[Sonali Roy]

For this assignment, I would choose the Animals in the Cold activity from the Weather activity set. I think this topic would work well in my special-school classroom because it can be explored through sensory experiences, pictures, stories and a simple investigation. The activity helps children recognise different types of weather and learn how animals survive in very cold environments.

I would begin by showing the children photographs of a polar bear and a penguin. We would look at snow, ice and cold places and discuss the differences between hot and cold weather. I could also read a simple story about winter or use a sensory story with cold objects, artificial snow, ice, soft fur and feathers. The children could touch and explore the materials at their own level.
As many of my pupils are non-verbal, I would use photographs, symbols, objects of reference and simple choices. Pupils could answer questions by pointing, using AAC devices or choosing between two pictures. Questions could include: “Is this place hot or cold?”, “Which animal has fur?” and “What do we wear when we feel cold?” The lesson would be divided into short stages, with movement and sensory breaks when needed.

The children would learn that polar bears and penguins have a layer of fat to keep them warm. Polar bears also have thick fur, while penguins have thick feathers. Their fur and feathers have a greasy layer that helps water roll off them. To demonstrate this, I would put a small amount of Vaseline on a glove or plastic hand and drop water onto it. The children could observe how the water rolls away. This would be more suitable for pupils who may dislike Vaseline on their skin.

As a follow-on STEM task, the children could help build a warm shelter for a polar animal using large blocks, fabric, cotton wool and recycled materials. They could choose materials and test whether the shelter is strong and warm.

For School Self-Evaluation, I would record pupils’ engagement, choices, predictions and responses through photographs, observation notes and short videos. Staff could then reflect on whether the activity supported scientific skills such as observing, predicting, investigating and communicating. This evidence would help us identify what worked well and how we could make future STEM activities more accessible and meaningful for every pupil.

[Sonali Roy]

Hi Sharon, I really enjoyed reading your answer. Your lesson plan sounds fantastic and you have included many meaningful cross-curricular links. The children becoming weather scientists and working in teams to build and test animal shelters would support purposeful game-based learning. These activities make STEM enjoyable while developing prediction, problem-solving, teamwork and engineering skills. A meaningful link could also be made with Geography. The children could locate Ireland and Antarctica on a map or globe and explain the differences in climate, weather and animal habitats.

 

 

[Sonali Roy]

I would use the activity set ‘Stars’ with my pupils because space is an exciting topic that can be explored through light, colour, touch, sound and movement. As I teach in a special school, I would adapt the activities to suit pupils with different physical, sensory, communication and cognitive needs.
I would begin by darkening the classroom and showing the pupils pictures of a starry night sky. I would ask simple questions such as, “Can you see the stars?”, “Are there lots of stars?” and “When do we see stars?” Pupils could respond by looking, pointing, using symbols, eye gaze, switches, gestures or vocalisations. We would use containers of objects to compare small and large amounts and to show that there are lots and lots of stars. The main learning points would be that stars give light, we usually see them at night, there are many stars, and the Sun is also a star.
For the art activity, each pupil would create a starry sky on dark paper. Pupils could use toothbrush splatter painting, sponges, finger painting, rollers or star-shaped stamps. Physical assistance or hand-over-hand support would be provided where needed. Pupils could also place large tactile star stickers on black card and connect them with wool or bright lines to create their own constellations. This would allow them to explore patterns, shapes and their imagination.
I would finish by using a torch or a simple star lantern to project star patterns onto the classroom wall. The pupils could observe the light, follow it with their eyes and choose their favourite pattern.
This activity would link Science with Mathematics, Art and Communication. Pupils would practise observing, predicting, counting, comparing amounts, recognising patterns and making choices. I believe the sensory and practical approach would make the difficult idea of stars more meaningful and accessible. It would also give every pupil a way to participate and experience success.

 

 

[Sonali Roy]

Hi Sarah, I really love your lesson plan. I would like to try this activity with my students during Space Week. The questions are brilliant—simple, clear and effective in encouraging children’s curiosity. Aliens are always an exciting topic for children, and I am sure they would really enjoy this lesson.

[Sonali Roy]

Activity Set: The Planets                                                                                                    I would choose the activity set ‘The Planets’ and adapt it to suit the needs of the pupils in my special class. As the children are wheelchair-users and non-verbal or semi-verbal, I would make the activity active, sensory and accessible by giving each pupil the role of a different planet. Each child could wear or hold a large picture of their planet, with its name, colour and a simple symbol attached to their wheelchair.

Alternatively, before beginning the main activity, the pupils could create their own planets during an Art lesson. They could use paint, coloured paper, tissue paper, glitter and different textured materials. Each pupil could choose the colours, size and features of their assigned planet. This prior lesson would help to introduce the topic in a creative and enjoyable way.

I would arrange the pupils around a model of the Sun in the correct planetary order. With support from staff, the pupils could move slowly around the Sun to demonstrate how planets orbit. We could use music (The Family of the Sun song), lights and sensory materials to make the experience more engaging. For example, pupils could explore warm light for Mercury, red textures for Mars, a large soft ball for Jupiter and a ring-shaped prop for Saturn.
I would repeat the names of the planets and use simple questions such as, “Which planet is closest to the Sun?”, “Which planet has rings?” “Where is Earth?” and “What is the name of earth’s satellite”. Pupils could answer by looking, pointing, using switches, eye gaze, gestures or vocalisations.

This activity would help the children learn about the planets through movement, repetition, visual supports and sensory exploration. It would also encourage participation, communication and help improve their gross and fine-motor skills  and turn-taking skills. I believe that making each pupil a planet would help them feel included and make the learning experience enjoyable and memorable.

 

 

• This reply was modified 3 months, 2 weeks ago by Sonali Roy.

[Sonali Roy]

This is such a lovely idea and lesson plan. I am sure the children will really enjoy learning about the phases of the Moon while also eating Oreo biscuits. The Moon is always a fascinating topic, especially for children.

I personally enjoyed learning about the multicultural Moon resource. It was very interesting to discover that the shapes and figures people see on the Moon’s surface often reflect their own culture and surroundings. This reminded me that, in some parts of India, people traditionally see an old woman spinning a wheel on the Moon. The Moon’s dark markings were thought to resemble an elderly woman sitting at her spinning wheel. Spinning yarn was once a familiar part of everyday household life in some parts of India, so people connected the shapes they saw with an image they knew well. This shows how people from different cultures can look at the same Moon but imagine different stories and figures.

[Sonali Roy]

Mind Map: My Ideas About Space – Module 1

SPACE
→ My Interest
→ I love looking at the night sky.
→ I wonder if life exists on other planets.

→ Inquiry Learning
→ Ask questions.
→ Make predictions.
→ Investigate and observe.
→ Discuss what was discovered.

→ Teaching Space
→ Use practical and hands-on activities.
→ Connect space with Science, Maths, Geography and Art.
→ Use sensory materials, pictures and simple experiments.

→ Useful Resources
→ Curious Minds activities
→ ESERO classroom resources
→ Videos, images and space-themed projects

→ My Reflection
→ Space is an exciting way to encourage curiosity.
→ Module 1 has helped me understand how inquiry-based learning can make STEM accessible and enjoyable for my pupils.

 

[Sonali Roy]

Hi Louise, I love your fun fact. It is really fascinating to learn that by the time the light of the sun has reached us, the earth has already moved away from the sun.

[Sonali Roy]

Hi, my name is Sonali and I have always been fascinated by space. I love looking up at the night sky and wondering whether there might be people or other creatures like us living somewhere in another planetary system.

[Sonali Roy]

Junior Infants to Second Class Lesson: Floating and Sinking

Learning Objectives:

• Explore floating and sinking through sensory play and investigation.
• Predict whether familiar objects will float or sink.
• Observe and communicate what happens when objects are placed in water.
• Recognise and use words such as float, sink, above, under, top and bottom.
• Sort objects into floating and sinking groups.

Materials:

A clear shallow container of water, towels, sponge, cork, stone, coin, plastic spoon, bottle cap, leaf, toy animal, wooden block, picture symbols and sorting labels.

Inquiry Question:

Which objects will float, and which objects will sink?

Introduction/Raising curiosity:

• I would allow the pupils to look at and touch the objects before asking, “What do you think will happen?”
• Pupils could make predictions using speech, gestures, pointing, symbols, eye gaze or objects of reference.

Floating and Sinking Investigation:

• Each pupil would choose an object, predict the result and place or release it into the water. They would observe whether it stayed on top or went to the bottom. Pupils would then sort the object or its picture under “Float” or “Sink.”
• I would provide large, easy-to-grasp objects, adapted tongs, an accessible container and adult support where required.

Cross-Curricular Links:

Oral Language: Pupils could communicate observations such as “The cork floats” or “The stone sinks” using words, symbols or gestures.

Mathematics: Pupils could sort and count the objects and compare which group has more or fewer.

Art: Pupils could paint or create a collage of boats and other objects floating on water.

Social skills development: Pupils could practise turn-taking, making choices, sharing materials and working with a partner.

Assessment:

I would assess pupils through observation, participation, communication and their ability to predict, identify or sort floating and sinking objects.

[Author]

Posts