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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
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!
<div class=”n6owBd awi2gc” data-sfc-cp=”” data-sfc-root=”ep” data-hveid=”CAAIBxAA” data-processed=”true” data-complete=”true” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 12px 0px 16px; text-decoration: none; border-bottom: 0px rgb(22, 23, 26);”>On a sunny morning, take the children outside to the playground, chat about the sun in the sky and pose questions such as – <!–TgQPHd|||[]–></div>
<ul class=”KsbFXc U6u95″ data-sfc-root=”ep” data-ved=”2ahUKEwiPp8PzsoaWAxVCU0EAHXAdNXAQ-7AUegYIAAgIEAA” data-hveid=”CAAICBAA” data-processed=”true” data-complete=”true” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 12px 0px 16px; text-decoration: none; border-bottom: 0px rgb(22, 23, 26);”>
<li class=”Z1qcYe” data-sfc-cp=”” data-sfc-root=”ep” data-hveid=”CAAICBAB” data-sae=”” data-complete=”true” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 0px 0px 12px; text-decoration: none; border-bottom: 0px rgb(22, 23, 26);”><span class=”iNqyIf” data-sfc-cp=”” data-sfc-root=”ep” data-complete=”true” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 0px; text-decoration: none; border-bottom: 0px rgb(22, 23, 26);”><em class=”eujQNb” data-sfc-root=”ep” data-complete=”true” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 0px; text-decoration: none; border-bottom: 0px rgb(22, 23, 26);”>Look at the sun. Does it stay in the exact same spot all day, or does it move across the sky?<!–TgQPHd|||[]–><!–TgQPHd|||[]–></span><!–TgQPHd|||[]–>
<li class=”Z1qcYe” data-sfc-cp=”” data-sfc-root=”ep” data-hveid=”CAAICBAC” data-sae=”” data-complete=”true” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 0px 0px 12px; text-decoration: none; border-bottom: 0px rgb(22, 23, 26);”><span class=”iNqyIf” data-sfc-cp=”” data-sfc-root=”ep” data-complete=”true” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 0px; text-decoration: none; border-bottom: 0px rgb(22, 23, 26);”><em class=”eujQNb” data-sfc-root=”ep” data-complete=”true” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 0px; text-decoration: none; border-bottom: 0px rgb(22, 23, 26);”>If the sun is staying still in space, why does it look like it’s moving to us?<!–TgQPHd|||[]–><!–TgQPHd|||[]–></span><!–TgQPHd|||[]–>
<li class=”Z1qcYe” data-sfc-cp=”” data-sfc-root=”ep” data-hveid=”CAAICBAD” data-sae=”” data-complete=”true” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 0px 0px 12px; text-decoration: none; border-bottom: 0px rgb(22, 23, 26);”><span class=”iNqyIf” data-sfc-cp=”” data-sfc-root=”ep” data-complete=”true” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 0px; text-decoration: none; border-bottom: 0px rgb(22, 23, 26);”><em class=”eujQNb” data-sfc-root=”ep” data-complete=”true” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 0px; text-decoration: none; border-bottom: 0px rgb(22, 23, 26);”>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?<!–TgQPHd|||[]–><!–TgQPHd|||[]–></span><!–TgQPHd|||[]–>
<!–TgQPHd|||[]–>
Give guidance as to the dangers of looking directly at the sun, don’t stare at it.1. 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.
2. 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.
3. 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?
4. 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.
<div class=”n6owBd awi2gc” data-sfc-cp=”” data-sfc-root=”ep” data-hveid=”CAAIDRAA” data-processed=”true” data-complete=”true” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 12px 0px 16px; text-decoration: none; border-bottom: 0px rgb(22, 23, 26);”>- their bodies didn’t move all day, and the sun didn’t travel across the sky</div>
<div class=”n6owBd awi2gc” data-sfc-cp=”” data-sfc-root=”ep” data-hveid=”CAAIDRAA” data-processed=”true” data-complete=”true” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 12px 0px 16px; text-decoration: none; border-bottom: 0px rgb(22, 23, 26);”>- the Earth we are standing on is constantly spinning like a slow merry-go-round</div>
<div class=”n6owBd awi2gc” data-sfc-cp=”” data-sfc-root=”ep” data-hveid=”CAAIDRAA” data-processed=”true” data-complete=”true” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 12px 0px 16px; text-decoration: none; border-bottom: 0px rgb(22, 23, 26);”>- 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<!–TgQPHd|||[]–></div>
<div data-sfc-cp=”” data-sfc-root=”ep” data-hveid=”CAAIDRAA” data-processed=”true” data-complete=”true” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 12px 0px 16px; text-decoration: none; border-bottom: 0px rgb(22, 23, 26);”></div>
<div data-sfc-cp=”” data-sfc-root=”ep” data-hveid=”CAAIDRAA” data-processed=”true” data-complete=”true” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 12px 0px 16px; text-decoration: none; border-bottom: 0px rgb(22, 23, 26);”>This activity can be further reinforced in the classroom using a globe/ball and a flashlight</div>
<div class=”Fsg96″ data-sfc-cp=”” data-sfc-root=”ep” data-processed=”true” data-complete=”true” data-sfc-inited=”2″ data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 14px; font-weight: 400; margin: 0px; text-decoration: none; border-bottom: 0px rgb(22, 23, 26);”><!–TgQPHd|||[]–></div><hr class=”j3tEEe” data-sfc-root=”ep” data-sfc-pl=”|||[]” data-processed=”true” data-sae=”” data-complete=”true” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 14px; font-weight: 400; margin: 32px 0px; text-decoration: none; border-bottom: 0px rgb(128, 128, 128);” />
<div class=”n6owBd awi2gc” data-sfc-cp=”” data-sfc-root=”ep” data-hveid=”CAAIDxAA” data-processed=”true” data-complete=”true” aria-owns=”action-menu-parent-container” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 16px; font-weight: 400; margin: 12px 0px 16px; text-decoration: none; border-bottom: 0px rgb(22, 23, 26);”></div>
<div class=”Fsg96″ data-sfc-cp=”” data-sfc-root=”ep” data-processed=”true” data-complete=”true” data-sfc-inited=”2″ data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 14px; font-weight: 400; margin: 0px; text-decoration: none; border-bottom: 0px rgb(22, 23, 26);”><!–TgQPHd|||[]–></div>
<div class=”otQkpb” role=”heading” aria-level=”3″ data-animation-nesting=”” data-sfc-cp=”” data-sfc-root=”ep” data-processed=”true” data-sae=”” data-complete=”true” aria-owns=”action-menu-parent-container” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif; font-size: 20px; font-weight: 600; margin: 24px 0px 12px; text-decoration: none; border-bottom: 0px rgb(22, 23, 26);”></div>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.
We can definitely help change things in regard to light pollution, I really believe that the majority of the public are just poorly informed on the hazards of LP and the simple fixes that we can all help to implement – shielded light fittings, changing bulb type, turning off outdoor lighting, using sensors – are all simple ways to help fix this problem! Not to mention how these simple steps would help towards cutting our ESB bills also!
I love the idea of a visually supported checklist, this makes it so much easier and accessible for the younger classes and children with additional needs. Writing and spelling can often get in the way of the fun and freedom of an outdoor field trip!
How you would engage your learners to explore biodiversity in your local area and
the possible impacts of light pollution on local biodiversity.I would initially spend a lot of time teaching about Biodiversity – what it is, why it is so important and what threats it faces. This would take place over a number of lessons. I would then arrange an active explore lesson around the grounds of the school, children would identify areas of biodiversity and they would investigate and record all the plants and animals they can find.
A homework activity would involve the children exploring their own gardens at home or an area near their home and recording the biodiversity there.
We could include our findings on biodiversityireland.ie.
Follow up lessons would be on Light Pollution and how it affects the biodiversity in an area. I would get the children to survey the school and identify all of the artificial light sources. We would bring together the information and have a class discussion on how these light sources could be affecting the biodiversity that we had previously surveyed – foraging time, navigation, bird song, migrating birds, plant growth, insects.
As a conclusion to the lesson I would encourage the children to design posters/create a simple display on convincing others to protect our Biodiversity, informing people on the hazards of Light Pollution. We would also compile a list of possible improvements that could be made around the school grounds in relation to Light Pollution and present these to our Principal and caretaker.
Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
I live on the outskirts of a large town and am lucky enough to have access to a number of areas locally that let us see much of the beauty of the dark sky. I am keenly aware, however, that there is so much more out there in the night sky that would be visible under the right conditions. I have a vivid memory of being at the Gaeltacht in rural Connemara during my teacher training and when we arrived back to the accommodation late one evening we literally couldn’t believe our eyes, the wonder of the night sky was there in all its glory! I could see thousands upon thousands of stars in every area of the sky – it was like being inside a real life snow globe, only being surrounded by stars, planets, comets etc. It was a most magical moment that I have reflected a lot on this week and I will definitely aim to visit a Dark Sky location in the very near future!
Light pollution is certainly impacting my local area, there is a constant glow in the direction of the town, and certainly this gets worse on a cloudy evening. I understand now that it is the moisture in the clouds causing this! I am also aware that it has an impact not only on humans, but on nature and wildlife too.
I have learned that there are some easy fixes to some aspects of light pollution and having looked around my immediate locality I am happy to say that there is evidence of this in my area – the street lamps are fully shielded and they have a warmer tone of lightbulb. The security lights at the local GAA pitch accross the road turn off during the night. We have also fitted our own outdoor lighting with drive up sensors, so they only activate when necessary.
I would teach the children in my class about light pollution and how it affects humans, plants and animals alike. I would encourage them to look at their own homes/areas and see can they identify any ‘Dark Sky Friendly’ lighting. We would also do a school survey to see if our lighting systems comply.
I really love the videos that ESA have provided on this course. They are so child friendly and the visuals really aid understanding of how things work in outer space! They will definitely be my go to videos anymore.
Create an observing plan for autumn that shows which planets are visible in the evening sky.
Initially I would teach some explicit lessons on the compass directions and being able to locate NSEW in any location. I would teach the children how to locate this using the sun in the sky (sunrise/sunset) and also using a compass. I would get the children to do this as a homework exercise and become familiar with the locations of N, S, E, W as it applies to where they live. I feel that there would need to be support from home in relation to this and that would be a nice opportunity for home-school collaboration!I will help the children become familiar with Stellarium and together will identify what to look out for each evening. I will also help the children to understand that the weather has a big impact on our ability to look at the night sky and we will become familiar with consulting weather forcasts and use this to select suitable evenings in autumn to stargaxe. We will decide on evenings that are suitable and as part of homework I will get children to go out and try to spot certain planets in the night sky. They will record what they see using a simple journal.
I would also encourage the children to try and spot particular constellations. I would teach them how to use a Star Wheel and to get familiar with the proximity of one constellation to another. They could also record this in their Star Gazing Journal and report back the next morning!
I would envisage that this above activity could take place weekly/fortnightly depending on both weather and on what can be seen at a suitable time for the children.
I am really excited about this, I have always star gazed myself and this has given me an opportunity to examine how I could share this with my students!
