Forum Replies Created
-
Posts
-
Under the theme of Space, I would implement the lesson on Dancing Raisins again. I did this with First Class many moons ago. We are always on the look out for the next new lesson which is a good thing but keeping a stock of tried and trusted science lessons is good too.
Going forward I would use planning template system – Engage, Investigate, Take the Next Step, Reflection and the correlating sub headings to help focus on an effective inquiry based approach. Thereby getting the most out of the activity.
When we did this experiment with water and and 7Up, the children suggested many other liquids to experiment with eg. milk, washing up liquid in water, water and 7up together. They really owned and developed it further. One discovery was that the raisins need to be nice juicy ones, the cheap bag didn’t work as well. This was learning in itself! Interesting that children did not know that a raisin is a dried grape. They experimented in a follow up lesson with objects in a floating and sinking experiment and used grapes in this for comparative purposes.
A lovely poem “Raisins” by Arron Brown
Raisins
Wrinkled Morsel
Formerly plump round grape
Sundried, shrivelled, concentrated
A sweet snack savoured by grand ‘ol granny
Concentrated, shrivelled, sun dried
Formerly plump round girl
Wise and wrinkled raisin.
This poem provides lots of related cross curricular learning opportunities in literacy, SPHE, Geography and History It links with Natural Environments – climate, habitats.
In fact it links right back to what we need to live on earth – soil, water, oxygen which are not on the Moon. Hence the difference between life and no life and the link with Space theme.
So many great ideas here that are easy to implement and effective to enhance hands on learning in an Infant classroom. Thank you!
This course has allowed me the opportunity to explore and engage with excellent online tools and resources to further the teaching and learning of science in the classroom.
The use of scientific investigative skills is transferrable across the curriculum, in particular the promotion and development of oral language.
I have successfully used the themes of weather and materials and their correlation with children’s clothes, properties and characteristic of material in coats and its relevance to the children’s own environment and experience.
With the children working in small groups they have experimented with basins of water and a variety of materials including plastic, nylon, cotton, wool paper and cardboard the children were asked to identify and investigate materials that absorb water and those that are waterproof. They were asked to explore the characteristics of materials in coats that were wet or dry and appropriateness to various different types of weather.
The groups were given templates to record findings and share this with the class. There was fun, interactivity, experimentation and teamwork. This in itself is true learning in every sense for the “real” world.
Love the idea of your Lapland photos. I find using photographs or videos that I have made myself on my travels to be a great stimulus for engaging the children’s attention. That shared experience is so important.
The overall theme for my lesson in First class would be Space and Aliens. I would link it with Literacy (Adjectives and Pronouns), SPHE (Maslow’s Basic needs) Geography (Habitats), Numeracy (Shape and Space) Art (Design and Make)
The Trigger would be to for the children to explore a 3D model and a flat pictorial image of the universe with the 9 planets in small groups. The planets are made to scale and in order from the sun. Introduce the rhyme “My Very Easy Method Just Set Up Nine Planets”
Then I would ask them to wonder about aliens – what an alien might look like/eat/drink/act/suggest names for aliens
Explore ideas where in the universe they might live
Then I would pose questions/problems to further investigate reasons the children think aliens might or might not live in various parts of the universe/what do they think aliens need to live/what do we need to live – food/water/oxygen
Then I would show the video “Are Aliens Real” by Sci Show Kids consolidates the inquiry based learning above.
To apply this learning children are asked to create their very own Alien using cardboard paper doll cut-outs, and using a variety of materials(buttons/cotton/plastic/thread/wool/glue/felt/glitter/coloured card etc) to design and make their very own imaginary alien and give it a name.
Hi,
I have seen this work very effectively. Aistear really lends itself to the development of children learning the scientific/geographical investigative skills of questioning, observing, predicting, experimenting, estimating/measuring, analysing, recording/communicating.
A lesson for First Class about the Sun and Shadows, moving from the child’s own experience/knowledge forward that I have found was effective and fun.
Introduction
Today we are going to find out about shadows
Brainstorm about shadows
Focus
Take the children onto the yard (on a Sunny day)
Get them to stand tall/outstretch arms/bend down. Ask them for other suggestions. What do they notice? Get them to experiment with movement/shape and space
Give them chalk to draw each other’s shadow
Divide the children into small groups
Give each group a large white poster sheet and coloured markers. Ask the children to depict what they know about the sun and shadows
Feedback to class with children moving around and looking at each group’s pictorial description of the sun and related experience/knowledge
As a whole class using lower to higher order questions, discuss the children’s own experience and knowledge about the sun. Differentiate questions within the class.
Display posters
Consolidation
Ask the children what they have learned today about the sun and shadows.
Read and learn to recite the poem Scary Shadows by Celia Berrell
“My shadow on a sunny day
When standing clear of any tree
Starts at my feet and makes a shape
Of black that looks a bit like me”
Follow up
Ask the children to stand in the same spot in the yard at arrival and dismissal time and check what do they notice and ideas as to perhaps why
Hi,
Love the use of playdough to create and design. Great for motor skills development in Junior classes too.
A lesson for Junior Infants about the moon, moving from the child’s own experience/knowledge forward
Introduction
Look out- can you see, what do you see, why do you see
Close your eyes – can you see, what do you see (or not), why do you think
Talk about the opposites – differences between bright/light, day/night
Focus
Play the Nursery Rhyme “The Man in the Moon” (Time for all children to be in bed)
Is there really such a thing as a man in the moon? Who lives there? How do you get there?
Using lower to higher order questions, discuss the children’s own experience and knowledge about the moon
Children create their own image of the moon on a black background using a variety of materials.
Consolidation
Get the children to talk about the moon in small groups. Feedback to class
Follow up
Ask the children to look at the moon that night before bed and report back next day
Hi Patricia here, I teach in a Junior School with classes ranging from Junior infants to 2nd Class. My interest in this course revolves around Space as a theme to develop the use of STEM activities and resources with Junior classes. I especially wish to explore the spiral approach, also linkage and integration as part of planning and implementation due to such time constraints in recent years in delivering the whole curriculum. Quite simply as a fact the sheer expanse of space is truly amazing and will we ever really know just how expansive it is!
