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I love the idea of setting up stations for space week. It gives a great opportunity for integration and play based learning. Perfect for an infant class.
<p class=”isselectedend”>An activity I would like to use from this module is the Marvin and Milo Make a Balloon Rocket experiment from IOP Spark. As I will be working in a special class this coming September, I feel this activity would be highly engaging and appropriate for my students. It offers a fun, hands-on way to explore basic STEM concepts such as force, movement, and cause and effect.</p>
<p class=”isselectedend”>To support accessibility, I am currently designing a step-by-step visual presentation using Canva. This will include clear images, simple language, and visual supports to help students follow each stage of the activity. I plan to use this resource on the interactive whiteboard and also provide printed visuals for individual support.</p>
This approach will encourage participation, communication, and curiosity, while ensuring that all learners can engage meaningfully in a structured and supportive wayThe “Weather” Activity set is a great lesson for 1st class. Its a great opportunity for children to make meaningful connection with what they experience everyday. The STEM activity provides an great exploratory play based approach.
<p class=”isselectedend”>I would use Stellarium, such as the version developed by Blackrock Castle Observatory, as an engaging classroom tool to plan a combined mindfulness and STEM lesson for children in a special class. By projecting the night sky in real time, I can create a calm, immersive environment where children can visually explore stars and constellations. I would link this to children’s yoga by guiding them through simple breathing exercises while “looking up” at the stars, encouraging relaxation and focus.</p>
For non-verbal children, I would incorporate visual symbols and pre-loaded vocabulary on communication devices, allowing them to express choices such as “star,” “moon,” or “dark.” To extend the learning, I would follow up with a STEM-based activity where children create simple constellations using black card and LED lights or stickers, helping them understand patterns in the sky. They could also sort and match shapes or recreate constellations, reinforcing observation, sequencing, and early scientific thinking in a hands-on way.Activity: Stars.
I would begin by discussing with the class by asking questions and making connections with children’s lived experiences of night sky watching/ observing.
I would agree with another member that has already posted and show a video of the constellations in the sky to introduce the lesson. I would show some images of different constellations and perhaps assign each group a different constellation to map on black paper (large A3 format) I would have the materials supplied per group. I would ask the group to use the ipad to research a fun fact about the constellation they have created and present their constellation along with the fun fact they find to the rest of the class.
I would love to use some of the BCO (Blackrock Castle Observatory) YouTube channel. There is an online tool called stellarium web which allows you to explore the nights sky live, which I think would be an invaluable resource in the classroom.
In addition I am aware that BCO supply a 3D experience of the night sky and a school can rent a nigh sky dome for children to experience star gazing at school, this would be fantastic.
I love the idea of showing the children a video on the constellations and supporting them to recognize a pattern. Then giving them the opportunity to make their own.
I love your lesson idea on the planets. Using photographs to explore and observe the planets is a lovely way for children to get a sense of what the planets look like. I think that you can avail of some high definition images and virtual planets on online platforms via the BlackRock castle observatory but I’m not 100% sure.
To teach children in a special class about craters and the phases of the moon, I would use the “The Moon” activity set in a highly visual and hands-on way. I would begin by showing simple pictures and short videos of the moon to introduce the concepts of craters and changing moon shapes. I would add the new vocabulary to the children’s communication devices. I would also like to incorporate a simple song about the moon. Using sensory materials, such as flour and cocoa powder, the children could create their own “moon surface” and drop small objects to form craters, helping them understand how impacts create these features.
For moon phases, I would use physical models like foam balls and a light source to demonstrate how the moon appears to change shape. I would also provide visual supports and symbols, and upload key vocabulary to communication devices to support understanding. Repetition, guided exploration, and sensory experiences would ensure that all children can engage meaningfully and develop curiosity about space.
I love this lesson idea, I remember when I first started teaching I was trying to demonstrate this with very limited resources, just flat 2D yellow card for the sun and a teacher designed flat 2D earth. I soon realised the need for investing in flashlights and 3D spheres to make for a much more engaging hand on meaningful lesson.
My name is Rachel Bromell and one of my favorite space facts – Olympus Mons is the highest mountain (volcano) in space on the planet Mars. I also love the fact that Johannes Kepler discovered the idea how planets move in elliptical orbits along with Sir Issac Newtons explanation as to why this occurs.
I really enjoyed the gravity lesson from the ESERO website. I would gather the materials and have 4 sets of them at hand for these investigations. Included in the sets would be: feather, paper ball, elastic band, peg, paperclip, bouncy ball, small mesh bag, marble, sharpener, cork. I would use an interesting prompt to motivate the children to get curious. I liked the suggestions for open ended thinking by asking the questions how does the object drop? fast slow spinning and then to further scaffold their responses by framing the answer with “we think …… this happened because….” I am looking forward to trying out this lesson in future.
I really like this overall integrated approach to learning. Tralee offers a huge amount of natural diversity in close proximity. I would love to be a pupil in the class to get to experience such a wonderful lesson.
Responding to bullet point 1
A notable engineer associated with the Limerick region is John Philip Holland, an Irish inventor from nearby County Clare who developed the first successful modern submarine. His work provides an engaging context for classroom investigations and links well with the Curious Minds approach, which promotes inquiry-based learning.
To introduce Holland, I would share his story, focusing on his curiosity about how objects move through water. Using a Curious Minds approach, I would encourage students to ask questions such as “Why do some objects float while others sink?” and “How can we design something that stays afloat?” Students would then plan and carry out investigations by designing and testing simple boats or submarine models using everyday materials.
Through exploring, predicting, and reflecting on results, students develop scientific skills and curiosity. This approach supports active learning, problem-solving, and helps students see how engineering connects to real-world challenges.
I like the way you are inspired by the local bridge in your area and the idea of a scaled down version. It is also a great idea to provide the span of 30cm to provide the engineering challenge.
Responding to bullet point 2
In my local area, an interesting example of engineering is the yurt used in our forest preschool. This circular structure, traditionally used by nomadic communities, is designed to be strong, weather-resistant, and easy to assemble. It provides an excellent opportunity to explore engineering principles such as stability, shape, and materials.
To use this as inspiration, I would introduce students to the design of a yurt, examining its circular frame and structure. Students would then work in small groups to design and create mini yurts sized for toy figures. They would plan, sketch, and select materials, considering how to make their structures stable. The mini yurts would be tested outdoors in the school garden to observe how well they withstand weather conditions. Following this, the most successful design could be selected and recreated on a larger scale. This project would promote creativity, problem-solving, and practical engineering skills.