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This topic really lends itself to huge integration throughout the curriculum. As you mentioned Maths and language. I also think that this could be extended to drama, music, art and history.
Activity – Rockets
I would introduce the topic by reading the picture book ‘The Darkest Dark’ by Chris Hadfield.
We would then brainstorm what we know about rockets in outer space and the various space organisations that are involved – NASA, SpaceX etc.
I would teach a brief history lesson on the most famous missions into space – the moon landing, ISS, Mars Rover, Artemis 2.
We would then focus on what it must be like to be an astronaut in outer space. We would explore the training involved and what life aboard must be like. We would use the fantastic videos that are available online.
As a hands on activity I would get the children to design a rocketship using recyclable materials.
To integrate with language I would get the children to pretend they are an astronaut in outer space and to write a letter/blog/email to their loved ones at home, detailing their day and explaining how they are getting on with their mission.
I like the idea of linking the traditional fairytale to the lesson. This would really help to get their attention from the start!
<u>Animals in Cold Climates</u>
I would introduce the lesson with a brainstorm about how humans manage to stay warm when they go outside in cold weather. We would make a list on the board. Then I would pose the question – What do animals do in cold climates? They cannot put on clothes or boots. How do they stay warm and survive?
I will introduce the word ADAPTATION and explain it simply.
We will focus on the following – Thick Winter Coats, Blubber, Smart Behaviours
Thick Winter Coats: I will get the children to think about this in relation to household pets initially – Do you have a cat/dog that is furrier/fluffier during the winter and sheds their hair in the summer? Then we will explore a number of cold climate animals – Polar bears and Arctic Foxes
Blubber: I will explain what blubber is and we will explore a number of animals that have blubber – whales, seals, penguins. We could also do the Blubber Glove experiment which involves coating a rubber glove in vaseline (lard) and submerging your hand in icy water whilst wearing it, then comparing this to putting your hand into the water without the protection. This would help the children understand how blubber works.
Smart Behaviours: Again we will brainstorm what type of behaviours animals in cold climates might have. We will focus on exploring – Moving and Huddling, Migration, Hibernation.
There is so much to explore here, I envisage it will result in follow up lessons focusing on Migration and Hibernation in particular.
Project – Children will work together in pairs to research and do a simple project on an Arctic Animal of their choice. The will use the IPads and the class library to research and they will present their project to the class.
I have always been fascinated by the constellations and can put it down to having a very good and interested primary school teacher that taught us about the Plough. I always enjoy helping children to discover the basic constellations and it provides a nice way to link up with home on a project.
The topic of Space really lends itself to integration across the curriculum and you have shown that here in your lesson. I love the idea of spatter painting the stars and I will definitely do this with my 2nd class this coming year.
Activity – Space and Aliens
I envisage doing this as an extension lesson after teaching about the planets and the solar system
I would introduce the topic by reading the book Aliens Love Underpants. The children would then draw a mind map to encourage thinking on what we have already learned and know about other planets.
I would then encourage them to use their imagination and to think about what kind of life forms they think might exist in outer space. We would have a discussion about this. We would consider what we have previously learned about other planets – are they gas giants, rocks, how far from the sun – hot, freezing cold, solar storms etc.
The children would then choose a planet and design an alien that might live there, complete with habitat.
As an extension we could build our aliens and their habitats as a construction lesson in art. We could write a character profile in English and present it to the class. We could write a poem about out alien. The children could act out a scenario of their alien landing on planet earth and having to interact with humans for the first time!
The topic of space and aliens really integrates the curriculum – STEM, language, PE, art, Drama, Geography, History.
Activity Set – The Planets
I would introduce the topic of outer space by reading a picture book such as The Smeds and the Smoos. I would also get the children to draw a simple mind map to see where their understanding is at.
I would then introduce the concept of our Solar System ( on the basis that we would already have done some previous lessons on the Sun and planet Earth)
I would play the Planet song.
I would introduce the basic facts of there being 8 planets in our Solar System, we would use the mnemonic My Very Educated Mother Just Served Us Noodles, to remember the names of the planets in the correct order.
In a follow up lesson we would look at the size of the planets and compare them to each other using cut outs.
Another follow up: pairs of children would work together to complete a research project on a given planet. This could be presented to the class.
As an extension – we would create a solar system mobile/model, where we would use paper mache to create 3s model planets of varying sizes, we could decide as a class which planet is which and paint them in the appropriate colours to represent them. Collectively assembly a class model of the Solar system, this would require a lot of teacher assistance in the junior end, but would be engaging and worthwhile.
Children could design and build a rocketship suitable for landing on their favourite planet – taking into account that some planets are hotter/colder/gas/rock etc and coming up with designs and materials that would support a landing!
Children could adapt/modify their mindmap at the end of a set of lessons to show what they have learned.
This is one of my favourite activities to do with my class! As you said it really does lead to that lightbulb moment and it’s really satisfying as a teacher to see this. It often generates a great starting point for discussion and leads to lots of further exploration depending on what arises.
Working with the junior end of the school, I really find it important to instill a basic understanding of the sun and day and night. How it actually works. It is fascinating to see a child learning about the basics for the first time, they often have never questioned the existence of the sun, moon and stars.
Inquiry based activity: The Living Sundial
This is an outdoor activity where the children use their bodies to explore the movement of the earth and the sun.
Equipment – chalk, yard space, sunny day!
On a sunny morning, take the children outside to the playground, chat about the sun in the sky and pose questions such as –Look at the sun. Does it stay in the exact same spot all day, or does it move across the sky? If the sun is staying still in space, why does it look like it’s moving to us? Can your shadow play hide-and-seek? what causes this? Is the sun always in the sky? Can we always see it? Do you think your shadow will look exactly the same at lunchtime as it does right now?
Give guidance as to the dangers of looking directly at the sun, don’t stare at it.
- Each child marks an X on the ground with chalk (initial it if necessary) this is their anchor spot from where they will check their shadow. Do this early in the morning.
- Child A stands on the X perfectly still with their arms outstretched. Child B draws around their shadow with the chalk. Note the time of day inside the shadow.
- Return to the X a number of times during the day (2-3 times) Repeat the drawing of the shadow and write the times.
Ask the following questions to guide discussion – Did your shadow stay in the same spot? Did it get shorter/longer? Where is your shadow pointing now? Did you move your body or did something else move?
- Do a Spin Experiment – the child faces the sun and then spins slowly on the X – When your back is to the sun can you still see it? Is the sun moving or are you?
Conclusion/Reflection
Step back and look at the shadow map – help the child to connect the dots.
– their bodies didn’t move all day, and the sun didn’t travel across the sky
– the Earth we are standing on is constantly spinning like a slow merry-go-round
– As the Earth rotates, our position faces different angles of the sun’s light, which makes our shadows move and change size! This also creates day and night on planet earth
This activity can be further reinforced in the classroom using a globe/ball and a flashlight
Wow! I am amazed and intrigued at the info on the butterfly galaxies! not something that I ever knew before, I can see myself researching this further! Thanks for the post.
Hi My name is Sharon and I teach 2nd class. I really enjoy teaching about Space and finding out lots of new facts each year. Hard to pick a favourite one! I love gazing at the night sky and identifying all the constellations and locating any planets that are visible.
ChatGPT has so many uses for us as teachers! I am only beginning to get my head around it. I will definitely be using it to source resources next year too!
Describe how you could implement a version of “Design Your own Dark Sky place” in your school/classroom?
I would spend a number of lessons on exploring and learning about what constitutes a ‘Dark Sky Site’ We would learn about the 3 official Dark Sky parks in Ireland -in Mayo, Kerry and Omagh. I would then help the children to understand that we can also have our own Dark Sky place, even though it may not be official and totally dark – but that we can always find our own suitable location that is good for looking at the night sky.
We will start by looking at locations around the school grounds – spaces that are away from lots of artificial lighting and traffic. The children will work in small groups or pairs. When they chose a spot that they feel is suitable, they will then start to use their imaginations and design the perfect Dark Sky Chill Out Zone – they will consider lighting, planting, equipment such as telescopes and seating, possible furnishings to make it comfortable, an area for camping…. they sky is the limit! (Literally!!!) They will draw up their designs focusing on the key areas and present their designs to the class. I will encourage their peers to evaluate and give feedback on the various aspects of the designs. Using 2 Stars and a Wish approach, where they compliment 2 things they like and wish for 1 thing to be included/changed.
For homework children will be asked to locate a suitable Dark Sky place from where they can view the night sky at home, parents may need to be involved at this point and it makes for a good opportunity for home-school collaboration.