[Una Kelly]

A small group of children would really thrive completing this experiment . I love it too. The inclusion of a space journal is great too. You have included a lot here. Well done.

[Una Kelly]

Lesson suitable for 3rd class linked with maths

I really loved the activity where the children were allowed to create their  very own rocket using a simple plastic bottle. I would collect a wide and various range of plastic bottles, just from 500 mils up to two and a half litres.
I would give each group of children, maybe children consisting of maybe four team members per group.  I would encourage the children to try and make the nose for the rocket  from card without using a template. ( link with maths)

Then we would try and measure how high the nose for the rocket can launch by measuring it up against a wall with measurements on it.

Then rotate the bottles so that every girl in each group, has simply tried out the activity using different sized bottles.

Then record the findings on their record sheet and see what sized bottle catapulted the nose of the rocket the furthest up the measuring tape on the wall.
then have a discussion afterwards asking, why do we think perhaps the largest bottle was able to shoot the rocket nose further along the measuring tape than the smaller bottle etc?

Listen to the results and see if the children can actually see for themselves that it was actually to do with the volume of air in the bottle has a huge impact on the height of the rocket’s nose.

• This reply was modified 2 months, 2 weeks ago by Una Kelly.

[Una Kelly]

Please find the lesson shown on video attached to the slides in the lesson. This is certainly one that would be helpful in 2nd-4th classes .

Curious Minds lesson plan on Air Resistance suitable for 3rd class

Lesson introduction : start the lesson my showing the children a piece of paper . Pose the question: What will happen if I let go of the paper in the air?
Record results

Divide the children up into groups of three.
Supply each group with the same target- they must convert the paper into propellers like seen on a helicopter. The aim is to slow down the drop to the ground and get it to stay in the air for as long as possible.

The children design the blades in any way they wish using the card and paper clips provided .
After ten minutes at the design stage the children drop the blades they have created from THE SAME HEIGHT so that it is fair test. To link with maths , the children time how long it takes the blades to reach the floor ( using a stop watch) Record the amount of seconds taken.

Compare the design between the groups. Pose questions like – did the amount of paper clips used change the time ? Did the width of the “blades” change the time needed ? Did the length of the “blades” have an impact on time taken to reach the ground?

Day 2: repeat the above experiment in the SAME groups . What would you CHANGE to your experiment to extend the amount of time needed ?

Observation: Was it successful? Compare timings to previous lesson . ( make sure the test is fair and being dropped from same height as previous lesson)

[Una Kelly]

Wow! What a super lesson , or perhaps this  outline of work would do for a month . I like the way you have linked this so well into your locality . Thanks for sharing

[Una Kelly]

I would begin the lesson for Junior Infants by reading the storybook The Stories of the Stars: Constellations for Kids.

After reading the story, I would ask the children to explain what they think the word “constellations” means. I would record their feedback on the board.

Using pre-made packs, I would ask the children to create a saucepan shape using the measured matchsticks and pom-poms. They would then try to create the “Big Dipper” as accurately as possible. I would support the children where necessary by providing a printed diagram of the Big Dipper for them to copy.

I would then introduce the line:

“I used to be a saucepan, now I am…”

I would encourage the children to use their imaginations to create their own star constellation based on the Big Dipper, transforming it into something completely different in the night sky. The children would think of an imaginative name for their new constellation. I would act as a scribe, writing the names of the various “new” constellations onto cards.

The children’s individual constellations and their names would then be displayed together on a large classroom night-sky display.

[Una Kelly]

I absolutely love your lesson idea here. The children love art and by linking the subjects together would really create interest in stars and the magic they create in the sky above. With the eclipse this week, this lesson could lead into that also!

[Una Kelly]

Great idea to teach alongside fractions. The song is also catchy, so you are hitting Music too . The drawing element also integrates Visual Arts! Thanks for sharing

[Una Kelly]

Activity: The Sun as a Source of Heat
Level: Junior and Senior Infants

I chose the simple, hands-on activity from page 29 to explore the Sun as a source of heat. At this young age, children learn particularly well through practical experiences and I like the simple approach outlined. This activity provides an engaging way for kids to observe the effects of heat.

The activity suggests placing a chocolate button on a cocktail sausage stick and positioning it inside a tinfoil-lined dish covered with cling film. The dish is then placed in sunlight. The children have to observe what happen to the chocolate over time and will be able to clearly see the melting process. The chocolate button is also a fun and motivating element that is likely to get the children’s interest. I will get the class to observe the melting at hourly intervals to spot any changes.

Once the children have observed any changes, I will pose the question:

“Why did the chocolate button melt?”

The class will work in small groups to discuss what they think happened and why. I will record all predictions . This will encourage the children to share their ideas.

Using the reveal tool on the interactive board, I will then reveal the word “HEAT” to the class. The Senior Infants can sound out the word and support the Juniors in recognising it.

I will praise all close guesses, particularly encouraging any child who has identified that the Sun or warmth caused the chocolate to melt. These children can go further and explain to classmates how they vame up with their ideas.

This activity provides an opportunity for the children to develop their understanding that the Sun provides heat and that heat causes change. Thanks for the suggestion .

Una

[Una Kelly]

Hello my name is Una and I will teach Junior Infants in September.Fun fact: if an astronaut needs to use the toilet in space they use suction to keep the spaceship clean!

Here is my Inquiry based lesson on Gravity for 4-6 year olds.

Opening/ Introduction:

I would show the children the cover of the book: Gravity is Bringing me Down and ask them to guess what the story might be about. When we land on the word “Gravity” I will pretend to trip over something and fall to the ground, asking them why did I fall down and not float off?
I will continue on and “drop” my ruler on the ground. Again asking them why did the ruler not land on the ceiling ?

I will record their predictions on the board.

Then we will move to the PE hall and in groups, throw balls, frisbees, and bean bags in groups . Pose the question , why did they land on the floor? Record responses

 

Return to classroom and read the story about how gravity really upset the main character in the story… Ask the class when did she hurt herself etc? ( falling out of bed etc)

Then provide the class with the simple definition of gravity: Gravity is a force that brings things back to earth.

Ask: how does gravity help us everyday ? What would school be like without it?

Wrap the lesson up with a simple colouring picture based on a classroom without gravity !

[Una Kelly]

Hello,

my name is Una and I will teach Junior Infants in September ( a few weeks now!) I look forward to teaching the children this topic in a way I haven’t done before! It is so vast and interesting and sometimes we don’t delve into it enough as perhaps as teachers we feel a little out of our depth. Hopefully this course will assist this dimension to my teaching!

[Una Kelly]

Thanks for the booklist here! I had forgotten some of them. I love the book “ How to Catch a Star” , haven’t read it in a while so will most definitely add it to the list for September!

[Una Kelly]

Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky?

I am going to look at the above option. When I immediately think of this, the first thing that comes to mind is the Christmas carol “ It was on a Starry night”, this beautiful song captures the importance of the night’s sky that brings energy, life and brightness. Edvard Munch’s sensational “ Starry Night” also jumps out for me. Over the years, this creation has acted as a valued stimulus that gets a class going! Vincent Van Gogh’s Starry Night has also to be commended for the significant impact it has had on many of my art classes over the years. Now with my new knowledge since this course, I will most definitely integrate STEAM into the lesson a lot more readily. Coldplay’s “ A star full of stars” is also another great musical song that highlights the importance of natural lights in our beautiful sky!  Another great song for primary school students is “Fireflies”- while not directly connected to stars , it definitely creates a magical wonder about the night’s sky.

Finally I am going to include a movie, Pinocchio as it features the song “when you wish upon a star”. This reminds me of when I was a child and is certainly one I would recommend, again creating curiosity and wonder in the night’s sky.

[Una Kelly]

I have never heard of Chatterpix too- what a fun app. Thank you for sharing with us. I will definitely share this with my staff in the hope that the entire school community can benefit!

[Una Kelly]

First and foremost , the most important thing would be is to figure out what nocturnal animals are in existence in our local area: The Navan Road/ Phoenix Park. From our plan already in place we are familiar with such nocturnal animals like: foxes, bats, badgers and insects like moths. The Phoenix Park is a highly important site for biodiversity in Dublin City and is an extremely valuable resource for the people of Dublin and its visitors- it is vital that myself, teaching locally can assist the children understand the importance of night skies for these animals. The book titled “out and about night explorer” is a useful tool to get started. Showing children the images and getting them to brainstorm what these animals have in common, might get them focused on the requirements of nocturnal animals.

The school plan should cater explicitly to teaching children the benefits of darkness for each animal. For example at each standard, the classes study the following :

foxes: Infant level

bats: 1st/2nd classes

badgers: 3rd/4th classes

Insects: 5th/ 6th classes

These class standards will complete group projects on their specific animal and look at the benefits of night lighting to assist their growth and population upkeep.

As a school, the children could set up bat boxes or plant something as simple as “Night Scented Stock” to attract moths etc that assists with pollination.

By doing something practical, children can learn that small actions can help out nocturnal animals come alive at night time. Some suggestions to lower the light output: close some routes to traffic, dim the current lights and perhaps have some lights sensor operated. I am not an expert, but every little helps!

[Una Kelly]

Detail how light pollution is impacting your local area and how you would engage your learners to explore this with a focus on the Navan Road, Dublin 7. ( class level suitability 3rd Class)

 

I would start off with the children in my class completing an investigation about the area where they live, in this instance The Navan Road. We would record the artificial lights erected ( lamp posts, billboards, petrol station signage etc) and use this information to understand why the night’s sky is often difficult to see. On a map, the children would mark each type of light with different symbols. When back in the classroom, the children could use this information to create bar charts and grids to display the information in a more visually appealing way.

Following on from this research, the children would discuss more practical ways to reduce light pollution in the area- like using downward lighting/motion sensors /timers to avoid unnecessary lighting. While public lighting provides us with safer environments , it is key that the children understand how to achieve a healthy balance between the amount of light each light emits as oppose to having lights on unnecessarily which in turn protects biodiversity and the night time environment for hobbies such as star gazing/ star constellation identification etc .

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