to use vocabulary words like “sphere,” “North Pole,” and “South Pole.”Conclusion (5 minutes)
· Review what was learned by asking students to recall one fact about the North Pole and one about the South Pole.Extension Activity:
Create a class mural showing the Earth, the North Pole, and the South Pole. Have students draw and add penguins and polar bears to the mural.Assessment:
Observe student participation and engagement during the role play and discussion.
Review students’ coloured handouts for understanding of the Earth’s shape and the location of the poles.
Listen to students’ explanations and descriptions during the sharing session.That fact is so interesting Paula, I’m definitely going to pose it to my class next year and have them do some research on it on the iPads!
Module 1: Assignment 3 –
Post a reflective piece on how you would use inquiry-based activity in your classroom to the forum (150 words min).
Inquiry-Based Science Lesson I Taught with First Class
Lesson Topic: Exploring the Sky
Objectives:
· Students will be able to identify objects in the sky during the day and night.
· Students will ask questions and make observations about the sky.
· Students will record their observations through drawing and discussion.
Materials:
Chart paper
Markers and crayons
Construction paper
Glue sticks
Torch (one per group)
Star and moon cutouts
Books or pictures of the sky (day and night)Engage:
Gather the students around the teacher and ask, “What do you see when you look up at the sky during the day?” , then ask about night time – record responses on whiteboard.
Show pictures/youtube video of the day and night sky to prompt further discussion.
Explore:
Divide students into small groups of ‘scientists’ and give them a torch, star and moon cutouts, and construction paper.
Turn off classroom lights and let students use their torch to explore how the moon and stars can be seen in the dark.
Turn on the classroom lights and discuss how the sun can be seen during the day but not the stars and moon.
Explain:
Students return to their sears and are iven paper and crayons.
Ask the to draw two pictures: one of the sky at day, one of the sky at night.
Conference around the room asking guiding questions, such as “what do you notice about the sun?”
Discussion:
Gather students around teacher and share their drawings.
Make observations about their drawings.
Encourage use of vocabulary like ‘sun’, ‘moon’, ‘stars’, ‘day’, ‘night’
Evaluate:
Review what was learned by asking students to recall one thing they notices in the sky during the day and one thing they noticed at night
Hi there,
My name is Órnaith. I will be teaching First Class again this coming academic year. It will be my third year teaching this age group. I don’t have a favourite space fact as of yet as the reason I chose this course is to up-skill and improve my knowledge in Space and STEM, and also feel confident teaching in this area.
