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I like how you included prediction and discussion before the activity, as this encourages the children to think like scientists. The link to Maths through measuring and comparing distances is also a great idea. I think Senior Infants would really enjoy this activity and learn a lot through the hands-on investigation.
I would use the Alien Chemistry activity with my Senior Infants during a Space theme. I think the fizzing experiment would really capture the children’s interest and encourage them to ask questions and make predictions. Before starting, I would get the children to predict will happen when the ingredients are mixed. After the experiment, we would talk about what we observed and compare it to our predictions.
I would also use the solids and liquids activity to help the children sort and describe different materials. The children would work in small groups to investigate everyday objects and decide if they are solids or liquids which would encourage discussion, teamwork and the use of scientific language.
These activities are very hands-on and suit the learning needs of Senior Infants. They also link well with play-based learning. I would celebrate the childrens learning by taking photographs of the children carrying out the investigations and display them with their predictions and observations.
I agree that the Marvin and Milo experiments are a great way to get children interested in science using simple materials. I also like your point about using the ESA resources to support digital literacy alongside science. They are excellent resources that I hope to use in my classroom too.
I really liked using the ESA Kids and Milo and Marvin resources. I think they would work very well with a Senior Infants class because they are fun, colourful and easy for young children to understand.
I would use Milo and Marvin to introduce a Space theme during Aistear. The stories would help to spark the children’s interest and encourage lots of discussion. I would set up a Space Station role-play area where the children could pretend to be astronauts and explore different jobs in space.
I would also use the ESA Kids website to show short videos and pictures of planets, rockets and astronauts. The children could then complete a simple STEM activity, such as building a rocket from recyclable materials or designing a moon buggy using blocks or LEGO.
As part of our School self evaluation, I would like to use more hands on STEM activities in my classroom. I think giving children regular opportunities to explore, build and investigate will help to develop their curiosity and problem-solving skills from a young age.
I really like this idea. I think the way you’ve linked it with literacy, art and maths would make the lesson engaging and meaningful for the children. Reading a myth before creating their own constellations is a lovely idea; it would encourage both creativity and curiosity. It sounds like a fun, hands-on lesson that the children would really enjoy.
I would choose the Activity Set: Space and Aliens because I think it’s a topic that most children would be really excited about. Space is something that naturally sparks their curiosity, and I think using their imagination is a great way to get them interested in science.
I’d start by creating some excitement before the lesson. I’d leave strange footprints around the classroom, a painted “space rock” and a short letter from a friendly alien asking the class to help them learn about Earth. This would encourage them to ask lots of questions and come up with their own ideas about what had happened.
The children would then work in small groups to look at different planets using pictures and simple facts. They would create their own alien using recycled materials, playdough or construction toys. I would encourage them to think about where their alien lives and what it would need to survive there. For example, if it lived somewhere really cold, it would have thick fur, or if it lived on a dark planet, it might have really big eyes.
To finish, I would turn the classroom into a space station. The children could pretend to be astronauts going on a mission, collecting moon rocks, looking for signs of life and recording what they found in a simple space journal. I think this kind of role play would make the learning much more memorable and would suit a junior classroom really well.This looks like a great hands on lesson. I’m sure the children really enjoyed it! I agree that the teddy attached to the globe is a simple but effective way of explaining day and night.
I would choose the Activity Set: The Moon as I think it is a topic that naturally sparks curiosity among children. Many pupils already have questions about why the Moon changes shape or why it can sometimes be seen during the day. I would start by reading the story ‘Papa, please get the moon for me’ to engage the children and create curiosity about the moon.
I would encourage the children to observe and record the Moon over several weeks in a moon diary. This would encourage pupils to develop their observation skills while recognising patterns in the Moon’s appearance. I would use a torch and a ball to demonstrate how the Moon reflects sunlight and why we see different phases.
To support different learning styles, I would include opportunities for discussion, drawing, and digital learning, such as viewing images or short videos of the Moon.
I would get the children to create moon art by using chalk on black paper to draw the moon, and use cotton buds and paint to add craters.I really like this idea, it’s simple and hands on which would keep the children engaged while encouraging them to make predictions and investigate for themselves. I like also how you’ve included adaptations to make sure all students can take part.
My name is Ruth and I will be in S.E.T. this year. My favourite space fact is there are more stars in the universe than grains of sand on all of the beaches on Earth.
Inquiry based lesson: If I was teaching a Senior Infants class, I would use an inquiry-based STEM activity where the children work in small groups to build a bridge that can hold a teddy using materials and recycled materials such as blocks, cardboard, paper, cups and tape. I think this would be a fun way to get the children thinking and working together while also learning through trial and error.
I would let them explore the materials and come up with their own ideas. I would ask questions like, “Why did you choose that?”, “What could you do if your bridge falls down?” or “Do you think there’s another way to make it stronger?”
After each group had finished building, we would test the bridges to see if they could hold the teddy. If a bridge didn’t work, I would encourage the children to talk about what happened and see if they could improve it before trying again.
This activity gives the children the chance to investigate, solve problems and work together in a meaningful way. It also allows them to explain their thinking and listen to the ideas of others. My role would be to support their learning by asking questions, encouraging discussion and giving them the confidence to test their own ideas rather than telling them exactly what to do.
I would finish the lesson with a class discussion where the children could share what worked well, what they found difficult and what they might do differently next time. This would give them a chance to reflect on their learning and learn from each other’s ideas.